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TEOLOGI ISLAM NUSANTARA

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The Practice of multicultural education at majelis taklim in sitiung dharmasraya west sumatra

Abstract This article aims to describe the existence of the majelis taklim (Islamic forum) and how this majelis taklim strengthen its role in providing multicultural education for multicultural communities in Sitiung Dharmasraya, West Sumatra. In contrast to several studies which show that the majelis taklim is an agent of spreading intolerant narratives in society, this article tries to present the face of the majelis taklim that is friendly to diversity by strengthening multicultural education. This study uses a participatory action research method. Data were obtained through interviews, focus group discussion, observations, documentation, and actions or improvements through workshops in the July-November 2018 period at majelis taklim in Sitiung Dharmasraya, West Sumatra. The findings of this study indicate that the majelis taklim in Sitiung are attended by people who come from various elements and backgrounds and different mindsets, but the attitude of togetherness is maintained and synergized. In addition, the existing majelis taklim are used as a forum for increasing awareness of community members who are starting to feel the impact of modernization and globalization, and are starting to plunder solidarity and tolerance. The strengthening of multicultural education carried out through participatory action research in this study shows that the taklim assembly can function as a center for peace values, a center for change agents to become better Muslims, a community development center, communication and information center, a cadre center and a social control agent. Keywords: Multicultural Education; Majelis Taklim; Sitiung Dharmasraya.

Radec Learning and Literacy: Enhancing Students’ Literacy through the Development of Radec Learning Model at Madrasah

Muhiddinur Kamal&Melyann Melani & Ramae Sulong, et al. 2023. Roots and Directions of Multicultural Education and Religious Moderation (Study on Islamic Boarding Schools, Madrasahs, and Islamic Schools in Thailand and Indonesia). BLU Research. UIN Sjech. M.Djamil Djambek Bukittinggi. 2023. The multiculturalism presents in various parts of the world, including Indonesia, Malaysia, and Thailand, represents a national treasure. This diversity is not a barrier to achieving unity and harmony or realizing national aspirations within the framework of a country or kingdom. However, in recent times, there has been an indication of a tendency towards the weakening of national spirit and awareness as a multicultural nation. This is evident in conflicts emerging between groups and ethnicities, leading towards actions that blend ethnicity, customs, race, and religion. Managing diversity is not an easy matter. On one hand, society, as one of the nation's components, maintains its identity and fights for its aspirations. On the other hand, they are also required to contribute to maintaining the harmony and integrity of the nation. This research used mixed-method approach using qualitative methods involving data collection through interviews and observations. The research locations include several Madrasah or Ma’had in Thailand, specifically in Southern Thailand (Pattani, Narathiwat, and Yala), as well as in Indonesia, West Sumatra, West Java, and the Special Region of Yogyakarta. Meanwhile, the Research & Development method for developing multicultural-based learning is conducted in only one Madrasah in West Sumatra as a trial for development. The outcome of the research is the understanding of diversity as an inevitability and an initiative toward understanding multicultural education through (1) A learning curriculum that reflects multiculturalism. (2) Through language instruction such as Thai, Malay, English, and Arabic. (3) Cultural Enrichment Programs introducing Siamese and Malay cultures. (4) Training for Teachers in Multicultural Understanding. Meanwhile, in Indonesia, multicultural learning is integrated into social and humanities-based education such as Sociology, Anthropology, and local content.

Radec Learning and Literacy: Enhancing Students’ Literacy through the Development of Radec Learning Model at Madrasah

Muhiddinur Kamal&Melyann Melani & Ramae Sulong, et al. 2023. Roots and Directions of Multicultural Education and Religious Moderation (Study on Islamic Boarding Schools, Madrasahs, and Islamic Schools in Thailand and Indonesia). BLU Research. UIN Sjech. M.Djamil Djambek Bukittinggi. 2023. The multiculturalism presents in various parts of the world, including Indonesia, Malaysia, and Thailand, represents a national treasure. This diversity is not a barrier to achieving unity and harmony or realizing national aspirations within the framework of a country or kingdom. However, in recent times, there has been an indication of a tendency towards the weakening of national spirit and awareness as a multicultural nation. This is evident in conflicts emerging between groups and ethnicities, leading towards actions that blend ethnicity, customs, race, and religion. Managing diversity is not an easy matter. On one hand, society, as one of the nation's components, maintains its identity and fights for its aspirations. On the other hand, they are also required to contribute to maintaining the harmony and integrity of the nation. This research used mixed-method approach using qualitative methods involving data collection through interviews and observations. The research locations include several Madrasah or Ma’had in Thailand, specifically in Southern Thailand (Pattani, Narathiwat, and Yala), as well as in Indonesia, West Sumatra, West Java, and the Special Region of Yogyakarta. Meanwhile, the Research & Development method for developing multicultural-based learning is conducted in only one Madrasah in West Sumatra as a trial for development. The outcome of the research is the understanding of diversity as an inevitability and an initiative toward understanding multicultural education through (1) A learning curriculum that reflects multiculturalism. (2) Through language instruction such as Thai, Malay, English, and Arabic. (3) Cultural Enrichment Programs introducing Siamese and Malay cultures. (4) Training for Teachers in Multicultural Understanding. Meanwhile, in Indonesia, multicultural learning is integrated into social and humanities-based education such as Sociology, Anthropology, and local content.

Radec Learning and Literacy: Enhancing Students’ Literacy through the Development of Radec Learning Model at Madrasah

Muhiddinur Kamal&Melyann Melani & Ramae Sulong, et al. 2023. Roots and Directions of Multicultural Education and Religious Moderation (Study on Islamic Boarding Schools, Madrasahs, and Islamic Schools in Thailand and Indonesia). BLU Research. UIN Sjech. M.Djamil Djambek Bukittinggi. 2023. The multiculturalism presents in various parts of the world, including Indonesia, Malaysia, and Thailand, represents a national treasure. This diversity is not a barrier to achieving unity and harmony or realizing national aspirations within the framework of a country or kingdom. However, in recent times, there has been an indication of a tendency towards the weakening of national spirit and awareness as a multicultural nation. This is evident in conflicts emerging between groups and ethnicities, leading towards actions that blend ethnicity, customs, race, and religion. Managing diversity is not an easy matter. On one hand, society, as one of the nation's components, maintains its identity and fights for its aspirations. On the other hand, they are also required to contribute to maintaining the harmony and integrity of the nation. This research used mixed-method approach using qualitative methods involving data collection through interviews and observations. The research locations include several Madrasah or Ma’had in Thailand, specifically in Southern Thailand (Pattani, Narathiwat, and Yala), as well as in Indonesia, West Sumatra, West Java, and the Special Region of Yogyakarta. Meanwhile, the Research & Development method for developing multicultural-based learning is conducted in only one Madrasah in West Sumatra as a trial for development. The outcome of the research is the understanding of diversity as an inevitability and an initiative toward understanding multicultural education through (1) A learning curriculum that reflects multiculturalism. (2) Through language instruction such as Thai, Malay, English, and Arabic. (3) Cultural Enrichment Programs introducing Siamese and Malay cultures. (4) Training for Teachers in Multicultural Understanding. Meanwhile, in Indonesia, multicultural learning is integrated into social and humanities-based education such as Sociology, Anthropology, and local content.

Radec Learning and Literacy: Enhancing Students’ Literacy through the Development of Radec Learning Model at Madrasah

Muhiddinur Kamal&Melyann Melani & Ramae Sulong, et al. 2023. Roots and Directions of Multicultural Education and Religious Moderation (Study on Islamic Boarding Schools, Madrasahs, and Islamic Schools in Thailand and Indonesia). BLU Research. UIN Sjech. M.Djamil Djambek Bukittinggi. 2023. The multiculturalism presents in various parts of the world, including Indonesia, Malaysia, and Thailand, represents a national treasure. This diversity is not a barrier to achieving unity and harmony or realizing national aspirations within the framework of a country or kingdom. However, in recent times, there has been an indication of a tendency towards the weakening of national spirit and awareness as a multicultural nation. This is evident in conflicts emerging between groups and ethnicities, leading towards actions that blend ethnicity, customs, race, and religion. Managing diversity is not an easy matter. On one hand, society, as one of the nation's components, maintains its identity and fights for its aspirations. On the other hand, they are also required to contribute to maintaining the harmony and integrity of the nation. This research used mixed-method approach using qualitative methods involving data collection through interviews and observations. The research locations include several Madrasah or Ma’had in Thailand, specifically in Southern Thailand (Pattani, Narathiwat, and Yala), as well as in Indonesia, West Sumatra, West Java, and the Special Region of Yogyakarta. Meanwhile, the Research & Development method for developing multicultural-based learning is conducted in only one Madrasah in West Sumatra as a trial for development. The outcome of the research is the understanding of diversity as an inevitability and an initiative toward understanding multicultural education through (1) A learning curriculum that reflects multiculturalism. (2) Through language instruction such as Thai, Malay, English, and Arabic. (3) Cultural Enrichment Programs introducing Siamese and Malay cultures. (4) Training for Teachers in Multicultural Understanding. Meanwhile, in Indonesia, multicultural learning is integrated into social and humanities-based education such as Sociology, Anthropology, and local content.

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