Multicultural Learning Strategies in Islamic Religious Education at Salafiyah Wustho Pondok Pesantren Islamic Centre Bin Baz, Yogyakarta

Abstract

This study aims to examine the implementation of multicultural-based learning strategies in Islamic religious education at Salafiyah Wustho Pondok Pesantren Islamic Centre Bin Baz, Yogyakarta and to analyze their impact on students’ learning engagement, responses, and character development. This research employs a descriptive qualitative approach with a field study design. Data were collected through classroom observations, in-depth interviews with Islamic Religious Education teachers and students, and documentation of learning activities and institutional programs. The findings reveal that the implementation of multicultural-based learning strategies has been systematically integrated into the learning process through exemplary modeling (uswah hasanah), contextual learning approaches, dialogic interactions, and the habituation of Islamic values. The results show that students demonstrate high levels of engagement, active participation, and positive learning responses. In addition, students exhibit increased tolerance, empathy, cooperation, and respect for diversity, while maintaining a strong commitment to Islamic values. This study also finds that integrating multicultural values into a salafiyah-based educational environment contributes significantly to the formation of students’ character, particularly by developing moderate, inclusive, and socially responsible individuals. The novelty of this research lies in its focus on integrating multicultural education into a Salafiyah Islamic educational setting, which is often perceived as homogeneous. This study contributes to the development of Islamic Religious Education by offering a contextual model of multicultural learning that harmonizes religious commitment with social inclusivity in a pluralistic society.