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Islamic Education Curriculum Framework Development Based on Multicultural Values

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Islamic Education Curriculum Framework Development Based on Multicultural Values ISLAMIC EDUCATION CURRICULUM FRAMEWORK DEVELOPMENT BASED ON MULTICULTURAL VALUES MOHAMMAD MIZAN HABIBI Islamic University of Indonesia, Yogyakarta E-mail: [email protected], [email protected] Abstract- As a country with large diversity in the aspects of ethnics and culture, it is considered essential to develop the curriculum for Islamic Education to be designed based on the values of the multicultural society as a new discourse in education system in Indonesia especially to apply education has the sensitivity to respond to and deal with the symptoms and the social issues that originate on the differences and the interpretation on the teaching of Islam. This research explores essential components of curriculum of islamic education subjects accommodating multicultural students. Using literature based qualitative method, this research frames 5 components to construct, i.e : component of purpose, component of contents, components of process, components of curriculum organizing, components of evaluation in which all are based on multicultural values. Keywords- Islamic education curriculum, multicultural values. I. INTRODUCTION worship rituals of the other. On the events happened because of truth claims on the results of their Indonesia is a country rich in diversity, from both interpretations against the teachings of the normative sides of the ethnic, religious and cultural. It can be Islam religion, without learn the results of the seen from socio-cultural condition geographically interpretation of the other groups. diverse and wide (M. Ainul Yaqin, 2005:4). The One of the proper media to provide a positive internal condition of Islam is growing with the stimulus over the reality of diversity is through emergence of the variant. The variant diversity education. In some cases the conflict between the occurred due to the impact of the interpretation of the people of Islam provides a signal for education text or normative elements in Islam. institution to pack Islamic Education is able to Historically, Prophet Mohammad stated that his provide enlightenment and a clear view of the people will be divided into various factions. In the differences in interpretation of the teaching of the context of Indonesia, at least some of the base with religion of Islam. Islamic Education curriculum as the the social and religious organization Nahdlatul guidelines implementation of education must be Ulama', Muhammadiyah, PERSIS, Ahmadiah, designed with the multi-frame mainstream. Purpose is Jama'ah Tableegh, Majlis Tafsir al-Qur’an (the the creation of the academic atmosphere and out-put a Council of the Qur'an Interpretation) and so on. The rich education and discourse modeled on emergence of some of the social and religious multi-perspective. organization based on different history. Some were Through the curriculum based on the values of the born based on the background of the interpretation of multicultural society, it is expected to be able to the religion of Islam. While others were established facilitate the implementation of Islamic Education on the basis of the social awareness that religion curricula with multi-perspectives approach. values should be beneficially applied practically among muslims.. II. THEORITICAL FRAMEWORK According to al Hujurah verse 13, it is believed that diversity is Sunnatullah ( part of the natural systems). Basic Concept of Multicultural Values God created the diversity from the side of the human The design of the Islamic education with organism between men and women and social multicultural values based curriculum development is institutions in the form of these groups with the important because of the curriculum can be purpose to know each other. The command to know understood in a narrow sense and wide. In a narrow each other indicates that each of these individuals or sense the curriculum is taught to learners, while the groups have different characteristics. To know each wider curriculum and all good learning experience in other, it is expected that people have mutual dialog, school/campus or outside the school/campus that has fill the shortage, give good advice, and interact with been programmed (Olivia, 1992: 6). The curriculum full of peace. But these days, phenomena that based on the values of the multicultural society aimed happens is on the contrary. Social conflicts often to appreciate all the diversity, creating peace, protect occur in everywhere. In internal Muslims, friction human rights and develop democracy. In the context between the still often happens, for example the of Islamic Education. curriculum content must be phenomenon of the existence of a group of people able to accommodate perspectives of many classes. who blame others to be kafir and forbidden acts of At least, it is to introduce to learners that Islam Proceedings of 99th The IIER International Conference, Mecca, Saudi Arabia, 23rd-24th March 2017, ISBN: 978-93-86291-88-2 41 Islamic Education Curriculum Framework Development Based On Multicultural Values consists of many perspectives that expected there is the multicultural values should be accompanied by no element of truth is thus blame or consider another the seriousness and oriented on the development of is not part of Islam. the character of the students and aims to internalize it Curriculum for Islamic Education with multicultural into students beneficial in religion and their world. basis should pay attention to the basic principles of Thus, the development of educational curriculum the Islamic education curriculum reference, including: must be derived from the Qur'an and the Sunnah First, oriented on Islam, including the teachings and Apostles, the traditions of the earlier scholars. The values. Then each related to the curriculum, including values of the multicultural society will be a frame or a the philosophy, goals, the contents, teaching methods, theoretical guide in the development of its curricula. ways of treatment and the relationships occurred in Therefore, from various foundations and principles the educational institutions that based on the above, it can be concluded that to develop the teachings and values Islam. Second, universal curriculum based on the values of the multicultural principles contained in the components of the society in the Islamic Religious Education is very curriculum. Third, the principle of relative balance flexible and dynamic. In this case that the between the goals and of the contents of the consideration of the context of the present and the curriculum. Fourth, the principle of relevance future important consideration in the implementation between the needs of the individual and the need for and development of the curriculum. Then the social, the suitability of the education in the elasticity, integrity and effectiveness is very important environment, relevance to the life of the present and for poured into the contents of the curriculum such will come, relevance to the demands of the work. as: Fifth, principle of justice with attention to individual 1. Components the Purpose differences among learners, difference from Hummel as quoted by Uyoh Sadulloh (1994) stated personalities side and the difference from social factor. that the purpose of universal education will reach the Sixth, principle of flexible through how to adjust three types of main value: (1) Will; giving individuals themselves with the development of science and and groups the maximum awareness, knowledge, and technology and the gift of a kind of movement that ability so that they can manage their personal and provide little freedom in the act, good-oriented collective life to the greatest possible extent. (2) flexibility on the election of the education program Equity; enabling all citizens to participate in the and in developing teaching programs. Seventh, the cultural and economic life by covering them an equal principle of integration between subjects, the basic education. (3) Survival ; not only giving every experiences and activities that are contained in the nation to transmit and enrich its cultural heritage over curriculum as well as with the integration between the generation but also guiding education towards curriculum content with the needs of the students and mutual understanding and toward what has become a the needs of the community. Eighth, principle of worldwide realization of the common destiny. effective and efficient in the use of supporting The values stated that education should be carried out resources that can provide a positive impact on the to meet the basic needs of man. Both the needs for the development of the learners. development of himself or the development of social life to foster interaction between fellow man. Then in III. RESEARCH METHOD the context of this research, curriculum as a reference for the implementation of education must be designed Focusing of the problem and the purpose of the in accordance with the reality that occurs in the research and researchers using qualitative research community. approach with type of descriptive research The purpose of Islamic Education should at least analytically literature. The type of research that used contain some values that reflect the attitude of the author is library research or research library and multicultural America. Reflection of the attitude of then continued by doing research in the field about openness in Islamic societies that various must how this research become interesting to discuss. In organized in the purpose to build the Muslims who analyzing data, the
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