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Objective: This study aims to explore the contribution of interfaith perspectives in multicultural education to the achievement of the Sustainable Development Goals (SDGs). The focus is to develop a deeper understanding of how religious values can strengthen tolerance, social cohesion, and peace among students. Theoretical Framework: This study uses a multicultural educational framework and an interfaith perspective as its theoretical foundation. Multicultural education is seen as an important strategy to promote respect for diversity, while an interfaith perspective contributes fundamental moral values to sustainable social development. Method: A qualitative analysis of content technique is employed in the study to analyze Hadith and Quranic texts and lessons. To find themes and subjects about interfaith dialogue and multicultural education, the texts are methodically classified and categorized. Results and Discussion: This research results in a deeper understanding of best practices and challenges in integrating interfaith perspectives in multicultural education. The results show that the integration of religious values can effectively strengthen understanding and appreciation of diversity, as well as support the creation of an inclusive and harmonious educational environment that contributes to the achievement of the (SDGs). The study also offers practical recommendations for educators and policymakers to improve the implementation of multicultural education based on interfaith values. Research Implications: Policymakers, educators, and interfaith workers should take note of the study's significant ramifications. It provides a framework for multicultural education with a strong religious foundation that may be utilized to develop inclusive lesson plans and teaching techniques. Originality/Value: The interdisciplinary approach of this research, which blends Islamic religious teachings with contemporary educational theories, makes it distinctive. It adds something unique to the continuing conversation about diversity and inclusivity in education by providing an Islamic perspective. The study is important because it has the potential to change educational practices and regulations, which will help different groups have more inclusive and respectful learning environments.
Objective: This study aims to explore the contribution of interfaith perspectives in multicultural education to the achievement of the Sustainable Development Goals (SDGs). The focus is to develop a deeper understanding of how religious values can strengthen tolerance, social cohesion, and peace among students. Theoretical Framework: This study uses a multicultural educational framework and an interfaith perspective as its theoretical foundation. Multicultural education is seen as an important strategy to promote respect for diversity, while an interfaith perspective contributes fundamental moral values to sustainable social development. Method: A qualitative analysis of content technique is employed in the study to analyze Hadith and Quranic texts and lessons. To find themes and subjects about interfaith dialogue and multicultural education, the texts are methodically classified and categorized. Results and Discussion: This research results in a deeper understanding of best practices and challenges in integrating interfaith perspectives in multicultural education. The results show that the integration of religious values can effectively strengthen understanding and appreciation of diversity, as well as support the creation of an inclusive and harmonious educational environment that contributes to the achievement of the (SDGs). The study also offers practical recommendations for educators and policymakers to improve the implementation of multicultural education based on interfaith values. Research Implications: Policymakers, educators, and interfaith workers should take note of the study's significant ramifications. It provides a framework for multicultural education with a strong religious foundation that may be utilized to develop inclusive lesson plans and teaching techniques. Originality/Value: The interdisciplinary approach of this research, which blends Islamic religious teachings with contemporary educational theories, makes it distinctive. It adds something unique to the continuing conversation about diversity and inclusivity in education by providing an Islamic perspective. The study is important because it has the potential to change educational practices and regulations, which will help different groups have more inclusive and respectful learning environments.
Objective: This study aims to analyze the curricula of Kuttâb schools through the CIPP framework, focusing on the social and environmental management aspects of these educational programs. The research investigates how the "Iman Curriculum" and "Qur'an Curriculum" of Kuttâb Ibnu Abbas Surakarta diverge from mainstream Islamic education and evaluates their effectiveness from a social and environmental perspective. Theoretical Framework: The analysis is grounded in the CIPP (Context, Input, Process, Product) model by Stufflebeam, which provides a structured approach to assess educational programs. This framework is employed to evaluate the curriculum's alignment with community needs, resource utilization, teaching methods, and educational outcomes, incorporating social and environmental management considerations. Method: A qualitative evaluative design was used, involving interviews, observations, and document analysis. Data collection focused on understanding the development, implementation, and impact of the Kuttâb curricula, with particular attention to their social and environmental dimensions. Results and Discussion: The study finds that Kuttâb Ibnu Abbas’s curricula are rooted in a grassroots model, distinct from conventional international curricula. The program is effective in addressing community needs but requires better alignment with individual student needs. While teaching methods are well-implemented, there is a need for improved teacher training and assessment practices. The study also discusses how the curricula's social and environmental management aspects could be enhanced to better serve both students and the community. Research Implications: The findings provide actionable insights for improving the effectiveness of Kuttâb school curricula. Recommendations include better alignment with student needs, enhanced teacher training, and more robust assessment methods, alongside considerations for social and environmental impacts. Originality/Value: This research is novel in applying the CIPP framework to the evaluation of Kuttâb school curricula from a social and environmental management perspective. It offers valuable insights into how alternative Islamic education models can be assessed and improved, contributing to the broader field of educational management and curriculum development.
Purpose: The objectives of this study are to: 1). Identify the types of principal leadership applied in high schools, 2). The application of creative leadership of school principals in modern Islamic boarding schools in empowering teacher performance in schools, 3). Fostering the creative leadership of school principals in modern Islamic boarding schools. Theoretical Framework: This study will explore how high school leaders in Muhammadiyah apply creative and transformative leadership principles to face contemporary challenges in education, such as adapting to new technologies, improving the quality of teaching, and promoting sustainable development values among students and staff. Methods: This research uses an interpretative paradigm with a qualitative approach, case study type, and multicase design. Data were collected using observation, interviews, and documentation. Data validity using triangulation of sources, methods, and theories. Next, an interactive model analysis is carried out. Obyek penelitian dilakukan di SMAM SBM Piyungan Yogyakarta dan SMAM Pondok Pesantren Modern Imam Cabang Syuhodo Muhammadiyah Blimbing, Sukoharjo, Jawa Tengah. Results and Conclusion: The results of this study show (1) Types of creative leadership in these two schools include being innovative, engaging in the community, providing opportunities for students to develop, and focusing on social and humanitarian contributions. (2) The application of principals' creative leadership in empowering teacher performance in schools is carried out by encouraging innovation in learning, providing support and training, recognizing and rewarding superior performance, developing joint learning plans, providing emotional support, facilitating teacher collaboration, implementing an equitable evaluation system, and integrating educational technology. Research implications: The implications of creative values applied in cottages, especially in terms of raising cottages, are proactive, advanced, inclusive, do not impose and do not prohibit, and even provide education to the community so that according to the direction of Islamic boarding schools that uphold Islamic teachings, can be implemented and applied. Originality/value: the originality of this research lies in pesantren which includes Islamic educational institutions with creative leadership that is not stagnant, and always runs and develops dynamically.
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