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STUDI KOMPARASI TUJUAN PENDIDIKAN DALAM KURIKULUM PAI BERBASIS INKLUSIF-MULTIKULTURAL JENJANG SMP DI AUSTRIA, BELGIA DAN INDONESIA
This research is motivated by the role and function of the Islam ic religious education curriculum which has begun to become a serious issue being debated in European society. The discussion includes what the most appropriate model and objectives of Islam ic religious education are. What is the relationship between Islam ic religious education and the values of Western secularism, human rights, and citizenship. The Indonesian context, changes in the socio-religious landscape in society that are increasingly homogeneous. This encourages more attention to the role and objectives of the Islam ic religious education curriculum for society. Therefore, designing Islam ic religious education curriculum objectives suitable for each country is a challenge in the future. This study adopts a philosophical approach to understanding the educational objectives in the Islamic Religious Education curriculum based on inclusive multiculturalism. By considering the philosophical aspect, this study attempts to explore the essence of educational objectives that include inclusivity and multiculturalism. The material objects of this library research include three main documents: the 2011 Islamic Religious Education Curriculum Manuscript in Austria, the 2012 Islamic Religious Education Curriculum Manuscript in Belgium, and the 2019 Islamic Religious Education Curriculum Manuscript in Indonesia. Document analysis was chosen as the data collection technique and thematic analysis was selected as the data analysis technique which was carried out in five stages. The results of the study show that first, the Muslim population in Austria and Belgium is increasing along with labor migration, refugee flows from Turkey and Morocco, family reunification, and demographic growth. Islamic identity in Austria, Belgium, and Indonesia has been integrated into society along with the recognition of Islam as an official religion. Second, in general, the values of educational objectives in the Islamic Religious Education curriculum in Austria, Belgium, and Indonesia are in line with the theory of perennial education and the theory of reconstructionist education. These values are the formation of moral, humanitarian, and cultured individuals; Cosmopolitan character, and respect for human rights; Individuals who are responsible and contribute to society. Third, the similarity of educational goals in the three countries above revolves around the integration of personal development with social responsibility. Despite the different cultural and religious contexts, the three countries aim to produce individuals who respect diversity, act responsibly, and make positive contributions to society. The differences lie in their approaches to identity formation, human rights, and religious understanding.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
STUDI KOMPARASI TUJUAN PENDIDIKAN DALAM KURIKULUM PAI BERBASIS INKLUSIF-MULTIKULTURAL JENJANG SMP DI AUSTRIA, BELGIA DAN INDONESIA (Text)
STUDI KOMPARASI TUJUAN PENDIDIKAN DALAM KURIKULUM PAI BERBASIS INKLUSIF-MULTIKULTURAL JENJANG SMP DI AUSTRIA, BELGIA DAN INDONESIA (Other)
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