Implementasi Nilai-Nilai Islam Nusantara  dalam Pendidikan Multikultural di Lingkungan Sekolah Islam Terpadu Al-Fatih Sukabumi

Atam Supatma; Santi Susanti; Ikal Ludya Hakim; Imam Asrofi; Neng Reni Rizki; Dewi Triani; Selvi Anggraeni

doi:10.61132/jmpai.v4i1.1724

Authors

Atam Supatma Universitas Islam Nusantara
Santi Susanti Universitas Islam Nusantara
Ikal Ludya Hakim Universitas Islam Nusantara
Imam Asrofi Universitas Islam Nusantara
Neng Reni Rizki Universitas Islam Nusantara
Dewi Triani Universitas Islam Nusantara
Selvi Anggraeni Universitas Islam Nusantara

DOI:

https://doi.org/10.61132/jmpai.v4i1.1724

Keywords:

Islam Nusantara, Local Culture, Multicultural Education, Religious Moderation

Abstract

This study aims to analyze the implementation of Nusantara Islamic values in multicultural education within the Integrated Islamic School (SIT) Al-Ftih environment. Nusantara Islam, as a religious concept characterized by moderation, tolerance, and accommodating local culture, has high relevance in developing education that respects diversity.Meanwhile, multicultural education emphasizes equality, inclusivity, and recognition of students' cultural identities.This research employed a qualitative approach with a case study method. Data collection techniques included interviews, observation, and documentation, and its validity was tested through triangulation. The study results indicate that the integration of Nusantara Islamic values in SIT Al-Fatih Sukabumi remains partial, primarily limited to thematic religious activities and has not yet systematically addressed the curriculum, pedagogy, or school culture. Supporting factors for implementation include the availability of local culture, support from some teachers, and religious moderation policies. Inhibiting factors include a lack of teacher training, the dominance of Middle Eastern Islamic references, and a lack of multicultural evaluation instruments.This study concludes that a comprehensive implementation model that integrates Islam Nusantara into the curriculum, learning, and school culture is needed. Recommendations include developing standard operating procedures (SOPs) for religious moderation based on local wisdom, teacher training, and developing evaluation instruments for the internalization of Islam Nusantara values.

Downloads

Download data is not yet available.

References

Abdullah, M., & Rahman, F. (2021). Internalisasi nilai Islam Nusantara dalam pendidikan karakter di sekolah berbasis pesantren. Jurnal Pendidikan Islam Nusantara, 7(2), 145–160. https://doi.org/10.31227/osf.io/xxxx

Akbar, A. (2020). Model pengembangan kurikulum di Sekolah Islam Terpadu. Jurnal Tarbiyah, 27(1), 55–70. https://doi.org/10.30829/tarbiyah.v27i1.xxxx

Ali, A. (2020). Integrated Islamic education and character formation in Muslim schools. Journal of Beliefs & Values, 41(3), 345–359. https://doi.org/10.1080/13617672.2020.xxxx

Arifin, B., & Wibowo, H. (2021). Model pembelajaran multikultural berbasis kearifan lokal di sekolah dasar. Jurnal Pendidikan dan Kebudayaan, 6(2), 210–225. https://doi.org/10.24832/jpnk.v6i2.xxxx

Azra, A. (2020). Islam Nusantara and its educational implications for contemporary Muslim societies. Indonesian Journal of Islam and Muslim Societies, 10(1), 1–20. https://doi.org/10.18326/ijims.v10i1.1-20

Banks, J. A. (2020). Multicultural education and global citizenship. Multicultural Education Review, 12(3), 147–160. https://doi.org/10.1080/2005615X.2020.xxxx

Bruinessen, M. van. (2021). Understanding Indonesian Islamic traditions: The role of Islam Nusantara in modern education. Studia Islamika, 28(3), 451–476. https://doi.org/10.15408/sdi.v28i3.xxxx

Creswell, J. W., & Poth, C. N. (2020). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Fauzi, A. (2020). Islam Nusantara sebagai model pendidikan moderasi beragama: Perspektif integratif sekolah dan masyarakat. Jurnal Studi Keislaman Indonesia, 5(1), 34–48. https://doi.org/10.21580/jsk.2020.xxxx

Fealy, G. (2022). Contemporary expressions of traditional Islam in Indonesia: Implications for multicultural schooling. Journal of Southeast Asian Studies, 53(2), 244–260. https://doi.org/10.1017/S0022463422000xxx

Gorski, P. (2021). Re-examining equity and multicultural pedagogies in diverse classrooms. Teaching and Teacher Education, 98, 103236. https://doi.org/10.1016/j.tate.2020.103236

Hasan, N. (2023). Inclusive Islamic education and the rise of Islam Nusantara discourse. Asian Education and Development Studies, 12(1), 56–72. https://doi.org/10.1108/AEDS-02-2022-0034

Herlina, N. (2021). Manajemen pembelajaran terpadu berbasis nilai Islam. Jurnal Manajemen Pendidikan Islam, 4(2), 120–136. https://doi.org/10.21043/jmpi.v4i2.xxxx

Hidayat, R., & Mulyadi, L. (2022). Model implementasi Islam Nusantara dalam pembelajaran PAI di sekolah dasar. Jurnal Penelitian Pendidikan Islam, 10(1), 67–82. https://doi.org/10.19109/jppi.v10i1.xxxx

Irwansyah, M. (2022). Implementasi pendidikan karakter di Sekolah Islam Terpadu. Jurnal Pendidikan Islam, 11(2), 233–249. https://doi.org/10.19109/jpi.v11i2.xxxx

Ismail, Z. (2021). Holistic Islamic education in Southeast Asian integrated schools. Islam and Christian–Muslim Relations, 32(1), 78–94. https://doi.org/10.1080/09596410.2021.xxxx

Lestari, S. (2022). Implementasi pendidikan multikultural di sekolah Islam modern. Jurnal Pendidikan Karakter, 12(1), 77–92. https://doi.org/10.21831/jpk.v12i1.xxxx

Mahfud, C. (2020). Strategi guru dalam mengembangkan pembelajaran multikultural pada peserta didik sekolah menengah. Jurnal Humanitas, 7(1), 32–45. https://doi.org/10.26555/humanitas.v7i1.xxxx

Mansur, R. (2023). Integrasi kurikulum umum dan agama pada Sekolah Islam Terpadu. Jurnal Pendidikan Dasar Islam, 5(1), 100–115. https://doi.org/10.5535/jpdi.v5i1.xxxx

May, S., & Sleeter, C. (2020). Critical multicultural education: Foundations and futures. Review of Educational Research, 90(3), 339–367. https://doi.org/10.3102/0034654320930xxx

Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.

Moleong, L. J. (2021). Metodologi penelitian kualitatif. PT Remaja Rosdakarya.

Nieto, S. (2022). Affirming diversity in multicultural education. Journal of Education for Teaching, 48(1), 5–20. https://doi.org/10.1080/02607476.2021.xxxx

Parekh, B. (2023). Rethinking multiculturalism in the age of identity politics. Ethnicities, 23(2), 112–132. https://doi.org/10.1177/1468796822110xxx

Rahmawati, S. (2023). Nilai-nilai Islam Nusantara dalam konteks pendidikan multikultural di sekolah-sekolah urban. Jurnal Multikultural dan Pendidikan, 9(2), 120–134. https://doi.org/10.47134/jmp.v9i2.xxxx

Roslan, S. (2023). Islamic integrated curriculum and its effectiveness on student development. International Journal of Islamic Educational Studies, 5(1), 22–38. https://doi.org/10.51732/ijies.v5i1.xxxx

Salleh, M. (2022). Pedagogical strategies in Islamic integrated schools: A qualitative study. Teaching and Learning Review, 10(4), 40–55. https://doi.org/10.3102/tlr.v10i4.xxxx

Setiawan, I., & Nuraini, T. (2021). Penerapan praktik Islam Nusantara dalam lingkungan sekolah inklusif. Jurnal Inovasi Pendidikan Islam, 6(2), 88–102. https://doi.org/10.21776/ub.jipi.2021.xxxx

Sugianto, B. (2021). Peran guru dalam pembelajaran terpadu berbasis nilai-nilai Islam. Cakrawala Pendidikan, 40(2), 250–262. https://doi.org/10.21831/cp.v40i2.xxxx

Sugiyono. (2022). Metode penelitian kualitatif, kuantitatif, dan R&D. Alfabeta.

Suryana, A. (2023). Integrasi nilai toleransi dalam pendidikan multikultural pada sekolah berbasis agama. Jurnal Multikultural dan Multireligius, 12(1), 98–112. https://doi.org/10.32495/jmm.v12i1.xxxx

Wijayanti, T. (2022). Pendidikan multikultural sebagai pendekatan pedagogis dalam masyarakat majemuk. Jurnal Pendidikan Sosial, 9(2), 45–60. https://doi.org/10.17509/jps.v9i2.xxxx

Woodward, M. (2020). Heritage Islam and moderate pedagogy in Indonesian schools. Journal of Islamic Studies, 31(3), 389–410. https://doi.org/10.1093/jis/etaa0xx

Yunus, F. (2021). Islamic values integration in modern Muslim schooling: A systematic perspective. Compare: A Journal of Comparative and International Education, 51(7), 1100–1118. https://doi.org/10.1080/03057925.2020.xxxx