Multicultural Education In Islamic Boarding School (A Descriptive Study of Pesantren DDI Mangkoso, South Sulawesi)

Abstract

Abstract;The main objective of this research was to elaborate how pesantren contend with multicultural education. Qualitative methods including: interviews, focus group discussion (FGD) and detailed observations of the life of pesantren were used. The researcher also examined the wide range of literatures related to the topic. The research focused on pesantren Mangkoso Barru, Indonesia, representing traditional pesantren in the region of South Sulawesi. The data was collected from the teachers, students, kyai (religious leaders) in this particular pesantren. The findings suggest that pesantren have their own understanding regarding multicultural education. Their understandings were mainly based on the holy Koran without learning from western perspectives. They believe that human beings were created on the basis of difference, so people must appreciate one another. The differences related to language, race, religion, are a must. These concepts have been implemented in the pesantren curricula. The curricula are very inclusive and more opened to any difference. The pesantren provides different materials which come from different sects, and students.There is no enforcement from pesantren management to just learn from specific sect. In addition, expanding networks of pesantren is also inclusive. They have already collaborated with different organizations in relation to development of pesantren management.Another issue considered was its vision of leadership which is perceived as very open. The leader (kyai) are frequently involved in multicultural campaigns, such as seminars, workshops, and bench markings. They perceive that the progress of pesantren Muhaemin Latif JICSA Volume 05-Number 02, December 2016 232 depends strongly on the way the kyai deals with contemporary issues, including multiculturalism.

Economic Empowerment of Islamic Student Throught Optional Course Learning in Boarding School for Harmonization and Preventing Negative Stigma

“…According to Yuli et al (2011) pesantren can be an institution that prevents the existence of radicalism because it teaches morality and peace and tolerant cooperation. Maksum (2015), Abdurrachim (2016) and Latif (2016) says pesantren can adapt to the development of the times, into a modern educational system that teaches matter other than salaf through the education curriculum that will be able to form a tolerant, harmonized and multicultural education for santri.…”

Integration of Multicultural Values Learning in Boarding Schools

“…Students require a broader understanding of world and education embedded in multiculturalism [31]. Pesantren have their own understanding regarding multicultural education that human beings were created on the basis of difference, so people must appreciate one another [32].…”

Epistemology and Strategy of Multicultural Islamic Education

“…The development of religious education with a multicultural perspective can be applied to several aspects (Latif 2016), namely: content orientation (curriculum), student orientation, and academic unit reform orientation (schools). In contentoriented education, (Elhefni and Wahyudi 2017) Offers a curriculum reform framework with several approaches: first, a contributive approach, where the main objective of this approach is to include materials on the diversity of religious groups (including ethnic groups and community culture).…”