This study investigates how multicultural Islamic values are internalized through the tahfidz al-Qur'an program and how this process contributes to the character formation of female students at Al-Ishlahiyyah Islamic Boarding School. Although previous studies have shown that pesantren promote multicultural values through habituation and moral education, limited research has explained the educational mechanisms through which these values become embedded in students' everyday behaviour within tahfidz programs. This study employed a qualitative case study approach using observations, semi-structured interviews, and document analysis. Data were analysed through thematic analysis to identify patterns of value internalization and character formation.
The findings reveal that multicultural Islamic values including tolerance, justice, equality, democracy, and religious humanism are internalized through an integrated educational process consisting of daily Qur'anic memorization, muroja'ah, teacher role modelling, and communal pesantren life. Rather than functioning as separate instructional strategies, these educational practices collectively create a process of religious habituation that transforms multicultural values into students' individual and social character. The study further demonstrates that the tahfidz al-Qur'an program operates as an integrated educational ecosystem, connecting religious learning, multicultural value internalization, and inclusive character formation. This conceptual perspective extends existing discussions on multicultural Islamic education by explaining how multicultural values are translated into lived educational experiences within the unique socio-religious context of pesantren.
Muhammad Rizqi Adhimah, Askhabul Kirom, M. jamhuri· Jurnal At-Tarbiyat: Jurnal P...· 0 citations
The internalization of tolerance values in Islamic education has not yet been optimally implemented, as it remains predominantly focused on cognitive understanding rather than being reflected in students’ actual behavior. Furthermore, the increasing diversity of students’ social and cultural backgrounds requires an inclusive, contextual, and transformative educational approach to cultivate tolerance and foster a harmonious learning environment. This study aims to analyze the implementation of inclusive character education in fostering students’ tolerant attitudes at MTs Favorit Darut Taqwa Mojokerto within the context of Islamic education. A qualitative approach with a case study design was employed. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the implementation of inclusive character education creates an open, participatory, and non-discriminatory learning environment that encourages positive social interaction among students from diverse backgrounds. Collaborative learning strategies, including group discussions and heterogeneous group formation, effectively promote empathy, respect for differences, cooperation, and mutual understanding among students. The findings further indicate that tolerance is more effectively internalized through sustained social interaction and habituation than through formal classroom instruction alone. This study concludes that inclusive character education plays a strategic role in strengthening students’ social character and cultivating a tolerant, inclusive, and harmonious educational environment.
Dewi Luthfiyah, M. jamhuri, M. A. Sholikhuddin· Journal of Contemporary Isla...· 0 citations
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