ENHANCING MULTICULTURAL ISLAMIC EDUCATION-BASED LITERACY IN COMMUNITY ISLAMIC BOARDING SCHOOLS (PESANTREN RAKYAT)
DOI:
https://doi.org/10.33474/jemois.v3i2.21610Keywords:
literacy, multiculture, pesantren rakyatAbstract
This study aims to explore the effectiveness of implementing a multicultural Islamic education
approach in enhancing literacy among teachers in community Islamic boarding schools. With the
growing diversity in society, particularly within educational settings, it becomes imperative to
foster an inclusive educational environment that respects and integrates various cultural
perspectives. The study adopts a qualitative research design and PAR (Participation Action
Reasearch), employing interviews, observations, and document analysis to gather data. The
principle of PRA is action by, with, and for the people. Participants include teachers, and
administrators from selected community Islamic boarding schools. Findings indicate that
integrating multicultural Islamic education principles promotes literacy development by fostering
a deeper understanding and appreciation of diverse cultural backgrounds and perspectives.
Moreover, it enhances critical thinking skills and promotes social cohesion among students. The
study underscores the importance of incorporating multicultural Islamic education approaches in
educational settings to cultivate literate and culturally competent individuals capable of thriving
in diverse societies.
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