INTERNALIZATION OF MULTICULTURAL EDUCATIONAL VALUES IN PROSPECTIVE TRANSFORMATIVE ISLAMIC EDUCATION IN MADRASAH ALIYAH MIFTAHUL FALAH GEDEBAGE BANDUNG
Keywords:
Internalization, Multicultural Education Values, Transformative Islamic EducationAbstract
Multicultural education is a process that respects the multicultural nature of the society in which we live and as agents of change. examines the relationship between power and knowledge as it deals with the nature of communities in which cultural diversity exists and sees that concept as an advance. In addition to the concept of multiculturalism, it is also known that the same multicultural concept has its roots in culture. In this process of internalizing multicultural education in MA Miftahul Falah, the author reviews the prospective transformative Islamic education. Because basically Islamic education must adjust to the targets and direction of development to the latest challenges. Transformative Islamic education reads and seeks new and current moves in understanding the root causes of Islamic education. This prospective selection is because transformative Islamic education is a new current that is relevant and appropriate to solve the root problems of contemporary Islamic education in Indonesia. This research uses a qualitative approach where according to researchers it is suitable for solving a research problem that has unknown variables and needs to be explored. This type of research is a case study that is a case specification in an event, whether it includes individuals, cultural groups or a portrait of life. Data collection techniques are carried out in several ways, including through interviews, observation and document tracing. The results showed that the values of prospective multicultural education of transformative Islamic education at MA Miftahul Falah Gedebage Bandung include 2 values, namely the value of tolerance and the value of democracy. The process of internalizing the value of multicultural education is carried out by exemplifying, habituating, and incorporating contemporary Islamic educational values in teacher teaching materials. Obstacles in the process of internalizing the value of multicultural education include the personality problems of students, ignorant parents, and students who are not familiar with non-Muslim societyReferences
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