Jurnal Pendidikan Islam 3 (2) (2017) 155-168 p-ISSN: 2355-4339

DOI: 10.15575/jpi.v3i2.1279 e-ISSN: 2460-8149

http://journal.uinsgd.ac.id/index.php/jpi

THE MODEL OF LEARNING DESIGN BASED ON ISLAMIC

MULTICULTURAL EDUCATION TO PREVENT CONFLICTS OF BEHAVIOR

Zaitun Syahbudin
Universitas Islam Negeri (UIN) Sultan Syarif Kasim Riau
Jalan H. R. Soebrantas KM. 15.5, Simpang Baru, Tampan, Pekanbaru 28293
Email: [email protected]

Muhammad Hanafi
Universitas Islam Negeri (UIN) Sultan Syarif Kasim Riau
Jalan H. R. Soebrantas KM. 15.5, Simpang Baru, Tampan, Pekanbaru 28293
Email: [email protected]

Received: 04, 2017. Accepted: 12, 2017. Published: 12, 2017.

ABSTRACT
This paper presents the form of multicultural conflict at SMA (Sekolah Menengah Atas/Senior High
School) Kartini Regency of Rokan Hilir Riau, the supporting and inhibiting factors in application of the
multicultural curriculum and design of learning model for multicultural-based PAI (Pendidikan Agama
Islam /Islamic Education) to put down the conflicts among students. The research was a research and
development (R&D) with qualitative approach. Research and development were conducted up to
hypothetical phase. The research subjects were the teachers of PAI, Chemistry, and PKN (Pendidikan
Kewarganegaraan/Civic Education). Each of subject teacher was one person, and the number of
participating students were 34 people. Data collection technique was conducted by observation,
interview, questionnaire, and documentation. Qualitative data processing encompassesed data collection,
reduction, presentation, and verification. Based on the research results, there were conflicts at SMA
Kartini caused by individual differences, interest differences, cultural and social changes. The supporting
factor in application of multicultural curriculum was that all stakeholders at SMA Kartini still have
tolerant attitude which can be developed and directed and the teachers at SMA Kartini have inclusive
attitude. Meanwhile, the inhibiting factors in application of multicultural curriculum at SMA Kartini were
the minimum facilities and infrastructure, lack of information services, and lack of supervision towards
students.
Keywords: Behavior Conflict, Islamic Education, Multicultural.

ABSTRAK
Makalah ini memaparkan bentuk konflik multikultural di SMA Kartini Kabupaten Rokan Hilir Riau, faktor
pendukung dan penghambat diterapkannya kurikulum multikultural, dan desain model pembelajaran pendidikan agama
Islam (PAI) berbasis multikultural untuk meredam konflik dikalangan peserta didik. Penelitian merupakan penelitian
pengembangan dengan pendekatan kualitatif. Penelitian pengembangan dilakukan sampai pada fase hipotetik. Subjek
penelitian adalah Guru PAI, Kimia dan Pendidikan Kewarganegaraan (PKN) masing-masing 1 orang dan peserta didik
berjumlah 34 orang. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara, angket dan dokumentasi.
Pengolahan data kualitatif meliputi koleksi data, reduksi, penyajian, dan verifikasi. Hasil penelitian diperoleh data
bahwa konflik di SMA Kartini disebabkan oleh perbedaan individu, perbedaan kepentingan, budaya dan perubahan
sosial. Faktor pendukung diterapkannya kurikulum multikulural di SMA Kartini adalah seluruh stakeholder di SMA
Kartini masih memiliki sikap toleransi yang dapat dibina dan diarahkan dan guru di SMA Kartini memiliki sikap
inklusif. Sementara itu faktor penghambat diterapkannya kurikulum multikultral adalah minimnya sarana dan
prasarana, kurangnya layanan informasi, dan kurangnya pengawasan terhadap peserta didik.
Kata Kunci: Konflik, Pendidikan Agama Islam, Multikultural.
Z. Syahbudin., M. Hanafi

INTRODUCTION
Indonesia is one of the biggest multicultural countries in the world. The circumstance can be
seen from the wide socio-culture and geography with diversity of ethnic groups, religions, races
and culture (Kariyawan, 2012). The wave of democracy demands the difference in Indonesia as
a pluralistic nation. The multicultural education is the answer to settle the process diversity
problem (Tonbuloglu, Aslan, & Aydin, 2016). Realizing that education is the process of
cultivation and the prospect of the united nations referring to the elements of Indonesian culture
(Tilaar, 1999). Indonesia, as country with various of ethnics, groups, cultures, and religions, can
simply be called as a multicultural society.
The diversity of ethnic groups which is one of the characteristics of Indonesian society
can be a pride. However, the diversity can also be a source of conflict that can threaten the unity
and life of Indonesian nation. It is obvious that due to the fact that Indonesia is a multicultural
country with different ethnicities, cultures, and religions, the conflicts among them frequently
occur. One effort to minimize the conflict is through schooling-educational institutions. The
school refers to an institution that introduces differences in religions, cultures and ethnicities.
As an institution that provides the introduction and cultivation of values and virtue, the school
is expected not only to transfer knowledge but also to transfer values. Transferring values means
teaching religious and cultural values from the previous generation to the next generation. So,
it is expected that the institution can solve and minimize the rise of conflict.
School has an important role in forming the individual character in classroom. One of the
strategic duties of the school is to create the tolerant attitude so that the relation among the
groups can bind up in harmony and peace. Furthermore, the school through multicultural
education can help students decrease the potential conflicts in education setting. The
multicultural education is a response to the development of the diversity of school populations
as well as the demands of equal rights for each group. In another dimension, it is the
development of a curriculum in educational activities that is expected to enter various views,
histories, achievements, and attention to people of other ethnicities. This means that
multicultural education extensively covers all students regardless of the groups, be it ethnicity,
race, culture, social strata, religion, and gender so as to be able to deliver students into tolerant
and respectful human beings (Arifudin, 2007; Banks, 1993).
Through multicultural education, a school which students come from the various
backgrounds are guided to introduce each other to the difference of ethnicities, religions,
cultures, and lifestyle (Sugimura, 2015). Thus, the students may be guided early to understand
the aim of Bhinneka Tunggal Ika and implement it in their learning process. Furthermore, there
is a need to design a multicultural-based learning model, which is able to face the multicultural
problems in their life.
Rokan Hilir, which is one of the regencies in Riau Province and the main city of Bagan
Siapi-api, is very heterogeneous with multi-race, ethnicity, and religion. Here live Javanese,
Batak, Minang, Melayu, and Tionghoa. It may lead to heterogeneity conflict. The conflict is the
economic domination by Chinese ethnicity cannot be faced by indigenous people some of
which, even, work for them.
SMA Kartini at Panipahan village, the Sub-district of Pasar Lima Kapas, refers to a school
that accomodates the multicultural students. The school does not only belong to Tionghoa but
also Muslim. This condition potentially triggers the emergence of conflicts among different
ethnicities, cultures, and religions such as being difficult to do team work, tendency to humiliate
other students, and being deliberately introverted students. If it is not immediately overcome, it
can be a trigger of conflict. Therefore, the teachers should be professionally able to design the
learning model of multicultural-based Islamic education to minimize the conflict (Alismail,
2016).

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Based on the explanation above, this paper presents the form of multicultural conflict at
SMA Kartini, the supporting and inhibiting factors in application of multicultural curriculum,
and presents design of learning model for multicultural-based PAI. It is expected that this
finding of learning model for multicultural-based PAI can put down the conflicts among
students.

METHOD
This research was qualitative in nature and it applied research and development (R&D)
that just get on to hypothetic level. The research design is shown in Figure 1.

Figure 1. Research Design.

The research was conducted at SMA Kartini Rokan Hilir Regency. The research subjects
were the teachers of PAI, Chemistry, and PKN and the students in the grade XI consisting 34
students at SMA Kartini.
The techniques of data collection were observation, interview, questionnaire and
documentation. The observation was used to observe the process of learning that happens to
cause conflict. The interview was used for teachers of PAI, Chemistry, and PKN to find the
teachers’ perspectives of the learning process. The questionnaire was intended to gather
information on students’ attitude toward the model of learning that was used by the teacher.
The documentation was related to school data. The process of the qualitative data analysis was
conducted by using the steps: (1) data collection, it was accomplished using observation,
interview, questionnaire and documentation. In addition, field notes and interview were also
used to gain more data; (2) data reduction was committed by re-writing and typing the selected
data in essay form or the clear report. This report was meant to reduce, summarize, and select
systematic and important data; (3) data display was the effort to see the description by all of
sides from the data research. Therefore, the data were shown in a various of matrix, graphs, and
chart; and (4) data verification was the effort to find the means of data that were collected for
interpretation. The tabulation of data was carried out by verifying and clarifying the data that
have been collected to make them objective and systematic.
To gain the valid data, the researcher carried out the triangulation. The triangulation was
committed by comparing and reviewing the data which were obtained by results of observation,
interview, and the related theories.

RESULTS AND DISCUSSION

The Form of Multicultural Conflict at SMA Kartini in Rokan Hilir
There are many kinds of conflicts that are faced by the people in the daily life. There are
various conflicts such as the conflict that is begun from themselves, school environment,

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society, between local, national, and international organizations until the conflict that happens
between the group of countries and nations. The background of the conflicts is the differences
within interaction. These differences may be related to physical appearance, intelligence,
knowledge, customs and belief. In line with this, the information from the teachers revealed
that:
The learning process which involved multicultural students had contributed to the
emergence of conflicts in the school. Some of the conflicts that happened at SMA
Kartini due to this multiculturalism were: the conflict between individuals,
cultures, interests, and social changes Dahlan (Budiman, personal communication,
September 9, 2016).
The condition of students that were plural in ethnicity, religion, and geography had
contribution toward the social problems such as social imbalances, the conflict
among groups, and ethnicities (Siregar, personal communication, September 9,
2016).
The form of conflict often happened at SMA Kartini; such as unhappy feelings,
hate and yearn from someone or groups, all of which could destroy a relation.
Besides that, there was a difference of opinion from the groups that caused a
problem (Purba, personal communication, September 9, 2016).
The conflict happened in multicultural context at SMA Kartini was caused by the
differences of individual interests, culture, and social change which had created social
imbalances and conflict among groups and ethnicities. This follows Soekanto & Sulistyowati
(2013) opinion that there are four factors that cause conflicts to happen. They are the difference
between individual, culture, interests, and social change. Therefore, some conflicts happened
due to the different needs to manage and resolve based on the principles of humanism, as
proposed by multiculturalism movement.
The followings are the clearer picture of the conflicts:
1. Differences between individuals.
Individual differences are differences that involve feelings, opinions, or ideas relating to
one's self-esteem, pride, and identity. For example, there are students who want a quiet learning
atmosphere but other students want to learn while singing, because according to the students
learning while singing is very effective for them. Then anger arises on the other students,
resulting in conflict.
2. Cultural differences.
A person's personality is formed by family and society. Not all communities have the same
values and norms. What is considered good by one society is not necessarily good by the other.
Social interaction between individuals or groups with opposing cultural patterns can create a
sense of anger and hatred that result in conflict.
3. Differences of interest.
Each group or individual has different interests. These differences of interest can lead to
conflict between them.
4. Social change.
Rapid change in society can disrupt the balance of the value system and prevailing norms.
Consequently, conflicts can occur because of a discrepancy between individual expectations and
the community. For example, young people want to overhaul the behavior patterns of their
traditional society, while the old want to maintain the tradition of their ancestors, then the
condition will cause conflict between them.

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The Supporting and Inhibiting Factors in Implementation of Multicultural Curriculum

at SMA Kartini
The main factors stimulating the conflicts at SMA Kartini were the existence of diversity
of ethnic groups, religions, and cultures. Based on interviews with the teachers, they revealed
that the reasons behind the implementation of multicultural-based learning curriculum were: (1)
all stakeholders at SMA Kartini still had attitude of tolerance which could be developed and
directed; (2) teachers at SMA Kartini had inclusive attitude. They could accept the differences
existing at SMA Kartini and could adapt themselves with students from various ethnic groups,
religions, cultures, economic circumstances, and academic abilities. On the other hand, the
inhibiting factors in application of multicultural curriculum at SMA Kartini were the minimum
facilities and infrastructure, lack of information services, and lack of supervision towards
students. As Purba said:
The inhibiting factors in the implementation of curriculum in multicultural
learning are the condition of society and the students’ narrow mindset, students’
lack of understanding and belief in multicultural values and also because the
curriculum does not generally include multiculturalism in the policy of the
national curriculum (Purba, personal comunication, September 9, 2016).
The Curriculum of Multicultural SMA Kartini
The curriculum of multicultural education at SMA Kartini was not yet available; however,
the implementation of multiculturalism was carried out in particular subjects (Siregar, interview,
September 9, 2016). This was done by Supardi (2014) and Utomo (2016) who implemented
multicultural education developed through History Subject.
At SMA Kartini, the curriculum integrated the implementation of multicutural learning. It
can be seen from the design of lesson plan and the application of multicultural learning which
was integrated into the class theme. SMA Kartini evaluated and revised itself the designed
curriculum by using the theory of development of teenage. The teacher designed the lesson plan
by using the indicator that was suitable with students’ age and ability.
The curriculum used in multicultural learning at SMA Kartini was the curriculum that was
made by the school itselfs. The curriculum had its typicalities in its implementation. The
curriculum covered values such as inclusive, focus on the students, multiple intelligence,
universal value, environmentally friendly life, respect of local wisdom, independent and creative,
and gender fair. Clarifications of the typicality are as follows.
1. Inclusiveness.
Inclusive at SMA Kartini means that the school accepted students with physical, ethnical,
cultural, intellectual, language, economic and social differences. SMA Kartini gave opportunities
and the equal rights for students in obtaining the proper educational services for all students.
Teachers were in the position to fully understand multiculturalism in order to educate the
students equally (Alismail, 2016).
2. Student-centered.
SMA Kartini applied the inclusive curriculum that should be able to provide facilities and
infrastructure, method of teaching, and evaluation system adjusted with heterogeneous students’
needs. Therefore, in its arrangement, students become the main focus.
3. Multiple intelligence.
SMA Kartini gave freedom and facilitated students to increase and use the plural intelligence
they had. The plural intelligence is the linguistic, mathematical, spatial, kinetic and physical,
musical, interpersonal, intrapersonal, and naturalist intelligences.

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4. Universal value education.

Education of value developed at SMA Kartini was universal value. The universal values are:
(a) peace: thinking positive about themselves and other people; (b) appreciation: appreciating
themselves and treating other people properly and well; (c) love: keeping, paying attention,
sharing, and being friendly one another; (d) responsibility: doing the work by themselves,
keeping, and caring for; (e) happiness: being loved, doing good things, having good hopes for
other people; (f) collaboration: helping each other to finish a job patiently and wholeheartedly;
(g) honesty: telling the truth (h) humbleness: knowing the strengths but not boasting; (i)
tolerance: being able to accept the own self and other people and accept the diversity; (j)
simplicity: using what we have and not having wasteful characteristic; (k) unity: harmony in
groups, making us like one family.
5. Friendly milieu.
Attitude of friendly milieu at SMA Kartini had four principles; reducing, reusing, recycling,
and replanting.
6. Respecting local wisdom.
SMA Kartini developed curriculum trying to conserve and develop various local wisdoms.
Multicultural curriculum which implanted to students refers to local government’s policy, local
culture, local language, diversity of ethnic groups and utilizing the surrounding resources.
7. Independent and creative.
SMA Kartini helped to facilitate students to develop their independence and creativity.
Independence and creativity needed by students to adapt to their daily life. The independence
refers more to freedom than to their needs. This is strictly related to ability of undergoing the
life, considering choices, and making decision by themselves. Creativity focuses more on process
of thinking out of the box. Being creative is meant as the ability to accomplish some problem
with various ways.
8. Gender-just.
SMA Kartini gave equal chances to all school stakeholders (teachers, staffs, students, and
parents) without distinguishing the gender. They had the equal chances and rights in school
services.
When making the class program, the teachers considered children’s development level.
As one teacher explained:
I find information about every student by doing observation and needs analysis
to the syllabus through the analysis of students’ grades and attitude. The result
of these analyses becomes the reference to decide the class program (Marintan,
personal communication, September 8, 2016).
This is in line with what the chemistry teacher said that:
In designing the lesson plan, I do placing the students’ seat which accommodates
heterogeneous students in terms of ethnicity and knowledge, giving feedbacks
in learning process, and giving reward or appreciation to the students who
respond to teachers’ questions (Siregar, personal communication, September 9,
2016).
The teacher involved the student to plan classroom activities. The students had chances
to express their ideas concerning activities they want to do. The teacher also gave a sense of
responsibility to their students to think about what activity to include that relates to class theme.

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We usually invite the students and ask them what activity that will be done, and
say to them our activity will be like this tomorrow, or the students will be invited
to make activity for one week that is suitable with their theme. Sometimes we
follow the students’ ability, and review particular area (topic) again. Even, some
students are bored to play that area again” (Budiman, personal communication,
September 9, 2016).
In designing multicultural lesson plan, teacher should consider students’ development and
background and also invite them to participate in designing process. The teacher arranged
multicultural lesson plan to develop students’ attention also invite them in arranging class
activities. The teacher informs the students that there are going to make a class program. Then
the students were required to give an idea for the activity. The teacher wrote the idea and activity
integrated by indicator that would be reached for a week in the class program. The teacher
applied multiculturalism and it was integrated to the theme class by taking positive values that
were in theme class related to multicultural values. The teacher discussed the values together
with the students and applied them into their daily life in the class. The teacher coordinated it
all in the class, such as the students’ idea, class theme, and what method that will be used, so
that all of them could be applied into the process of multicultural learning.
Learning activity in the class was integrated with the theme that have been agreed by the
students. The class theme of SMA Kartini was suitable with the agreement between the teacher
and the students in the class. The theme was useful in learning to build interest and stimulate
knowledge of the students through the contexts they were familiar with. The theme was the
basic subject in doing learning in the class. The observation data in learning process in class and
the result showed that theme in the class was integrated with the multicultural values. The
teacher took positive value that was gotten from the theme then it was matched with the local
culture of students’ immediate surroundings. The teacher invited the students to study and
implement the positive values they have learned in the class in their daily life. The application
of multicultural learning was integrated to the theme in the class in evidence in their tolerance
of differences, and also gives suggestion to develop each individual student’s characters (Siregar,
personal communication, September 9, 2016).
The learning that was integrated with the theme can also be integrated with education of
multicultural value. The students were invited to study and see the differences in their
surroundings. Through this activity, students were made to be aware to the differences existing
among them. The way was by having teachers pose questions to the students such as: Who is
a Muslem? Who is Christian? Who is Catholic? Who is Buddhist? By this, the students will
realized that differences were there in their environment, especially in their near environments,
namely their class room. The students become aware that their friends who were in the
classroom were from different religions.
The application of multicultural learning was integrated to the theme in the classroom.
The teacher should take positive values from the class theme relate to multicultural value. Doing
multicultural learning feels difficult to do when the teacher was not ready yet to accept
differences. The teacher was the spearhead in implementing multicultural learning in the class.
The teacher’s understanding of the multicultural values was so important. It affected the
implementation of curriculum in multicultural learning. A teacher who did not understand the
multicultural values may do something which is only based on what he/she believes and wants
without considering the diversity around him/her.
The Activity of Multicultural Learning at SMA Kartini
In order to create learning, SMA Kartini was trying hard to cultivate the multicultural
values in learning process. According to one teacher:

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I integrate the values covering: appreciating different opinion among students,

appreciating the differences in heterogeneous groups, appreciating the students’
work, and appreciating students’ variety in friendship (Siregar, personal
communication, September 9, 2016).
In relation to this, one teacher said:
The development of the material should include, planning and doing learning
activity in helping the students to understand the purpose of learning and
stimulate them to understand and master the concept in subject being taught
(Siregar, personal communication, September 9, 2016).
Next, another teacher added:
The roles of the teacher are giving direction, applying the multicultural values
for the students, giving a model, giving advice or guidance and also doing
assessment for the values that have been taught to the students (Purba, personal
communication, September 9, 2016).
The learning activity that contains multicultural values in the classroom of SMA Kartini
was that, the teacher always made the students used to appreciating everyone’s opinion without
seeing the difference. In addition, the teacher often made activity together, where the students
could apply democratic values in learning process.
The implementation of multicultural learning at SMA Kartini was integrated in classroom
activities. The integrated activity invited the students to discuss each other, express opinion, give
comment, ask, listen to story and play together. The teacher always appreciated the childrens as
having human rights such as the freedom right and reach happiness. Despite their different
backgrounds, all students deserved the same rights.
Unlike multicultural education practice in SMA Kartini, multicultural education practice
in Malaysia is teacher centred. Teachers are actively involved in the delivery and students listen
to receive information conveyed by the teacher. The methods used in this teacher-centered
strategy was varied. Among these methods are methods of advice, explanation, glance back,
gradual, speaking, story telling, contextual, lecture, and discussion. In the existing learning
situation, the teacher uses an indirect approach. The approach is done by modeling current issues
and relating them to daily life. From the examples of current issues, it is hoped that the good
values of different cultures can be practiced in everyday life. This approach gives students
awareness of the importance of unity in life and avoids doing things that can cause division
among students (Omar, Noh, Hamzah, & Majid, 2015).
The implementation of multicultural learning at SMA Kartini emphasizes the background
and the children’s needs. The teacher should know the students’ background related to their
cultural, social, economic, religious, physical, language, and emotional developments. The
teacher made the activity that is suitable with the characteristic of development, namely giving
stimulation in the five of development aspects that consist of: 1) physical and motoric
development; 2) cognitive development; 3) emotional development; 4) social development; 5)
language development.
Multicultural learning at SMA Kartini always sees the students’ need and achievement of
each students. Learning activity that is frequently done at SMA Kartini is by using various
methods of learning design. As expressed by one of the teachers that:
The method that is applied in learning is jigsaw learning method, cooperative,
contextual teachinglearning, using multimedia, problem-based learning,
quantum teaching, and saintific approach (Siregar, personal communication,
September 9, 2016).

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According to another teacher:

The suitable ways to deal with the students who have different backgrounds are
learning to accept their difference and background, understanding the
background, and solving students’ problems by taking their characters and their
backgrounds into account (Purba, personal communication, September 9, 2016).
Next, it is added from another teacher that:
To deal with the students that have different backgrounds are by making them
understand that human beings have different characters and accept the
difference as a means to unite in life and also respect each other (Siregar, personal
communication, September 9, 2016).
At SMA Kartini, the teacher always gives the same chance to the students, without seeing
gender, religion, economic background, need, language. Each student was free to express their
opinions, comments, asking questions, and expresstheir feelings and wants. One of the example
activities give a freedom to give opinion when choosing what activity that will be done. Each
student was given a chance to express their idea. Therefore, the teacher was expected to be able
to create the learning democratic process. The ways committed by the teacher in creating
learning democratic process were by appreciating different opinion, giving the same freedom
to each student to express their opinion, and respecting every student’s right (Purba, personal
communication, September 9, 2016).
The implementation of multicultural learning at SMA Kartini always invited the students
in all sides in doing the activity learning. It includes preface activity, main activity, and closing
activity. Example of all stages of multicultural learning at SMA Kartini can be seen in the
following presentation.
1. Introduction activity.
On introduction activity, teacher always invited students to remember the class theme by
submitting a question “what is today’s theme?” The teacher also invited the students to recall
the activities on previous days which have been carried out. Every student was given the same
chance to tell what they had remembered about the activities on previous days. Then, teacher
invited students to do the beginning webbing; that is, teacher’s beginning step to gain
information of how far the students understand the theme, whether they already knew much
about information of theme or they do not know at all. This becames the teacher’s grip to
discuss the theme and the class activities which will be done.
2. Learning core activity.
In core activity, students were invited to discuss to determine the activities which would
be carried out in the class. Teacher gave a chance to all students to express their opinions or
ideas. When a student expressed an opinion, the teacher and other students listened and gave
comments or questions related to the activities delivered. If there was an argument during
discussion, teacher acted as mediator. Observation result from the discussion in the class shows
that teacher gave the same chance to all students without distinguishing gender, religion, race,
economic background, need, language and so forth. Every student was free to give opinions,
comments, questions, and expressed their feelings and needs. From the observation result, it
can be concluded that SMA Kartini tried to implant the multicultural values on the learning
process. Teacher familiarized students to appreciate each other.
3. The closing activity.
4. On the closing activity, the teacher made conclusion, gave feedback towards the learning
process, did reflection, gave information about the next activity, and did evaluation.

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Students’ Attitude towards Model of Multicultural Learning

Data about students’ attitude towards the model of multicultural learning were acquired
from questionnaire. The results of spreading the attitude scale and the score of each answer
alternative can be seen in Table 1. Data from Table 1 show that the students at SMA Kartini
have positive responses towards the multicultural elements.
Table 1. Frequency and Percentage of Students’ Questionnaire Answers.
Percentage (%)
No. Questions Very Very
Agreeable Agreeable Disagreeable disagreeable
1. Must master the multicultural materials. 29 61 10 0
2. Must know about the existence of diversity of 65 35 0 0
nation’s cultures as social reality, as form of
multicultural and plural society, so it is necessary to
form the democratic, dialogic, open and critical
behaviors.
3. Must know the importance of appreciating and 84 16 0 0
respecting each other among social members with
various backgrounds, cultures, religions, races,
ethnicities, genders, et cetera.
4. Must know the importance of rights equality, social 39 61 0 0
justice, and collective participation as social
members.
5. Must know the importance of conserving the 58 42 0 0
diversity of nation’s cultures both local and national,
so that it brings about appreciation among cultures.
6. Must understand the multicultural values. 13 81 6 0
7. Must understand the democratic interaction 74 26 0 0
patterns and appreciate the diversity of ethnic
groups, cultures, races, religions and genders.
8. Must have open attitude towards diversity of ethnic 42 58 0 0
groups, cultures, races, religions and genders.
9. Must be sensitive to social justice without making a 7 93 0 0
problem out of cultural backgrounds.
10. Must apply the multicultural values in students’ lives 42 58 0 0
both in narrow environment and in wide one.
11. Must apply religion’s positive values and culture’s 52 42 6 0
glorious values in building the peaceful and united
society
12. Must have the positive behaviors towards 45 55 0 0
democratic attitude and social justice.
13. Must have the positive behaviors towards 61 26 13 0
togetherness and collaboration.
14. Must have ability of interacting and internalizing as 52 48 0 0
social creatures among the diversity of ethnic
groups, cultures, races, religions, and genders.
15. Learning process forms students’ multicultural 52 48 0 0
personality.
16. Must believe in God. 94 6 0 0
17. Must be able to communicate cultural ethic by 36 64 0 0
showing respect, appreciating other’s culture, in
interaction and socializing in multicultural society
18. Must understand technology advancement as a 55 45
result of multicultural society that are advanced in
innovation and creation.

Model of Learning Design for Islamic Multicultural-Based Education

Multicultural notion is closely associated with pluralism. Historically speaking pluralism
and multicultural educations actually have begun to emerge becoming a review. The pluralism
education is an education supposing us to open vision on a wider firmament and being able to
cross the limits of ethnic groups or cultural traditions and our religions, so that being able to see

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 The Model of Learning…

the humanity as a family having differences and similarities of aspiration. This is the education
of humanism basic values for peace, independence, and solidarity (Naim & Sauqi, 2008).
Multicultural education is a progressive approach to transform the education which
comprehensively exposes weaknesses, failure, and practices of discrimination in process of
education. Dawam (2003) explains that the multicultural education is the process of developing
all human beings’ potencies appreciating their pluralist and heterogeneity as a consequence for
diversity of cultures, ethnicities, ethnic groups, and sects of (religion). The understanding of
multicultural education certainly has a very wide implication in education, for the education
itself is generally understood as process without end or lifetime process. Thereby, the
multicultural education wants the respect and appreciation highly towards human beings’ degree
and dignity wherever they come from. Its hopes are creating real peace, security which is not
obsessed, and happiness without being engineered.
Pluralism and multiculturalism are two different things; however, both of them have a
very close relationship and are related each other. In context of society, plural society is
absolutely different from multicultural society; nevertheless, the plural society is the basis for
arrangement developing multicultural society, where the society and the culture interact and
communicate intensely.
In context of Islamic education, pluralist-multicultural is the attitude of accepting
pluralism of human beings’ cultural expressions in understanding the religion’s main messages.
Its main bases are explored based on Islamic teachings, as the Islamic dimensions become the
distinguishing bases as well as the pressing point from construction of education itself. The use
of word ‘Islamic education’ doesn’t meant to emphasize other religions’ teachings or non-
Islamic education; however, as a matter of fact to strengthen that Islam and Islamic education
are full of the teachings which appreciate pluralist-multicultural dimension. Moreover, the
Islamic education itself has existed and has typical characteristics, especially in discourse of
education in Indonesia. The use of ‘pluralist-multicultural’ term stringed up by the word ‘Islamic
education’ is meant to build a paradigm as well as theoretical and applicative constructions
appreciating the diversity of religions and cultures. Such Islamic construction is oriented to
process of awareness having religiously pluralist insight as well as having multicultural insight.
There are some aspects which can be developed from the concept of Islamic pluralist-
multicultural education. Firstly, Islamic pluralist-multicultural education is the education which
appreciates and embraces entire forms of heterogeneity. Thereby, it is expected that wisdom
will grow in seeing entire forms of existing heterogeneity. Secondly, Islamic pluralist-multicultural
education is a systematic effort to build students’ understanding, comprehension, and awareness
toward pluralist-multicultural reality. This is important to do because without systematic effort,
reality of heterogeneity will be understood sporadically, fragmentarily, or even elicit an extreme
exclusivity. On this point, heterogeneity is judged and viewed inferiorly. Even there may grow
a wish to do authorities and ambitions of conquering the different them. Thirdly, Islamic
pluralist-multicultural education does not compel or refuse students due to identities of ethnic
groups, religions, races or classes. Those who come from various diversities must be positioned
equally, in egalitarian way, and be given precise medium to appreciate the characteristics which
they have. In such condition, there is nothing more excellent between one student and other
students. Each of them has the same position and must obtain the same treatment. Fourthly,
Islamic pluralist-multicultural education gives the chances to grow and develop sense of self to
every student. This is important to build self-confidence, especially for those who come from
underprivileged economic classes or the relatively-isolated groups.
Islamic pluralist-multicultural education was inspired by transformative Islamic ideas. It
means that Islam is always oriented to the efforts to embody Islam’s aspiration; those are,
forming and transforming social circumstance into Islamic aspiration; bringing mercy for

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Z. Syahbudin., M. Hanafi

universe. By referring to this objective, the Islamic pluralist-multicultural education aims to

create a peaceful and tolerant society, and appreciating each other based on divinity values.
Multicultural education is an educational model implemented to produce educational
output that has a high tolerance awareness, acceptance of differences that occur in the
community and admiration of human rights. Conceptual multicultural education can be
implemented as well as other educational systems, through changes in curriculum dimensions,
teaching patterns and evaluation systems. Multicultural education should also be followed by an
inclusive social policy of difference (Afif, 2012).
Multicultural curriculum at SMA Kartini which has been presented above can be made a
model to be adapted to the learning of PAI. Although national curriculum has not contained
multicultural elements, teachers of PAI can design the multicultural elements on lesson plan.
Model of learning design for Islamic multicultural-based education has three models of
learning. Firstly, dogmatic approach. It is the approach seeing the religious education at schools
as media of tenet transmission and certain religion’s belief in "ecclesiasti-cal" way. Its goal is to
embody students’ dogmatic commitments towards their religions. Secondly, social studies
approach, it is the approach seeing the religious education at schools as a subject like other
subjects (social studies) and religious material which is taught is viewed as something secular, as
anthropology and sociology do. Thirdly, social planning approach, it is the approach encouraging
students’ comprehension and commitment towards the religion which they adhere, and at the
same time it also encourages the emergence of respecting other adherents and religious
teachings to be contagious each other in plurality.
Besides the learning model as explained above, educators need to use the learning strategy
to form students’ attitude and behavior in context of multicultural education. According to
Cushner (1993), education ought to integrate the following experiences: those are, learning how
and where to obtain a goal, accurate information concerning other cultural groups; identifying
and testing the positive views from groups or individuals with other cultures; learning tolerance
towards heterogeneity through experimentations at school and in classroom with habits and
alternative practices; dealing with, if possible, the positive experiences from the first hand with
groups of different cultures; developing emphatic behaviors through role play strategy and
simulation; and practicing the usage of perspective spectacles, that is, by seeing an event, history
era, or issues through perspectives from groups of other cultures.
From SMA Kartini’s experiences in arranging and implementing multicultural curriculum,
the Islamic multicultural-based education has to take place through effective teaching and active
learning by noticing students’ diversity of religions. The learning process emphasizes more on
teaching about religion, not teaching of religion. Teaching about religion involves historical
approach and comparison, while teaching of religion involves dogmatic indoctrination
approach. The learning process needs to give students the chances to actively look for, find, and
evaluate their religious views by comparing them with other students’ religious views. With this
approach, it is expected to develop the attitude of tolerance, not judgmental, and letting go of
themselves from excessive fanatical attitude.
In designing a curriculum, teachers of PAI have to accommodate all differences. The
learning materials are grouped into form of theme. Teacher teaches responsibility to students
to think of what activities which will be committed related to the theme. Students are given a
chance to express ideas of what activities they want to do. The learning activities in the class are
integrated with the theme which has been agreed together. Theme of class at SMA is adjusted
with the agreement between teacher and students in each class.
The result of Harto's (2014) study on the development of multicultural-based PAI
suggests philosophical paradigmatic principles for PAI teachers in multicultural teaching. These
principles are to teach courage to live in differences, encourage learners to build mutual trust,

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mutual understanding and mutual respect among diverse friends, have an open attitude in
thinking and acting, appreciative attitude and able to establish relationships between
people/groups.
Meanwhile, Abdullah (2009) suggests that the multicultural learning requires classroom
settings to be adjusted. The classroom setting is intended to provide learners with the
opportunity to create a broad and convincing identity, develop a comfortable interaction,
empathy and just diversity, and develop critical thinking skills and skills to defend themselves
and others in the face of injustice.

CONCLUSION
SMA Kartini has successfully designed the multicultural curriculum which is integrated to
subjects. The curriculum is designed to accommodate the of students’ diversity. The curriculum
is expected to be able to reduce the conflicts occurred among students. Model of curriculum
developed by SMA Kartini and its implementation patterns can be adapted to the PAI. Subject
he learning of multicultural-based PAI must take place through an effective teaching and active
learning by paying attention to diversity of students’ religions. Learning process emphasizes
more on teaching about religion, not teaching of religion. The materials of PAI learning can be
presented in form of theme covering the diversity existing in the class.

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