Pengembangan pendidikan islam multikultural di pondok pesantren: Studi multikasus pada Pondok Pesantren Al-Qodiri, Pondok Pesantren Al-Ghazali dan Pondok Pesantren Al-Amin Jember

INDONESIA:

Pendidikan Islam multikultural pada dasarnya telah bertumbuh kembang di pondok pesantren. Hal ini tampak pada pengelolaan keragaman santri dan kesamaan pelayanan tanpa membeda-bedakan latar belakang budaya, etnis dan ras, atau status sosial ekonomi dan gender. Pendidikan di pesantren telah mengaplikasikan pendidikan Islam multikultural dengan memadukan nilai-nilai keIslaman dan nilai-nilai kepesantrenan seperti isu-isu hak asasi manusia, demokrasi, keadilan, kesetaraan dan multikulturalisme lainnya. Fokus penelitian ini adalah : (1). Bagaimana nilai-nilai multikultural yang tumbuh dan berkembang di Pondok Pesantren Al-Qodiri, Pondok Pesantren Al-Ghazali dan Pondok Pesantren Al-Amin Jember ? (2) Bagaimana langkah strategis pengembangan pendidikan Islam multikultural di Pondok pesantren Al-Qodiri, Pondok pesantren Al-Ghazali dan Pondok pesantren Al-Amin Jember?, (3) Bagaimana model pengembangan pendidikan Islam multikultural di Pondok pesantren Al-Qodiri, Pondok pesantren Al-Ghazali dan Pondok pesantren Al-Amin Jember ?

Penelitian ini menggunakan pendekatan kualitatif dengan rancangan multikasus. Teknik pengumpulan data, menggunakan : observasi peran serta, wawancara mendalam, dan studi dokumentasi. Analisis data dilakukan dua tahap, yakni analisis data kasus individu dan analsis data lintas kasus. Untuk menguji keabsahan data, digunakan teknik credibelity, transferability, dependability dan confirmability.

Hasil penelitian ini menunjukkan : (1) Nilai-nilai multikultural yang tumbuh dan berkembang di pondok pesantren adalah hablum minannas berbasis akhlaaqul karimah dan nilai-nilai keluhuran bangsa. Bersumber dari nilai-nilai Al-Qur’an Hadits, kemanusiaan, kepesantrenan dan nilai-nilai kebhinekaan. Prinsip-prinsip nilai meliputi : ta’aruf, tafahum, ta’awun, tasamuh, ta’adul, tasahul, takaful, tarahum, tasyawur, tadhamun, tawadlu’, tabayyun, tawazun, taghyir dan taqarrub. (2) Langkah-langkah strategis meliputi : (a) memformulasikan visi misi pendidikan Islam multikultural, (b) mengintegrasikan dan menginternalisasikan pada kurikulum dan kehidupan pesantren, (c) pembentukan forum, sosialisasi program, dan mengintensifkan kajian, (d) pembudayaan nilai multikultural dan etos pesantren, (e) penguatan pendidikan Islam multikultural melalui kebijakan dan program terpadu dengan tradisi pesantren (asasul khomsah, kebersamaan hidup, mejelis dzikir), dan (3) Model pendidikan Islam multikultural : (a) berbasis Al-Qur’an Hadits, (b) berorientasi pendidikan inklusif, (c) menerapkan tradisi pesantren dan nilai-nilai Islam, (d) menggunakan metode pembentukan karakter berbasis tradisi pesantren dan nilai-nilai Islam melalui : uswah, latihan dan pembiasaan, mudzakarah dan muqoranah, mauidoh hasanah, kedisiplinan, ibrah, kesetaraan, toleransi, dan (e) menciptakan lingkungan kondusif dan pengawasan melekat serta larangan berbuat zalim.

Temuan formal penelitian ini adalah model pendidikan Islam multikultural transformatif-integratif berbasis akhlaq mulia dan keragaman budaya bangsa.

ENGLISH:

Islamic multicultural education, essentially, has been developing at Islamic Boarding School. It can be seen that the management of students’ Islamic boarding school variety and similarity service without differentiating among of culture, ethnics and races, or economic social status and genders. Education at traditional school has been applying Islamic multicultural education by combining between Islamic values and traditional school values like the issues of human rights, democracy, justice, equality and others multicultural.

The focus of this research were; (1) how are the values of multicultural which grow and develop at Al-Qodiri, Al-Ghozali, and Al-Amin Islamic Boarding School of Jember? (2) how are the strategy steps of Islamic multicultural education developing at Al-Qodiri, Al-Ghozali, and Al-Amin Islamic Boarding School of Jember?, (3) how are the model of Islamic multicultural education developing at Al-Qodiri, Al-Ghozali, and Al-Amin Islamic Boarding School of Jember?

This research used qualitative approach with multi-cases planning. The techniques of collecting data used participatory observation, deep interview, and document study. The analyses were conducted two stages namely; individual case data analysis and cross case data analysi s. To test the validity of data, it used credibility, transferability, dependability, and conformability techniques.

The result of the research were that (1) the values of multicultural which grow and develop at Al-Qodiri, Al-Ghozali, and Al-Amin Islamic Boarding School of Jember were hablum minannas based on the ahlaqul karimah and the nation majesty values which have sources from Al-Qur’an and Hadits, humanity, Islamic Boarding School, and diversities values. The principles values consisted of ta’aruf, tafahum, ta’awun, tasamuh, ta’adul, tasahul, takaful, tarahum, tasyawur, tadhamun, tawadlu’, tabayyun, tawazun, taghyir and taqarrub. (2) the steps of strategies consisted of (a) formulating vision and mission of Islamic multicultural education, (b)
integrating and internalizing to curriculum and Islamic Boarding School life, (c) making forum, socializing program, and intensifying discussion, (d) civilizing multicultural value and Islamic Boarding School ethos, (e) reinforcing multicultural education through policy and integrated program with Islamic Boarding School tradition (asasul khomsah, life togetherness, recitation assembly), and (3) Islamic multicultural education Model: (a) was based on Al-Qur’an Hadits, (b) oriented to inclusive education, (c) applying Islamic Boarding School tradition and Islamic values, (d) using character building method based on Islamic Boarding School tradition and Islamic values through: example, exercise and habitual action, mudzakarah and muqoranah, mauidoh hasanah, discipline, ibrah, equality, tolerance, and (e) creating conducive milieu, adhere supervision and prohibiting tyrannical deed.

The formal research finding was Islamic multicultural transformatif-integratif education Model based on good attitude and the variety of nation culture.