The Management of Multicultural Resolution on Post- Transnationalism of Indonesian Islamic Education: Challenges for the Future

Abstract

This article discusses the urgency of the post-transnationalism paradigm of Indonesian Islamic education in the multicultural resolution management perspective that its substance discusses at least three main streams of discourse, namely: first, the substance of the post-transnationalism paradigm of Indonesian Islamic education that can be interpreted as an ideology of Islamic education that promotes the importance of moderation values that live within the multiculturalism of this nation, both on madrassas, pesantren and IslamicHigher Education. Secondly, the challenge of multiculturalism in Indonesian Islamic educationis this archipelago's problem with the dimensions of social conflict, radicalism, and extreme fundamentalism, which negates the importance of respect for diversity. Third, the multicultural resolution management design of Indonesian Islamic education for world peace must at least carry three main agendas that are very important in realizing the post-transnationalism paradigm in the future, which includes: development of a humanistic curriculum, strengthening moderation of institutional management, and strengthening institutional scientific partnering networks.Artikel ini mengkaji urgensivitas paradigma post-transnasionalisme pendidikan Islam Indonesia dalam perspektif manajemen resolusi multikulturalisme dengan nilai-nilai harmoni sosial, toleransi, kemajemukan, kerukunan, sekaligus saling menghargai sebagai kontribusi modal sosial bagi terbangunnya perdamaian dunia. Subtansi artikel ini setidaknya membincang tiga arus utama diskursus yaitu: pertama, subtansi paradigma post-transnasionalisme pendidikan Islam Indonesia yang dapat dimaknai secara interpretatif sebagai ideologi pendidikan Islam yang mempromosikan pentingnya nilai-nilai moderasi yang hidup dalam aras multikulturasme kebangsaan, baik pada etalase pendidikan madrasah, pesantren maupun perguruan tinggi Islam keagamaannya. Kedua, tantangan multikulturalisme pendidikan Islam Indonesia merupakan problematika nusantara yang bersifat akumulatif historis yang berdimensi konflik sosial, radikalisme, dan fundamentalisme ekstrim yang menafikan pentingnya penghargaan atas kebhinekaan (diversity). Ketiga, desain manajemen resolusi multikulturalisme pendidikan Islam Indonesia untuk perdamaian nusantara dan dunia setidaknya harus mengusung 3 agenda utama yang sangat penting dalam kerangka mewujudkan paradigma post-transnasionalisme pendidikan Islam Indonesia yang ekselen di masa depan, yang mencakup: pengembangan kurikulum pendidikan Islam humanis, penguatan moderasi manajemen kelembagaan pendidikan Islam, serta penguatan jejaring keilmuan yang ditunjang dengan komitmen dan kerjasama keilmuan (knowledge partnering) dalam skala nasional, regional dan internasional.

Epistemology and Strategy of Multicultural Islamic Education

“…Third, the learning theory used in the future multicultural education approach should not only be based on learning psychology theory that is individualistic and places students in a value-free condition but must also be based on learning theory that places students as socio-cultural beings and dynamic, innovative politics with distinguished personalities rooted in religious values and a pluralistic nation's culture (Thoyib 2020). Therefore, teachers have a central role in shaping students' character in instilling values and attitudes towards anti-discrimination of race, ethnicity, religion, gender, abilities and groups in any form in their environment (Thoyib 2020). Modern life today presents a competitor's lifestyle in all aspects with the movement of change so fast; this requires the mental attitude of the nation's children who are superior, innovative, tolerant, democratic and humanist.…”

“…Multiculturalism is an understanding that seeks to understand the differences that exist in humans as something natural and make these differences acceptable without causing harmful excesses in the form of discriminatory actions, mutual envy and prejudice. (Thoyib 2020). However, suppose this understanding is not packaged in the realm of education and awareness that is appropriate and proportional.…”

“…The violence results from the accumulation of various community problems that are not entirely resolved and mutually accepted. (Thoyib 2020).…”

The Role of Organizational Behavior in Creating Professional Human Resources

“…Human resources are the center of attention of every organization because they are considered important in supporting organizational quality (Thoyib, 2012) and Islamic educational institutions such as madrasas are no exception.…”

Teacher Perceptions of Multicultural Education and Diversity Values in the School Environment

“…Penelitian lebih lanjut diperlukan untuk menentukan persepsi guru terhadap multikulturalisme di Indonesia, serta untuk menganalisis sejauh mana program pendidikan benar-benar mengintegrasikan prinsip-prinsip tersebut. Hanya melalui peningkatan kesadaran, pelatihan, dan implementasi, Indonesia dapat mencapai sistem pendidikan yang komprehensif yang mempromosikan perdamaian dan inklusi bagi semua siswa (Thoyib, 2020).…”