MULTICULTURAL ISLAMIC EDUCATION IN ISLAMIC BOARDING SCHOOL: A study of the Curriculum of Assalaam Modern Islamic Boarding School Surakarta Year 2006/2007

ABDULLAH, NIM. 023319 (2008) MULTICULTURAL ISLAMIC EDUCATION IN ISLAMIC BOARDING SCHOOL: A study of the Curriculum of Assalaam Modern Islamic Boarding School Surakarta Year 2006/2007. Doctoral thesis, UIN SUNAN KALIJAGA.

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Abstract

This research aims to: (1) investigate the curriculum planning of Assalaam Modern Islamic Boarding School Surakarta (henceforth MIBS) and its multicultural values; (2) understand the implementation of Assalaam MIBS curriculum and its multicultural values; (3) reveal the curriculum evaluation of Assalaam MIBS and its multicultural values; and (4) search a model of curriculum development for multicultural Islamic Boarding Schools. This research employs a qualitative approach. Additionally, the research setting is Assalaam MIBS Surakarta. The research participants are the foundation elements, the boarding school director, the principals of MTs, MA, SMA and SMK, teachers, students, and several alumni. Data were collected by making use of participatory observation, in-depth interviews, and documents. The data were then analyzed descriptively and interpretively and a content analysis was correspondingly applied. To ensure the validity of the data, 4 strategies were implemented: prolonged observations, thick descriptions, triangulation and focus group. This research produces 4 findings. First, the curriculum planning of Assalaam MIBS underwent two stages: draft writing and discussion. While draft writing is conducted in group discussions, the resulting draft is then shared in workshops. The curriculum planning eventually results in curricuium documents that include education programs, academic calendar, syllabi, and lesson plans. Closely investigated from multicultural perspectives, the curriculum planning of Assalaam MIBS includes both multicultural values (democratic and justice values) and anti-multicultural values (discrimination and injustice values). Second, the curriculum implementation in Assalaam MIBS is based on the Competency-Based Curriculum (CBC) that ensures the achievement by students :If thinking and practical competencies. In the curriculum implementation, both multicultural and anti-multicultural values are exposed to students. While the values of democracy, solidarity, togetherness, love, forgiveness, peace and tolerance are embedded in the learning materials, activities, and evaluation, the values of discrimination and injustice are found in the learning references, available only for special service program as opposed to regular programs. Third, the curriculum evaluation in Assalaam MIBS is conducted at the end of every semester and emphasizes aspects of curriculum implementation for both Islamic Boarding Schools and religious schools! madrasah. The curriculum evaluation contains multicultural values such as democracy, peace, tolerance, and togetherness particularly embedded in the processes and product of curriculum evaluation. On the other hand, conflict, hegemony and domination values are found in the interaction among students in daily school environments. Fourth, the model curriculum of multicultural Islamic Boarding School needs to consider three aspects: (1) the planning of the multicultural Islamic boarding school curriculum is determined by its process and product. The planning process involves many elements of the Islamic boarding school and be conducted in democratic, fair and open ways. The products are document curriculum comprising multicultural values; (2) the implementation of the multicultural Islamic Boarding school curriculum is determined by the textbooks that contain multicultural values; learning strategies that stimulate students’ active participation in democratic and interesting learning activities; and evaluation of contextual and comprehensive learning results by making use of oral and written tests, portfolios, and assignments: and (3) the evaluation of the multicultural Islamic Boarding School curriculum is determined by its process and product. The evaluation process is actively participated by many different elements of the school in a democratic, fair, and open way. The product is a decision on the need to improve aspects of curriculum planning and implementation that have not included the multicultural values

Item Type: Thesis (Doctoral)
Additional Information / Pembimbing: PROMOTOR: PROF. DR. H. SUGIYONO
Uncontrolled Keywords: MULTICULTURAL ISLAMIC EDUCATION
Subjects: Pendidikan Islam (Pesantren)
Divisions: Pascasarjana > Disertasi > Ilmu Agama Islam
Depositing User / Editor: Sugeng Hariyanto, SIP (sugeng.hariyanto@uin-suka.ac.id)
Date Deposited: 22 Jan 2015 11:32
Last Modified: 10 Apr 2015 10:59
URI: http://digilib.uin-suka.ac.id/id/eprint/15276

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