RECONCEPTUALIZING ISMUBA INSTRUCTION THROUGH MULTICULTURAL PEDAGOGY: TEACHERS' PERSPECTIVES ON INCLUSIVE ISLAMIC EDUCATION IN SOUTHWEST PAPUA

DOI: https://doi.org/10.33650/edureligia.v9i3.11670
Authors

(1) * Muhammad Muzakki   (Universitas Muhammadiyah Makassar, South Sulawesi)  
        Indonesia
(2)  Muhammad Yaumi   (Universitas Islam Negeri Alauddin Makassar, South Sulawesi)  
        Indonesia
(3)  Amirah Mawardi   (Universitas Muhammadiyah Makassar, South Sulawesi)  
        Indonesia
(4)  Wahyuni Febiyanti Setiawan   (Universitas Muhammadiyah Makassar, South Sulawesi)  
        Indonesia
(*) Corresponding Author

Abstract


This study explores teachers' perspectives on multicultural pedagogy in ISMUBA instruction and its contribution to fostering inclusive Islamic education in Muhammadiyah junior high schools in Sorong Regency, Southwest Papua, Indonesia. A qualitative phenomenological design was employed to examine teachers' lived experiences and pedagogical interpretations. Data were collected through semi-structured interviews, classroom observations, and document analysis involving ISMUBA teachers, school leaders, and students, and were analyzed using thematic analysis with data triangulation to ensure credibility. The findings reveal three major themes: teachers conceptualize multicultural pedagogy as an expression of Islamic values grounded in rahmatan lil 'alamin, wasatiyyah, justice, and respect for diversity; inclusive instructional practices are implemented through dialogic, collaborative, contextual, and reflective learning; and the successful implementation of multicultural pedagogy is influenced by institutional support, school culture, and teachers' pedagogical competence. These findings imply that strengthening teachers' multicultural understanding and institutional commitment is essential for advancing inclusive Islamic education and promoting religious moderation within culturally diverse educational contexts.

Keywords

Multicultural Pedagogy, ISMUBA, Inclusive Islamic Education, Teachers' Perspectives, Muhammadiyah Schools



Full Text: PDF



References


Afriyanto, D., & Anandari, A. A. (2024). Transformation of Islamic Religious Education in the Context of Multiculturalism at SMA Negeri 9 Yogyakarta Through an Inclusive Approach. Jurnal Pendidikan Agama Islam, 21(1), 1–21. https://doi.org/10.14421/jpai.v21i1.7142

Anggaira, A. S., Madkur, A., Setiyana, L., Sari, Y. A., & Aryanti, N. (2025). Development of Hybrid English Learning Materials Integrated with the Values of Religious Moderation. Forum for Linguistic Studies, 7(7), 980–991. https://doi.org/10.30564/fls.v7i7.9440

Anyichie, A. C., Butler, D. L., Perry, N. E., & Nashon, S. M. (2023). Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices. Frontline Learning Research, 11(1), 1–39. https://doi.org/10.14786/flr.v11i1.1115

Baharun, H., Najiburrahman, N., Zamroni, Z., Novita, L., & Nuryani, L. K. (2025). Local Values as a Catalyst for Technology Integration in Quality Assurance. 2025 15th IEEE Integrated STEM Education Conference, ISEC 2025, 1–8. https://doi.org/10.1109/ISEC64801.2025.11147290

Baidarus, B., Fithri, R., & Aisyah, R. D. (2025). Holistic Islamic Education: An Implementation Study of Knowledge Integration within the Muhammadiyah Curriculum. Journal of English Language and Education, 10(4), 1059–1066. https://jele.or.id/index.php/jele/article/view/1248

Faidah, N., Ratnawati, S. R., & Daryono, R. W. (2024). Self-Control Mediation: the Influence of Islamic Learning and Parent’S Support on Student’S Religious Character. EDURELIGIA: Jurnal Pendidikan Agama Islam, 8(1), 42–58. https://doi.org/10.33650/edureligia.v8i1.8472

Halim, A. (2024). Strategy for Strengthening Multicultural Competence of Islamic Religious Education Teachers. EDU-RELIGIA : Jurnal Keagamaan Dan Pembelajarannya, 7(1), 90–105. https://doi.org/10.52166/edu-religia.v7i1.6956

Hidayat, I. K. (2024). Integrating Islamic Education Values: the Key To Character Education of the Young Generation Al-Hikam Perspective. EDURELIGIA: Jurnal Pendidikan Agama Islam, 8(1), 90–101. https://doi.org/10.33650/edureligia.v8i1.8596

Huszka, B., Stark, A., & Aini, I. (2024). Linguistic sustainability: Challenges and strategies of preserving minority and indigenous languages-the case of Indonesia. International Journal of Arts and Social Science, 7(6), 147–160. www.ijassjournal.com

Irsyaad, A. M., Mashudi, M., Nawangsari, D., & Aniaty, A. (2025). Strategies of Islamic Education Teachers in Instilling Multicultural Values in Students. Islamic Management: Jurnal Manajemen Pendidikan Islam, 8(01), 25–38. https://doi.org/10.30868/im.v8i01.7724

Khasanah, B. A. (2025). REACT (Research in Education and Critical Transformation) Recontextualizing Al-Islam and Kemuhammadiyahan (AIK) as a Pillar of Multicultural Education in Muhammadiyah Higher Education from a Progressive Islam Perspective. REACT: Research in Education and Critical Transformation.

Khoir, M., Saiban, K., & Mustofa, M. (2023). Implementation of Islamic Religious Education (PAI) Learning in the Formation of Religious Character and Social Concern Attitudes. EDU-RELIGIA : Jurnal Keagamaan Dan Pembelajarannya, 6(1), 23–32. https://doi.org/10.52166/edu-religia.v6i1.4138

Kholida, S., Niam, S., Qomar, M., & Adiyono, A. (2025). Multicultural Education from an Islamic Perspective: Building Intercultural Tolerance in Indonesian Primary Schools. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 15(2), 212–229. https://doi.org/10.18592/aladzkapgmi.v15i2.18244

Kumi-Yeboah, A., & Amponsah, S. (2023). An exploratory study of instructors’ perceptions on inclusion of culturally responsive pedagogy in online education. British Journal of Educational Technology, 54(4), 878–897. https://doi.org/10.1111/bjet.13299

Muhajir, M., Kultsum, U., Choiri, M. M., Mustonah, S., Kulkarni, H., & Karim, A. (2025). Integrating Multicultural Values To Foster Tolerance and Inclusivity in Islamic Religious Education. Jurnal Pendidikan Islam, 11(1), 17–32. https://doi.org/10.15575/jpi.v11i1.44607

Muhammad A’inul Haq, Maswan Ahmadi, & Faisal Mahmoud Adam Ibrahim. (2025). Integrating Contextual and Multicultural Approaches in Arabic Language Learning: a Hybrid Model for Developing Intercultural Communicative Competence. JALIE: Journal of Applied Linguistics and Islamic Education, 9(2), 317–344. https://doi.org/10.33754/jalie.v9i2.1715

Mukhlis, Iqbal, M., Safitri, M., & Hasniyati. (2025). Challenges in Implementing Sharia-Based Education: Balancing Regional Autonomy and Children’s Rights in Aceh. Khazanah Hukum, 7(1), 105–120. https://doi.org/10.15575/kh.v7i1.41012

Najiburrohman, Baharun, H., Aimah, S., Faishol, R., & Maulidy, A. (2025). Conceptualizing Authenticity in Generative AI-Driven E-Learning: A Critical Examination of Generative Artificial Intelligence in Educational Systems. 2025 International Conference on Innovation and Intelligence for Informatics, Computing,and Technologies, 3ICT 2025, 1–8. https://doi.org/10.1109/3ict68299.2025.11442128

Onia, S. I. (2024). AI Innovation in Education: Realizing Personalized Learning in the Digital Age. Educative: Jurnal Ilmiah Pendidikan, 2(3), 178–187. https://doi.org/10.70437/educative.v2i3.822

Öztemur, H. (2024). Exploring the Horizons of Education: Insights From Unescos 2030 Agenda. International Journal of Eurasian Education and Culture, 9(25), 167–179. https://doi.org/10.35826/ijoecc.1823

Qomari, V. A., Rosyada, D., & Yulianti, E. R. (2025). Analysis of Multicultural Education Values in Ismuba Textbooks (Al-Islam, Muhammadiyah Studies, and Arabic): a Content Analysis Study. Referensi Islamika: Jurnal Studi Islam, 3(2), 42–54. https://ejournal.abcollab.id/index.php/RI/article/view/577

Saepulmilah, C., Musthafa, L. A.-H., & Ruswandi, U. (2025). Building Harmony in Diversity: A Study of Pluralism and Multiculturalism in Indonesia. Electronic Journal of Education, Social Economics and Technology, 6(1), 1136–1147. https://doi.org/10.33122/ejeset.v6i1.733

Siddik, M. F., Qorib, M., & Lubis, R. R. (2025). Integration of Multicultural Values in Islamic Education Learning at Schools. Jurnal Pendidikan Islam, 15(1), 89–105. https://doi.org/10.38073/jpi.v15i1.2646

Ul Hassan, M., Murtaza, A., & Rashid, K. (2025). Redefining Higher Education Institutions (HEIs) in the Era of Globalisation and Global Crises: A Proposal for Future Sustainability. European Journal of Education, 60(1), e12822. https://doi.org/10.1111/ejed.12822

Winoto Pamungkas, A. H., Nurazizah, E., Belawati Pandiangan, A. P., & Cahlia, S. (2025). An Analysis of the PAI Curriculum in Enhancing Interreligious Tolerance at a Muhammadiyah Islamic Vocational High School. Ngaji: Jurnal Pendidikan Islam, 5(2), 1–11. https://doi.org/10.24260/ngaji.v5i2.104


Dimensions, PlumX, and Google Scholar Metrics

10.33650/edureligia.v9i3.11670


Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Muhammad Muzakki, Muhammad Yaumi, Amirah Mawardi, Wahyuni Febiyanti Setiawan

Creative Commons License
 

Edureligia : Jurnal Pendidikan Agama Islam
Published by Lembaga Penerbitan, Penelitian dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Probolinggo, East Java, Indonesia.