PENDIDIKAN ISLAM ANAK USIA DINI INTERNASIONAL: INTEGRASI NILAI LOKAL, NASIONAL, DAN INTERNASIONAL DI YOGYAKARTA DAN MAGETAN

Eliyyil Akbar, NIM.: 19300016052 (2022) PENDIDIKAN ISLAM ANAK USIA DINI INTERNASIONAL: INTEGRASI NILAI LOKAL, NASIONAL, DAN INTERNASIONAL DI YOGYAKARTA DAN MAGETAN. Doctoral thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (PENDIDIKAN ISLAM ANAK USIA DINI INTERNASIONAL: INTEGRASI NILAI LOKAL, NASIONAL, DAN INTERNASIONAL DI YOGYAKARTA DAN MAGETAN) 19300016052_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (6MB) | Preview
	Text (PENDIDIKAN ISLAM ANAK USIA DINI INTERNASIONAL: INTEGRASI NILAI LOKAL, NASIONAL, DAN INTERNASIONAL DI YOGYAKARTA DAN MAGETAN) 19300016052_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (15MB) | Request a copy

Abstract

Academically, international Islam education is expected to present grace to the universe (rahmatanlil ‘alamin) that shows its identity in one hand and its globally acceptedvalues on the other. However, local identity appeared in curriculum or learning process is often neglected. Teachers find it practically difficult to integrate local, national and international values. This research aims to explain the local, national and international value integration process, and to describe international education system and its practice using interconnection integration theory and theory of Ps “Five” that build multiculturalism in education institutions. Employing critical-comparative-constructivistic paradigm,this qualitative study was carried out in Islamic International School Pesantren Sabilil Muttaqien Magetan East Java, Akaaruna Islamic School of Yogyakarta, Alhamdulillah Islamic Kindergarten of Yogyakarta. Data were collected through observation, interview, documentation techniques and data triangulation ofsources and techniques. As the integration, interconnection and interdisciplinary, Ps “Five” served in three different areas. (1) Perspectives become the root to make local, national and international values to emerge. The perspectives respond globalization in education world that maintain the nation’s identity, localism and nationalism to exist. Local, national and international values integration minimizes an anxiety over losing local identity for the lost of identity could make children exclusive. (2) Ps “Five” in policies, programs and personnel point becomes an international education system. The international eduation policy is a development of national education standard enhanced with that of developed countries. An international education program needs integrated curriculum; and it needs a framework which is not only a foreigncurriculumlicense but also emerging international awareness by acting locally, saying nationally and thinking globally. The personnels involved in international education constitute students with their variety and teachers with their inter-cultural and multi-cultural competence. (3) Ps “Five” in practices makes international education into reality comprising arts, literature, interpersonal relation, spiritual and international awareness holistically. This locus is proved to harmonize and to integrate local, national and international componens through its vision and mission, the system beingestablished, and in-class learning practices as well.

Share this knowledge with your friends :

Actions (login required)

View Item