¹Yuli Marlina,²Yosep Farhan,³Mohammad Erihadiana

¹Universitas Islam Jakarta

²Institut Agama Islam Darussalam

³PascaSarjana UIN Sunan Gunung Djati, Bandung

DOI : https://doi.org/10.47191/ijsshr/v6-i6-12

Google Scholar Download Pdf
ABSTRACT

The goal of this study is to examine how multicultural education affects students' overall holistic personal development as they progress through postsecondary institutions. As Indonesia's democracy has grown, so has its commitment to multicultural education. In theory, multicultural education strives for equality, which includes the right to access "education for all." 38 students from private tertiary institutions made up the sample for this study, which used a descriptive quantitative technique and product moment correlation data analysis. In addition, using the product moment formula as a data analysis approach, we may determine how much variable X (multicultural variable) correlates with or influences variable Y (holistic personal development). In this investigation, it was discovered that T-Count > T-Table, with a 5% or 1% significance level. Accordingly, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected in light of these findings. So it can be said that multicultural learning has a big impact on how Islamic Education (PAI) students develop holistically as people.

KEYWORDS:

Multicultural Learning, Holistic Personal, PAI (Islamic Education)

REFERENCES

1) Abdillah, R. (2017). ANALISIS TEORI DEHUMANISASI PENDIDIKAN PAULO FREIRE. Jaqfi: Jurnal Aqidah Dan Filsafat Islam, 2(1).

2) Akram, M. (2016). Emergence of the Modern Academic Study of Religion: An Analytical Survey of Various Interpretations. Islamic Studies, 55.

3) Banks, J. A. (2020). MULTICULTURAL EDUCATION: Development, dimensions, and challenges. In Race, Culture, and Education. https://doi.org/10.4324/9780203088586-27

4) Cipta Prakasih, R., Firman, F., & Rusdinal, R. (2021). Nilai Nasionalisme Dan Anti Radikalisme Dalam Pendidikan Multikultural. Jurnal Pendidikan Indonesia, 2(2). https://doi.org/10.36418/japendi.v2i2.103

5) Hall Ed., G. E., Quin Ed., L. F., & Gollnick Ed., D. M. (2018). The Wiley Handbook of Teaching and Learning. Wiley Handbooks in Education. In John Wiley & Sons, Inc.

6) Irsyadiah, N., Marlina, Y., Iskandar, D., & Lestari, E. D. (2022). Implementation of The Scientific Approach in Islamic Religious Education. Jurnal Inovasi Pendidikan MH Thamrin, 6(2).
https://doi.org/10.37012/jipmht.v6i2.1210

7) Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1). https://doi.org/10.1016/j.heliyon.2022.e08828

8) Lestari, G. (2015). Bhinnekha Tunggal Ika: Khasanah Multikultural Indonesia di Tengah Kehidupan Sara. Jurnal Pendidikan Pancasila Dan Kewarganegaraan, 28(1).

9) Mubarok, A., Indah Sari, P., & Ramadania. (2020). TANTANGAN KEBERAGAMAN BERAGAMA DALAM IKATAN BHINEKA TUNGGAL IKA DIERA MILENIAL. Vidya Samhita Jurnal Penelitian Agama, 1.

10) Nurwahid, N. (2023). URGENSI PENDIDIKAN MULTIKULTURAL BERBASIS KEARIFAN LOKAL BAGI SISWA SEKOLAH MENENGAH PERTAMA. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 7(1). https://doi.org/10.58258/jisip.v7i1.3952

11) Sunarto, K. (2018). Sejarah Perkembangan Sosiologi. In Pengantar Sosiologi (Issue September).

12) Wilhelmus, O. R. (2018). PENDIDIKAN MULTIKULTURALISME SEBAGAI STRATEGI PENGEMBANGAN POTENSI MANUSIA UNTUK MENGHARGAI PLURALITAS. JPAK: Jurnal Pendidikan Agama Katolik, 15(8).
https://doi.org/10.34150/jpak.v15i8.83

13) Yunanto, A. K. Z., Jamaludin, U., & Hakim, Z. R. (2020). PROSES PENGUATAN KARAKTER PERCAYA DIRI PADA SISWA MELALUI METODE DISKUSI TANYA JAWAB PADA PEMBELAJARAN TEMATIK KELAS IV DI SDN CILAKU. Attadib: Journal of Elementary Education, 4(2). https://doi.org/10.32507/attadib.v4i2.830

VOlUME 06 ISSUE 06 JUNE 2023