ISU PROBLEM DAN TANTANGAN PENDIDIKAN ISLAM MULTIKULTURAL

Abstrak

Penelitian ini mengkaji isu, masalah, dan tantangan dalam penerapan pendidikan Islam multikultural di Indonesia. Indonesia, sebagai negara kepulauan yang kaya akan keragaman etnis, budaya, bahasa, dan agama, menghadapi tantangan unik dalam menjaga keharmonisan sosial. Pendidikan Islam multikultural hadir sebagai upaya mengintegrasikan nilai-nilai Islam yang inklusif dengan prinsip multikulturalisme untuk menciptakan generasi yang toleran dan menghargai perbedaan. Penelitian ini menggunakan metode deskriptif kualitatif dengan pengumpulan data melalui wawancara mendalam, observasi, dan studi dokumentasi. Hasil penelitian mengidentifikasi beberapa isu utama, termasuk kurikulum yang belum sepenuhnya terintegrasi dengan nilai multikultural, metode pengajaran yang kurang adaptif, kualifikasi pendidik yang perlu ditingkatkan, serta adanya prasangka dan resistensi dari sebagian masyarakat. Selain itu, problem internalisasi nilai multikultural juga muncul akibat interaksi siswa di luar sekolah, perbedaan pemahaman keagamaan, latar belakang keluarga, serta keterbatasan fasilitas dan strategi pembelajaran di sekolah. Tantangan guru dalam mengajarkan nilai multikultural meliputi

This study examines the issues, problems, and challenges in the implementation of multicultural Islamic education in Indonesia. As an archipelagic nation rich in ethnic, cultural, linguistic, and religious diversity, Indonesia faces unique challenges in maintaining social harmony. Multicultural Islamic education serves as an effort to integrate inclusive Islamic values with the principles of multiculturalism to foster a generation that is tolerant and respects diversity. This study employs a qualitative descriptive method, with data collection conducted through in-depth interviews, observations, and document analysis. The findings identify several key issues, including a curriculum that is not yet fully integrated with multicultural values, teaching methods that lack adaptability, the need to improve educators’ qualifications, as well as the presence of prejudice and resistance from certain segments of society. Additionally, challenges in internalizing multicultural values arise due to students’ interactions outside of school, differences in religious understanding, family backgrounds, as well as limitations in school facilities and learning strategies. The challenges teachers face in teaching multicultural values include the diversity of students’ backgrounds, low levels of teachers’ multicultural literacy, resistance to pluralism, a lack of environmental support, limited learning strategies and media, and differences in perception among teachers. Despite facing various challenges, teachers play a strategic role in instilling these values