Three Pillars of a Multicultural Islamic Education Curriculum: Implementing Ahlussunnah wal Jama'ah An-Nahdliyah Principles
DOI:
https://doi.org/10.69552/09mxfn53Keywords:
Curriculum, Multicultural, Ahlussunnah wal Jama’ah An-NahdliyahAbstract
Indonesia, with its diverse ethnicities, cultures, races, religions, and languages, is often referred to as a multicultural society. This diversity presents both opportunities and challenges for Indonesia in shaping a peaceful, harmonious, and prosperous community free from conflict and division. Schools serve as learning environments for students from various ethnic, cultural, racial, and linguistic backgrounds. As the first line of defense against conflict and division, it is crucial to develop a multicultural Islamic education curriculum in schools. This study adopts a qualitative descriptive approach, collecting data through observation, interviews, and documentation. The findings reveal that the design of the multicultural Islamic education curriculum, based on the Ahlussunnah wal Jama’ah An-Nahdliyah approach, is integrated into three curriculum programs: Ma’hadiyah Program: This program encompasses the practices and teachings of Ahlussunnah wal Jama’ah An-Nahdliyah. Madrasiyah Program: It includes local content such as Aqidah Akhlak (faith and morality), Fiqh (jurisprudence), Al-Quran, Hadith, Islamic Cultural History, and NU (Nahdlatul Ulama) principles. Ubudiyah Program: This program involves congregational prayers (salat berJama’ah) and religious practices taught by Ahlussunnah wal Jama’ah An-Nahdliyah scholars. The implications of this research emphasize the importance of multicultural education for students, enabling them to understand the significance of unity and mutual respect within religious communities.
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