Internalization Of Multikultural Values In Pondok- Pesantren Education (Study at Pesantren API Tegalrejo Magelang)
DOI:
https://doi.org/10.55227/ijhess.v2i1.227Keywords:
Educatoran, Multicultural.Abstract
This study aims to reveal how multicultural values are internalized in the API Tegalrejo Magelang Islamic boarding school. This research is field research that uses a qualitative approach. The subjects of this study were the caregivers of pesantren, leaders of pesantren, administrators of pesantren, Ustadz-ustadzah, and students. The data in this study were obtained through interviews, observations, and documentation.The results of this study produced several findings: firstly multicultural values were internalized as strengthening scientific traditions in Islamic boarding schools. Second, the process of internalizing multicultural values begins with socialization, assignment, and habituation and ends in assessment. Third, the passion for multicultural values as a result of the scientific process can strengthen the science of pesantren which is shown by identifying multicultural values as a characteristic of pesantren.
References
Aly, A. (2015). A descriptive study of multicultural values in education at the modern Islamic boarding school of Assalaam. Scientific Journal of Pesantren, 1(1), 9–24.
Ansori, A. (2016). Model of Santri Entrepreneurship Development through Islamic Boarding Schools Based on Agribusiness Culture palawija plants. Didactics, 8(1), 06–10.
Arif, D. B. (2008). Citizenship Competence for the development of Indonesia's multicultural society. Acta Civicus: Journal of Civic Education, 1(3), 19–25.
Arifin, M. (2017). Philosophy of Islamic Education Revised Edition. Earth Script,.
Asy'arie, M. (2004). Multicultural Education and National Conflict. In the daily Compass. Friday Edition, 3.
Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3–49.
Banks, J. A. (1997). Educating Citizens in a Multicultural Society. Multicultural Education Series. ERIC.
Banks, J. A. (2008). An introduction to multicultural education.
Dr. Nurcholish Madjid. (1997). Pesantren Booths, A Travel Portrait. Paramadina.
Faisol, A., & Drs, M. P. (2001). Islamic Boarding School Scientific Traditions; Comparative Study Between Nurul Iman and Assalam. Yogyakarta Dissertation: Postgraduate IAIN Sunan Kalijaga.
FM, M. Y. (2008). The Principle of Multiculturalism Education in the teachings of religions in Indonesia, written in the Journal of Islamic Education. Yogyakarta: Department of Islamic Education, Faculty of Tarbiyah and Teacher Training UIN Sunan Kalijaga.
Mastuhu. (1994). Dynamics of the boarding school education system (Vol. xiv). Jakarta:INIS.,.
Muthoifin. (2019). Humanist islam in Indonesia Ahmad Syafii Maarif perspective. Humanities and Social Sciences Reviews, 7(6), 780–786. https://doi.org/10.18510/hssr.2019.76118
Rosyada, D. (2014). Multicultural education in Indonesia is a conceptional view. Socio- Didactics: Social Science Education Journal, 1(1), 1–12.
Rosyidi, I., & Ismail, F. (1919). Ideology of Hegemony and Religious Authority: The Discourse of Creative Tensions of Islam and Pancasila.
Suparman, H. (2017). Multicultural Education in perspective of the Qur'an. Mumtaz: Journal of Quranic And Islamic Studies, 1(2), 87–108.
Law, R., LAW, M., & INDONESIA, P. R. (2003). No. 13 of 2003. About Employment.
Watson, J. A. (2019). Pain Neuroscience Education for Adults With Chronic Musculoskeletal Pain: A Mixed-Methods Systematic Review and Meta-Analysis. Journal of Pain, 20(10), 1140–1140. https://doi.org/10.1016/j.jpain.2019.02.011
Zamakhsyari, D. (1982). Pesantren Tradition: The study of kyai's outlook on life. Jakarta: LP3ES
