Suchergebnisse

Multicultural education does not mean merely celebrating diversity. Especially if the existing society is still full of discrimination and racist. In such a case, multicultural education is more appropriately directed as an allocation to create a tolerant free society. Multiculturalism education is intended to respond to the phenomenon of ethnic, socio- cultural conflicts that often arise in the midst of multicultural society, multicultural faces in this country up to now like a fire in the chaff that one day can lead to the temperature of political, religion, social culture that heats up, which allowing the conflict to reappear. Multicultural education can be used at both the descriptive and normative levels, which illus- trates the issues and issues of education related to the multicultural community. He further includes an understanding of considerations of educational policies and strategies in multicultural societies that clearly cover subjects such as: tol- erance, themes of ethno-cultural differences and religion: the dangers of discrimination, conflict resolution, democracy and plurality , universal humanity and so forth

Biodiversity and flora in this country is a reflection of the variety and variety of natural potentials which in turn also reflect the multicultural potential of each region, ethnicity, custom, language, geography, and many more. Then coupled with the current digital era or what is called the era of disruption, the problem of social conflict that was in the realm of its initial reality, until now has also shifted to the virtual world (both social media, internet and so on). Therefore, Islamic religious education which is identical with religious dogma should also include the multicultural values of the digital era so that people who are dialogical, inclusive, democratic, pluralist, and multiculturalist are born. The purpose of this study is to obtain an acceptable formulation of Islamic religious education learning in a multicultural perspective in the era of the industrial revolution 4.0 or digital era. The research method used in this research is a qualitative research method with a grounded theory approach. Further analysis was carried out using qualitative data analysis by John W. Creswell. The research results and conclusions state that the concept of learning Islamic religious education has a multicultural perspective in the digital era, both from the aspects of educators, students, teaching materials, strategies and methods, evaluation, and learning media must prioritize dialogical, inclusive, democratic, pluralist, and multiculturalist principles.