Multicultural education based on religiosity to enhance social harmonization within students: A study in a public senior high school


  • Made Saihu Institut Perguruan Tinggi Ilmu Al-quran Jakarta ·
  • Umar State Islamic University Syarif Hidayatullah Jakarta, Indonesia
  • Raya State Islamic University Syarif Hidayatullah Jakarta, Indonesia
  • Shunhaji Institut Perguruan Tinggi Ilmu Al-quran Jakarta



Learning Approach, Multicultural Education, Religiosity Values, Social Consciousness


This paper discusses implementing the Islamic learning approach model in Jembrana-Bali's case study in State High School (SMAN) 1 Jembrana. This paper explores the effectiveness of multicultural learning models used in Islamic religious education learning. Multicultural learning model creating harmonious interaction. Furthermore, the integration of diversity understanding between Hindu and Islamic students aims to peaceful practices in the educational environment. Data sources were obtained through unstructured observations and interviews from July to September 2019. The result showed that the learning process of Islamic religious education with a multicultural approach forms the character of students, both Hindu and Muslim, to be humanist, tolerant, and inclusive. In shaping character and fostering understanding diversity, the learning approach used is the contribution approach, additive approach, and the decision making and social action approach proposed by Allison Cumming-McCann. The interaction of students in SMAN 1 Jembrana, both Hindus and Muslims, aims to acculturation and enculturation of two different religions and traditions.


Download data is not yet available.


Agirdag, O., Merry, M. S., & Van Houtte, M. (2016). Teachers’ Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders. Education and Urban Society, 48(6), 556–582.

Allison, & Cumming-McCann. (2003). Multicultural EducationConnecting Theory to Practice, Focus on Basics. National Center for the Study of Adult Learning and Literacy (NCSALL), 6(B), 1–14.

Aydin, H. (2013). A literature-based approach on multicultural education. Anthropologist, 16(1–2), 31–44.

Azra, A. (2005). Religious Pluralism and Multiculturalism: Efforts to Seek Social Adhesives," in the Reinvention of Multicultural Islam. PSB-PS UMS.

Azra, A. (2006). Pluralism, coexistence and religious harmony in Southeast Asia: Indonesian experience in the “middle path.” In Abdul Said and others (Ed.), Contemporary Islam: Dynamic, not Static (pp. 227–241). Routledge.

Balakrishnan, V. (2017). Making moral education work in a multicultural society with Islamic hegemony. Journal of Moral Education, 46(1), 79–87.

Berthelsen, D., & Karuppiah, N. (2011). Multicultural education: The understandings of preschool teachers in Singapore. Australian Journal of Early Childhood, 36(4), 38–42.

BPS. (2015). Data BPS Kabupaten Jembrana Tahun 2015.

Cook, E., & Banks, J. A. (1985). Teaching Strategies for Ethnic Studies. In Wicazo Sa Review (4th.ed., Vol. 1, Issue 2). Allyn and Bacon, Inc.

Dasen, P. R., Mishra, R. C., & Wassmann, J. (2018). Quasi-experimental research in culture-sensitive psychology. Culture and Psychology, 24(3), 327–342.

Davies, B. (2012). The sociology of education. In Educational Theory and Its Foundation Disciplines (Vol. 142). Shocken Books.

Ford, D. Y., Banks, J. A., & Banks, C. A. M. (1996). The Handbook of Research on Multicultural Education. The Journal of Negro Education, 65(4), 472.

Hahl, K., & Löfström, E. (2016). Conceptualizing interculturality in multicultural teacher education. Journal of Multicultural Discourses, 11(3), 300–314.

Hoffman, R. R., & Klein, G. L. (2017). Challenges and Prospects for the Paradigm of Naturalistic Decision Making. Journal of Cognitive Engineering and Decision Making, 11(1), 97–104.

Johnson, E. B. (2002). Contextual teaching and learning: what it is and why it’s here to stay. In I. Corwin, Pres (Ed.), Choice Reviews Online (Vol. 40, Issue 02).

Jorgensen, J. G., & Stacey, M. (1970). Methods of Social Research. In Man (Vol. 5, Issue 1). A Division of Macmillan Publishing Co. Inc.

Kalan, O., Kurkcu, A., & Ozbay, K. (2019). Is Additive Utility Function Always a Sufficient Method in the Project Prioritization Process? Bridge Management Perspective. Transportation Research Record, 2673(10), 284–294.

Kennedy, K. J., & McDONALD, G. (1986). Designing Curriculum Materials for Multicultural Education: Lessons from an Australian Development Project. Curriculum Inquiry, 16(3), 311–326.

Klein, H. A., Lin, M. H., Miller, N. L., Militello, L. G., Lyons, J. B., & Finkeldey, J. G. (2019). Trust Across Culture and Context. Journal of Cognitive Engineering and Decision Making, 13(1), 10–29.

Madjid, N. K. (1999). Civil Society and the Investment of Democracy: Challenges and Possibilities",. Republika, 10.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. In The Jossey-Bass higher and adult education series (Vol. 2nd). The Jossey-Bass.

Mickelson, R. A., & Ballantine, J. H. (1990). The Sociology of Education: A Systematic Analysis. Teaching Sociology, 18(4), 565.

Moore, J. R. (2009). Why Religious Education Matters: The Role of Islam in Multicultural Education. Multicultural Perspectives, 11(3), 139–145.

Mulyana, D. (2008). Metode penelitian kualitatif: Paradigma baru ilmu komunikasi dan ilmu sosial lainnya. In Bandung: Remaja Rosdakarya. Remaja Rosdakarya.

Muslich, M. (2007). KTSP pembelajara berbasis kompetensi dan komtekstuapanduan bagi guru, kepala sekolah, dapengawas sekolah. Bumi Aksara.

Mutch, C. (2006). Qualitative Research for Education: An Introduction to Theory and Methods [Book Review]. In Qualitative Research Journal (Vol. 6, Issue 1). Allyn and Bacon.

Pehkonen, E. (1999). Open-ended problems: A method for an educational change. International Symposium on Elementary Maths Teaching (SEMT 99), 56–62.

Raihani, R. (2018). Education for multicultural citizens in Indonesia: policies and practices. Compare, 48(6), 992–1009.

Robertson, I. (1977). Sociology. Worth Publisher.

Robinson, P. (1986). Beberapa Perspektif Sosiologi Pendidikan. In Hasan Basri (Ed.), Bahan Ajar Sosiologi Pendidikan (pp. 237–274). Radjawali.

Rosyada, D. (2017). Madrasah dan Profesionalisme Guru Dalam Arus Dinamika Pendidikan Islam di Era Otonomi Daerah. Kencana.

Sadir, D. (2013). Piagam Madinah (Al-Qanun). Jurnal Pemikiran Dan Pembaharuan Hukum Islam, 5(1), 250–257.

Saihu, S. (2019). Pendidikan Karakter Berbasis Kearifan Lokal (Studi Di Jembrana Bali). Edukasi Islami: Jurnal Pendidikan Islam, 8(01), 69.

Saihu, S. (2020). Pendidikan Pluralisme Agama: Kajian tentang Integrasi Budaya dan Agama dalam Menyelesaikan Konflik Sosial Kontemporer. Jurnal Indo-Islamika, 9(1), 67–90.

Saito, T., Miyazaki, H., Bahar, A., Rahardjo, A., Djoharnas, H., Katoh, Y., Kusukawa, Y., Takehara, T., & Koga, T. (2001). Oral health condition and endemic goitre, in an iodine-deficient area in Bali, Indonesia. Asia-Pacific Journal of Public Health / Asia-Pacific Academic Consortium for Public Health, 13(1), 45–48.

Suryana, Y. (2015). Pendidikan Multikultural: Konsep, Prinsip, dan Implementasi. CV Pustaka Setia.

Tabatadze, S. (2015). Teachers’ approaches to multicultural education in Georgian classrooms. Journal for Multicultural Education, 9(4), 248–262.

Tellez, K. (2002). Multicultural Education as Subtext. Multicultural Perspectives, 4(2), 21–25.

Ubhi, M. (2000). An Introduction to Multicultural Counselling. Mental Health Practice, 3(5), 37–37.

Woolfolk, A. E. (2012). Psikologi pendidikan. In Psikologi pendidikan. Rosda Karya Remaja.




How to Cite

Saihu, M., Umar, N. ., Raya, A. T. ., & Shunhaji, A. . (2022). Multicultural education based on religiosity to enhance social harmonization within students: A study in a public senior high school. Pegem Journal of Education and Instruction, 12(3), 265–274.