Strengthening Integrated Mutual Understanding of Social Sciences Learning in Islamic Education Institutions: A Comparative Study in Madrasas, Islamic Boarding Schools and Integrated Islamic Schools in Bengkulu City
Keywords:
Islamic Education, Islamic Educational Institutions, Mutual Understanding, Social Studies Learning
Abstract
Purpose of the Study: This study aims to examine the role of social studies learning in strengthening mutual understanding among students in Islamic educational institutions in Bengkulu City. It explores how Islamic values, cultural integration, and national principles can be used as foundations to promote harmony and social cohesion within diverse educational contexts.
Methodology: A case study approach with a multiple-case type was employed, guided by Yin’s design of connecting data with theoretical propositions. The study began with theoretical propositions to shape the research framework, aligning data collection and analysis with pattern-matching techniques. Data were gathered through interviews, classroom observations, and document analysis, focusing on social studies teachers' practices and perspectives in three Islamic educational institutions.
Main Findings: The findings reveal that social studies teachers universally emphasize the importance of mutual understanding as a core objective in their teaching. They integrate Islamic principles, Pancasila (Indonesia's foundational philosophy), and local culture to foster tolerance, empathy, and collaboration among students. Teachers adopt diverse learning models and approaches, including discussion-based, problem-solving, and project-based learning, to contextualize lessons and encourage critical engagement. These strategies have significantly promoted mutual understanding and reduced social prejudices within the student body.
Novelty/Originality of the Study: This study uniquely highlights the strategic role of Islamic educational institutions in using social studies learning to strengthen mutual understanding. By connecting religion, national values, and cultural heritage, the study provides new insights into the transformative potential of education in shaping harmonious and inclusive communities, offering practical implications for policymakers and educators.
References
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[2] Chaider S. Bamualim, Transisi Politik dan Kekerasan: Meretas Jalan Perdamaian di Indonesia, Timor Timur, Filifina, dan Papua New Guinea. Pusat Bahasa dan Budaya (PBB )UIN Syarif Hidayatullah, 2005.
[3] M. Lubis, A. Amin, and A. Alimni, “Exploring the Attitudes of the Digital Age Academic Community in Responding to Issues in Social Harmonization Education at State Islamic University,” AL-ISHLAH J. Pendidik., vol. 15, no. 4, pp. 5469–5478, 2023, doi: 10.35445/alishlah.v15i4.2929.
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[6] L. Retnasari and M. T. Hidayat, “Pendidikan multikultural dengan pendekatan aditif di sekolah dasar,” vol. 28, no. 1, pp. 16–21, 2018.
[7] Chua Beng Huat, “Multiculturalism in Island South-East Asian,” 2024. .
[8] Syahrin Harahab, Teologi Kerukunan. Jakarta : Prenada, 2011.
[9] Parsudi Suparlan, “Menuju masyarakat indonesia yang multikultural,” J. Antropol. Indones., vol. 69, no. 1, 2002.
[10] Prayudi, “Akar Masalah Penyebab Konflik Etnis Dan Alternatif Penyelesaiannya,” J. Ketahanan Nas., vol. 9, no. 3, 2004, doi: https://doi.org/10.22146/jkn.22154.
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[13] A. H. Qolbi Khoiri, Abdullah Idi, “Pondok Pesantren di Provinsi Bengkulu dalam Dinamika Peradaban Moderen,” Madania J. Kaji. Keislam., vol. 21, no. 1, 2017, doi: http://dx.doi.org/10.29300/madania.v21i1.221.
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[15] Nunung Hidayati, “Nilai Moderasi Beragama Dalam Orientasi Pendidikan Pesantren Di Indonesia,” J. Pendidik. dan Pelatih. Keagamaan, vol. 3, no. 2, 2021.
[16] Alimni, “Menganalisis Pembelajaran Multikultural Pada Paud,” PUSTAKA J. Bhs. dan Pendidik., vol. 4, no. 2, 2024.
[17] A. Amin, E. S. Fadilah, and G. Rantio, “Manajemen Pembelajaran Guru Pendidikan Agama Islam Sebagai Upaya Menciptakan Siswa Aktif Di SDN 38 Kota Bengkulu,” J. Pendidik. dan Konseling, vol. 4, pp. 1349–1358, 2022.
[18] S. Suciati, “Environmental Conscious Attitudes of Geography Education Students,” J. Eval. Educ., vol. 5, no. 1, pp. 17–24, 2024, doi: 10.37251/jee.v5i1.841.
[19] Rahmad, “Kedudukan Ilmu Pengetahuan Sosial (IPS) pada Sekolah Dasar,” MUALLIMUNA J. Madrasah Ibtidaiyah, vol. 2, no. 1, 2016.
[20] Puji Rianto, Modul Metode Penelitian Kualitatif. Penerbit Komunikasi UII Program Studi Ilmu Komunikasi Universitas Islam Indonesia, 2020.
[21] M. D. Hasan, metode penelitian kualitatif. Grup penerbitan cv tahta media group, 2022.
[22] ratna dewi nur’aini, “penerapan metode studi kasus yin dalam penelitian arsitektur DAN PERILAKU,” INERSIA, vol. 16, no. 1, 2020.
[23] S. Wahyuningsih, metode penelitian studi kasus konsep, teori Pendekatan Psikologi Komunikasi, dan Contoh Penelitiannya. Bangkalan, Madura: Diterbitkan oleh UTM PRESS, 2013.
[24] F. Wahyudi and A. Latif, “Pendidikan Inklusif di Indonesia Perspektif Maqashid Syariah,” J. Disabil. Stud. Res., vol. 2, no. 2, pp. 12–23, 2023.
[25] H. P. Daulay, Z. Dahlan, G. Wibowo, and J. I. Lubis, “Visi, Misi, Tujuan dan Fungsi Pendidikan Islam,” J. Ilm. al-Hadi, vol. 6, no. 1, pp. 136–150, 2020.
[26] R. R. Suprapno Suprapno, Ahmad Hifdzil Haq, Alfauzan Amin, Hery Noer Aly, “Analisis Pengembangan Kurikulum Kepesantrenan Dengan Penguatan Wawasan Rasionalisme Kebangsaan, Moderasi Beragama Dan Berparadigma Multikultural,” FIKROTUNA J. Pendidik. dan Manaj. Islam, vol. 12, no. 1, 2023.
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[29] M. Sulaswari, E. Banowati, S. Suyahmo, and E. Handoyo, “Prosiding Seminar Nasional Pascasarjana Pendidikan IPS Berbasis Islam Terapan: Strategi Integrasi Sains Dan Agama,” Pros. Semin. Nas. Pascasarj., vol. 1, no. 1, pp. 656–660, 2022.
[30] K. Dasar, Floder. .
[31] R. ROZIMAN, S. Agustin, and T. RUSTINI, “Pengaruh Literasi Spasial dalam Pembelajaran IPS di SD Kelas Tinggi: Sebuah Telaah Literatur,” Indones. J. Soc. Sci. Educ., vol. 5, no. 2, p. 180, 2023, doi: 10.29300/ijsse.v5i2.4081.
[32] D. Fakhri Maulana, D. Azizah Wijaya, and D. Ade Agustinova, “Pendidikan Demokrasi dan Pendidikan Multikultural: Tinjauan Praktis di Sekolah Menengah Pertama,” Edukatif J. Ilmu Pendidik., vol. 6, no. 2, pp. 1512–1526, 2024.
[33] A. Wahyudi et al., “Strategi Pengembangan Pendidikan Multikultutral Di Indonesia Elhefni UIN Raden Fatah Palembang,” Elementary, vol. 3, pp. 53–60, 2017.
[34] E. Utomo, S. Rizal, R. Risnawati, and M. Rizqa, “Menyingkap Isyarat Profil Pancasila dalam Al-Qur’an dan Implikasinya Terhadap Pembentukan Karakter Siswa,” Fitrah J. Islam. Educ., vol. 4, no. 1, pp. 83–95, 2023, doi: 10.53802/fitrah.v4i1.112.
[35] A. Humaidi and N. Fadhliyah, “Analisis Perbedaan Proses dan Hasil Pendidikan Pesantren Salafiyah dan Perguruan Tinggi Keagamaan Islam (PTKI) Untuk Merumuskan Model Pendidikan Islam Transformatif,” EDUKASIA J. Pendidik. dan Pembelajaran, vol. 5, no. 1, pp. 237–248, 2024, doi: 10.62775/edukasia.v5i1.749.
[36] and M. K. M. M. R. A. Rahman, M. M. A. Muthaliff, “Religious harmony and peaceful co-existence : a quranic perspective,” Al-‘Abqari J. Islam. Soc. Sci. Humanit., no. 7, pp. 47–62, 2016, doi: doi: 10.12816/0029924.
[37] A. Asroni, S. M. A. Ma, and S. M. K. Mak, Pendidikan. 2023.
[38] S. Sapruni, A. Amin, Z. Zubaedi, I. Ismail, and N. Aprianti, “Sistem Pendidikan Islam Di Indonesia Dan Upaya Menbangun Pendidikan Nasional Yang Berkarakter Multikultural,” Atthiflah J. Early Child. Islam. Educ., vol. 11, no. 1, pp. 110–120, 2024, doi: 10.54069/atthiflah.v11i1.689.
[39] Ayatullah and Jumatriadi, “Upaya Guru Pendidikan Agama Islam dalam Meningkatkan Motivasi Belajar Siswa,” Bintang J. Pendidik. dan Sains, vol. 1, no. 3, pp. 417–428, 2019.
[40] P. Ronny and A. Mahendra, “Peran Pendidikan IPS dalam Pendidikan Multikultural,” J. Educ., vol. 05, no. 02, pp. 4468–4475, 2023.
[41] Z. Hasanah and A. S. Himami, “Model Pembelajaran Kooperatif Dalam Menumbuhkan Keaktifan Belajar Siswa,” Irsyaduna J. Stud. Kemahasiswaaan, vol. 1, no. 1, pp. 1–13, 2021, doi: 10.54437/irsyaduna.v1i1.236.
[42] H. Mansyur, S. W. Oktavia, A. Andriyanto, and S. Susbiyanto, “Identification of Discovery Learning Methods To Increase Student Learning Motivation,” EduFisika J. Pendidik. Fis., vol. 9, no. 2, pp. 165–172, 2024, doi: 10.59052/edufisika.v9i2.32656.
[43] E. Syaputra, “Madrasah di Bengkulu: Sejarah dan Perkembangannya Sejak Pergerakan Nasional hingga Reformasi,” Tsaqofah dan Tarikh J. Kebud. dan Sej. Islam, vol. 5, no. 1, p. 1, 2020, doi: 10.29300/ttjksi.v5i1.3014.
[44] I. Wirevenska, M. Mardiati, and Y. Listiana, “Pengaruh Model Pembelajaran Problem Based Learning (Pbi) Terhadap Kemampuan Pemecahan Masalah Matematik Siswa,” J. Serunai Mat., vol. 12, no. 2, pp. 76–82, 2021, doi: 10.37755/jsm.v12i2.309.
[45] Y. W. Utaya, K. Khofiyati, L. M. Warner, and K. Hallam, “Learning Pancasila Values in Citizenship Education Subjects in Junior High School,” J. Eval. Educ., vol. 5, no. 1, pp. 1–9, 2024, doi: 10.37251/jee.v5i1.852.
Published
2025-01-18
How to Cite
[1]
I. Satria and B. Budrianto, “Strengthening Integrated Mutual Understanding of Social Sciences Learning in Islamic Education Institutions: A Comparative Study in Madrasas, Islamic Boarding Schools and Integrated Islamic Schools in Bengkulu City”, Jor. Eva. Edu, vol. 6, no. 1, Jan. 2025.
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