Integration of Multicultural Education in the ISMUBA Curriculum and Its Implementation in Learning

Mukarom Mukarom, Qarashat Mohammed Shakir Ali Assaraj

Abstract


This study aims to explore the Multicultural education content in the ISMUBA curriculum and its implementation in learning at SMA Muhammadiyah 4 Bandung City. Using a qualitative descriptive method, the research describes conditions in curriculum documents and field observations related to learning. Data were collected through observation, interviews, and documentation, and analyzed using data triangulation by reducing, presenting, and concluding the data. The findings reveal that the ISMUBA curriculum, which is unique to educational institutions under Muhammadiyah, is an integrative-holistic modern Islamic education system developed to meet community needs. Based on decree 98/KEP/I.4/F/2017, the curriculum focuses on instilling faith, piety, and strong Islamic values, rooted in the Qur'an and Hadith. Multicultural education is embedded in the curriculum’s structure, process, teachers, and assessments. Implementation at SMA Muhammadiyah 4 involves face-to-face learning, habituation, structured and unstructured independent activities, fostering Islamic character, honesty, care, politeness, and responsibility.

Abstrak: Penelitian ini bertujuan untuk mengkaji pendidikan multikultural dalam kurikulum ISMUBA serta penerapannya dalam pembelajaran di SMA Muhammadiyah 4 Kota Bandung. Penelitian ini Menggunakan metode deskriptif kualitatif, penelitian ini menggambarkan kondisi dalam dokumen kurikulum dan hasil observasi di lapangan terkait pembelajaran. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta dianalisis menggunakan triangulasi data dengan mereduksi, menyajikan, dan menarik kesimpulan. Temuan menunjukkan bahwa kurikulum ISMUBA, yang merupakan kekhasan lembaga pendidikan di bawah naungan Muhammadiyah, adalah sistem pendidikan Islam modern yang integratif-holistik yang dikembangkan untuk memenuhi kebutuhan masyarakat. Berdasarkan SK 98/KEP/I.4/F/2017, kurikulum ini berfokus pada penanaman keimanan, ketakwaan, dan nilai-nilai Islam yang kuat, yang berakar pada Al-Qur'an dan Hadits. Pendidikan multikultural tercermin dalam struktur, proses, tenaga pengajar, dan penilaian dalam kurikulum tersebut. Penerapan di SMA Muhammadiyah 4 mencakup pembelajaran tatap muka, pembiasaan, tugas terstruktur, dan aktivitas mandiri yang tidak terstruktur, yang bertujuan membentuk karakter Islam, kejujuran, kepedulian, kesantunan, dan tanggung jawab.

Keywords


ISMUBA Curriculum; Learning; Multicultural

Full Text:

PDF

References


Alamsyah, A., Prafitri, W., & Nasir, M. A. A. (2023). Sociocultural Multiculturalism in New Capital of Indonesia IKN Nusantara: Academic and Student Perspectives. International Journal of Linguistics and Indigenous Culture, 1(1), 1–10. https://doi.org/https://doi.org/10.36312/ijlic.v1i1.1584

Arsal, Z. (2019). Critical multicultural education and preservice teachers’ multicultural attitudes. Journal for Multicultural Education, 13(1), 106–118. https://doi.org/https://doi.org/10.1108/JME-10-2017-0059

Barton, K. C., & Ho, L.-C. (2020). Cultivating sprouts of benevolence: A foundational principle for curriculum in civic and multicultural education. Multicultural Education Review, 12(3), 157–176. https://doi.org/https://doi.org/10.1080/2005615X.2020.1808928

Dewantara, J. A., Budimansyah, D., Darmawan, C., Martono, Prasetiyo, W. H., & Sulistyarini. (2024). Language, Cultural Sentiments, and Ethnic Conflict: Understanding Verbal Violence and Discrimination in Multi-Ethnic Schools in West Kalimantan, Indonesia. Journal of Language, Identity & Education, 1–17. https://doi.org/https://doi.org/10.1080/15348458.2024.2408451

Fatmawati, E. (2021). Strategies to grow a proud attitude towards Indonesian cultural diversity. Linguistics and Culture Review, 5(S1), 810–820. https://doi.org/https://doi.org/10.21744/lingcure.v5nS1.1465

Hidayat, A. F. S., Huda, M., Amalia, D. R., Suja, A., & Sulaikho, S. (2022). The Integration of Character Education in Arabic Learning at Muhammadiyah Elementary School 4 Samarinda. Borneo International Journal of Islamic Studies (BIJIS), 4(2), 58–79. https://doi.org/https://doi.org/10.21093/bijis.v5i1.5483

MacPherson, S. (2018). Ethno-cultural diversity education in Canada, the USA and India: The experience of the Tibetan diaspora. Compare: A Journal of Comparative and International Education, 48(6), 844–860. https://doi.org/https://doi.org/10.1080/03057925.2017.1362547

Mpuangnan, K. N., & Ntombela, S. (2024). The curriculum is a crucial component in the educational process, serving as a reflection of societal ideals, aspirations, demands, and specific needs. Curriculum Perspectives, 44(1), 49–60. https://doi.org/https://doi.org/10.1007/s41297-023-00223-w

Mufti, U. (2020). Implementasi Kurikulum Ismuba di sekolah muhammadiyah. AL-MANAR: Jurnal Komunikasi Dan Pendidikan Islam, 9(2), 29–44. https://doi.org/https://doi.org/10.36668/jal.v9i2.188

Mufti, U., & Widodo, H. (2021). Kurikulum ISMUBA di SD Muhammadiyah Banguntapan. Journal of Islamic Education and Innovation, 2(1), 85–92. https://doi.org/https://doi.org/10.26555/jiei.v2i1.906

Mundofi, A. A., Manggali, C. A., & Hayati, D. N. (2024). Comparative Study of Lp Ma’arif Nu Curriculum Development And Ismuba Curriculum. Jurnal PAI Raden Fatah, 6(1), 479–491. https://doi.org/https://doi.org/10.19109/bkcnq971

Naim, N., & Sauqi, A. (2008). Pendidikan Multikultural Konsep dan Aplikasi. Ar-Ruz Media.

Peterson, J. S. (2019). Presenting a Qualitative Study: A Reviewer’s Perspective. Gifted Child Quarterly, 63(3), 147–158. https://doi.org/https://doi.org/10.1177/0016986219844789

Putra, R. S., Tri, S. U., & Haris, A. (2023). Policy for Implementing The Merdeka Curriculum in ISMUBA Subject In The Era Social Dusruption and Society Revolution 5.0. Tarlim: Jurnal Pendidikan Agama Islam, 6(2), 203–212. https://doi.org/https://doi.org/10.32528/tarlim.v6i2.989

Raihani, R. (2018). Education for multicultural citizens in Indonesia: policies and practices. Compare: A Journal of Comparative and International Education, 48(6), 992–1009. https://doi.org/https://doi.org/10.1080/03057925.2017.1399250

Richards, K. A. R., & Hemphill, M. A. (2018). A practical guide to collaborative qualitative data analysis. Journal of Teaching in Physical Education, 37(2), 225–231. https://doi.org/https://doi.org/10.1123/jtpe.2017-0084

Seaman, J. (2019). Restoring culture and history in outdoor education research: Dewey’s theory of experience as a methodology. Journal of Outdoor Recreation, Education, and Leadership, 11(4). https://doi.org/https://doi.org/10.18666/JOREL-2019-V11-I4-9582

Suri, D., & Chandra, D. (2021). Teacher’s strategy for implementing multiculturalism education based on local cultural values and character building for early childhood education. Journal of Ethnic and Cultural Studies, 8(4), 271–285.

Syomwene, A. (2020). Curriculum theory: characteristics and functions. European Journal of Education Studies, 7(1). https://doi.org/http://dx.doi.org/10.46827/ejes.v0i0.2935

Vakhovskyi, L. (2023). Philosophy of Education and Pedagogy: Peculiarities of Interaction. The Journal of Education, Culture, and Society, 14(2), 19–29.

Wibowo, G. (2023). Implementation of Al-Islam Kemuhammadiyahan and Arabic Language (ISMUBA) Curriculum and Hizbul Wathon Scouting Movement Program in Character Building of Junior High School Students. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 5(1), 206–223. https://doi.org/https://doi.org/10.37680/scaffolding.v5i1.2368

Widodo, H., Sulastri, Jailani, M., & Huda, M. (2024). The Implementation of Project Based-Learning as ISMUBA Curriculum Development in Muhammadiyah Schools. TADRIS: Jurnal Pendidikan Islam, 19(1), 142–160. https://doi.org/https://doi.org/10.19105/tjpi.v19i1.10169




DOI: https://doi.org/10.15575/ath.v9i2.30605

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Authors

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats

 

Atthulab: Islamic Religion Teaching and Learning Journal licensed by Lisensi Internasional Creative Commons Attribution-ShareAlike 4.0. 

Indexing:

 

Laboratory of Islamic Religious Education UIN Sunan Gunung Djati
2nd Floor of Education Building
Faculty of Tarbiyah and Teacher Training UIN Sunan Gunung Djati Bandung. 
(Campus 2) Jalan Cimincrang (Soekarno-Hatta), Cimincrang-Gedebage-Bandung, Indonesia 40294.

Phone: Mahlil Nurul Ihsan (+6289606296370)
E-mail: jurnal.atthulab@uinsgd.ac.id