Islamic Teacherpreneurship and The Future of Multicultural PAI Education: Reconsidering Pedagogy, Identity, and Social Engagement
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Abstract
The multicultural reality in Indonesian society presents increasingly complex challenges for Islamic Religious Education (PAI) education, especially in the aspects of pedagogy, teacher identity, and social engagement. The conventional approach to PAI learning tends to emphasize the normative transmission of religious teachings but has not fully addressed the social, cultural, and ethical dynamics that arise in a pluralistic society. This article aims to reconsider the future of multicultural PAI education through the conceptual framework of Islamic teacherpreneurship, by positioning teachers not only as transmitters of religious knowledge, but also as pedagogical innovators, value creators, and agents of social change. This study uses a qualitative approach with a type of critical literature study. Data were obtained from academic books, articles from reputable national and international journals, as well as policy documents relevant to Islamic education and multiculturalism. Data analysis was carried out through thematic analysis to identify, classify, and synthesize key themes related to multicultural pedagogy, teacher professionalism and identity, and social engagement in the context of PAI education. The results of the study show that Islamic teacherpreneurship can serve as a transformative pedagogical framework that allows PAI teachers to integrate Islamic values, multicultural sensitivity, and creative innovation in responding to contemporary educational challenges. This approach also contributes to the reconstruction of the identity of PAI teachers and the strengthening of the social role of teachers in diverse societies. This article makes a conceptual contribution to the development of Islamic education by offering an integrative framework for reorienting multicultural PAI education in the midst of the process of social transformation.
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