Menanamkan Kemuhammadiyaan Pada Mahasiswa Non-Muslim Melalui Pendidikan Multikultural di Universitas Muhammadiyah Kupang

Syahrul Syahrul

Abstract


Abstract

The purpose of this study was conducted to determine the emphasis of Muhammadiyah and cultural propaganda to non-Muslim students through multicultural education. The study uses a qualitative method and purposive sampling to select the subjects, namely non-Muslim students, lectures of multicultural education, and AIK. Data were collected through interviews, observation, file notes, and analyzed in one circle among data collection, categories, reading, memoing, description, classification, interpretation, and visualization. The result is (1) after applying four multicultural education approaches, such as contribution, additive, transformation, and social action approaches, the values of Muhammadiyah can be emphasized and do not undermine their non-Muslim religious. Furthermore, they realize that Muhammadiyah is an Islamic organization that is inclusive and pluralist. On the other hand, (2) cultural and lectures use community propaganda as a learning strategy to explain the values of Muhammadiyah to be accepted by non-Muslim students.

 

Abstrak

Tujuan penelitian ini adalah untuk mengetahui penanaman kemuhammadiyahan dan dakwah kultural Muhammadiyah pada mahasiswa non-Muslim melalui pendidikan multikultural. Penelitian ini menggunakan metode penelitian kualitatif dengan penentuan subjek purposive sampling yang terdiri dari mahasiswa non-Muslim, dosen pendidikan multikultural, dan dosen AIK. Data penelitian dikumpulkan melalui wawancara, observasi, dan catatan lapangan yang dianalisis dengan teknik lingkaran yang bergerak di antara pengumpulan data, pengorganisasian data, pembacaan, memoing, deskripsi, klasifikasi, penafsiran, penyajian dan visualisasi. Hasil penelitian ini menunjukkan bahwa (1) setelah diterapkan empat pendekatan pendidikan multikultural, yaitu pendekatan kontribusi, aditif, tranformasi dan aksi sosial, maka nilai-nilai kemuhammadiyaan pada mahasiswa non-Muslim dapat ditumbuhkan dan tidak melunturkan keyakinan mereka terhadap agamanya. Selanjutnya mereka menyadari bahwa Muhammadiyah adalah sebuah organisasi Islam yang bersikap inklusif dan pluralis. Selain itu, (2) dakwah kultural dan komunitas digunakan oleh dosen sebagai strategi pembelajaran untuk menjelaskan nilai-nilai kemuhammadiyaan agar bisa diterima oleh mahasiswa non-Muslim.


Keywords


Muhammadiyah; Multicultural education; Non-Muslim students; Mahasiswa non-Muslim; Muhammadiyaan; Pendidikan multikultural

Full Text:

PDF

References


Altaş, N. (2015). Towards Comprehensive Religious Education (a Trial for New Research Ways within the Frame of Liberalism and Multiculturalism Concepts). Procedia - Social and Behavioral Sciences, 174, 131–136. https://doi.org/10.1016/j.sbspro.2015.01.637

Arifin, S. (2015). Rekonstruksi Al-Islam Kemuhammadiyahan (AIK) Perguruan Tinggi Muhammadiyah Sebagai Praksis Pendidikan Nilai. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 13(2), 201–221. http://dx.doi.org/10.32729/edukasi.v13i2.239

Auw, N. Y. (2019, July 26). Penrepan Pendidikan Multikultural (Syahrul, Interviewer) [Personal communication].

Banks, J. A. (2017). An Introduction to Multicultural Education. Pearson Education. https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134800362.pdf

Banks, James A. (2014). Diversity, Group Identity, and Citizenship Education in a Global Age. Journal of Education, 194(3), 1–12. https://doi.org/10.1177/002205741419400302

Barton, G. (2014). The Gülen Movement, Muhammadiyah and Nahdlatul Ulama: Progressive Islamic Thought, Religious Philanthropy and Civil Society in Turkey and Indonesia. Islam and Christian–Muslim Relations, 25(3), 287–301. https://doi.org/10.1080/09596410.2014.916124

Bauman, S. S. M., Acker‐Hocevar, M., Talbot, D. L., Visaya, A., Valencia, M., & Ambriz, J. (2019). Exploring and Promoting the College Attendance and Success of Racial/Ethnic Minority Students. Journal of Multicultural Counseling and Development, 47(1), 37–48. https://doi.org/10.1002/jmcd.12119

Berger, P. L., & Luchmann. (2019). Tafsir Sosial Atas Kenyataan: Risalah Tentang Sosiologi Pengetahuan. LP3ES.

Bisik, M. (2019, August 5). Penerepan Pendidikan Multikultural (Syahrul, Interviewer) [Personal communication].

Cole, D., & Zhou, J. (2014). Do Diversity Experiences Help College Students Become More Civically Minded? Applying Banks’ Multicultural Education Framework. Innovative Higher Education, 39(2), 109–121. https://doi.org/10.1007/s10755-013-9268-x

Creswell, J. W. (2013). Qualitative Inquiry and Research Design. SAGE Publication. https://books.google.co.id/books?id=Ykruxor10cYC&printsec=frontcover#v=onepage&q&f=false

Demir, N., & Yurdakul, B. (2015). The Examination of the Required Multicultural Education Characteristics in Curriculum Design. Procedia - Social and Behavioral Sciences, 174, 3651–3655. https://doi.org/10.1016/j.sbspro.2015.01.1085

Djou, S. S. (2019, July 30). Penerapan Pendidikan Multikultural (Syahrul, Interviewer) [Personal communication].

Efendi, & Suswanta. (2017). Politics of Education: Multiculturalism Practice in Universitas Muhammadiyah Kupang, NTT. Iseedu, 1(1), 47–72. https://doi.org/10.23917/iseedu.v1i1.5420

Gökarıksel, B., & Secor, A. (2015). Post-secular geographies and the problem of pluralism: Religion and everyday life in Istanbul, Turkey. Political Geography, 46, 21–30. https://doi.org/10.1016/j.polgeo.2014.10.006

Gorski, P. C. (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education, 25(2), 309–318. https://doi.org/10.1016/j.tate.2008.07.008

Hilmy, M. (2013). Whither Indonesia’s Islamic Moderatism? A Reexamination on the Moderate Vision of Muhammadiyah and NU. Journal of Indoneia Islam, 7(1), 24-48–48. https://doi.org/10.15642/JIIS.2013.7.1.24-48

Jung, E. (2014). Islamic Organizations and Electoral Politics in Indonesia: The Case of Muhammadiyah. South East Asia Research, 22(1), 73–86. https://doi.org/10.5367/sear.2014.0192

Kamal, F., Anshori, A., Hidayat, S., Anif, S., Waluyo, Muh., & Damami, M. (2018). Tuntutan Tabligh. Majelis Tabligh Pimpinan Pusat Muhamamdiyah.

Mareş, P. (2014). Tolerance and Universalism. Procedia - Social and Behavioral Sciences, 149, 537–541. https://doi.org/10.1016/j.sbspro.2014.08.206

Murtadlo, M. (2014). Pendidikan Multikultural di Madrasah Pembangunan Ciputat Tangerang. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 12(2), 196–209. http://dx.doi.org/10.32729/edukasi.v12i2.82

Muzayanah, U. (2017). Indeks Pendidikan Multikultural dan Toleransi Siswa SMA/K di Gunungkidul dan Kulonprogo. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 15(2), 223–240. http://dx.doi.org/10.32729/edukasi.v15i2.309

Nautu, A. K. (2019, July 20). Penerapan Pendidikan Multkultural (Syahrul, Interviewer) [Personal communication].

Nelson, B. (2019, July 29). Penerapan Pendidikan Multikultural (Syahrul, Interviewer) [Personal communication].

Nubatonis, F. (2019, July 29). Penerapan Pendidikan Multikultural (Syahrul, Interviewer) [Personal communication].

Paul-Binyamin, I., & Haj-Yehia, K. (2019). Multicultural education in teacher education: Shared experience and awareness of power relations as a prerequisite for conflictual identities dialogue in Israel. Teaching and Teacher Education, 85, 249–259. https://doi.org/10.1016/j.tate.2019.06.021

Ramadhan, M. (2015). Deradikalisasi Agama Melalui Pendidikan Multikultural dan Inklusivisme (Studi pada Pesantren al-Hikmah Benda Sirampog Brebes). SMART, 1(2). https://doi.org/10.18784/smart.v1i2.250

Santamaría, L. J. (2014). Critical Change for the Greater Good: Multicultural Perceptions in Educational Leadership Toward Social Justice and Equity. Educational Administration Quarterly, 50(3), 347–391. https://doi.org/10.1177/0013161X13505287

Savage, C. (2019). Academic majors of social studies teachers and student achievement in the U.S. Teaching and Teacher Education, 84, 66–73. https://doi.org/10.1016/j.tate.2019.04.020

Schoorman, D., & Bogotch, I. (2010). Conceptualisations of multicultural education among teachers: Implications for practice in universities and schools. Teaching and Teacher Education, 26(4), 1041–1048. https://doi.org/10.1016/j.tate.2009.10.047

Syamsuddin, M. (2018). Gerakan Muhammadiyah dalam Membumikan Wacana Multikulturalisme: Sebuah Landasan Normatif-Institusional. Jurnal Pemberdayaan Masyarakat: Media Pemikiran dan Dakwah Pembangunan, 1(2), 361. https://doi.org/10.14421/jpm.2017.012-08

Szelei, N., Tinoca, L., & Pinho, A. S. (2019). Rethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools. Teaching and Teacher Education, 79, 176–187. https://doi.org/10.1016/j.tate.2018.12.020

Wibowo, A. M. (2018). Multikulturalisme Peserta Didik Muslim di Yogyakarta. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan, 16(1), 35–49. http://dx.doi.org/10.32729/edukasi.v16i1.457

Wula, Z. (2019, June 15). Penerapan Pendidikan Multikultural (Syahrul, Interviewer) [Personal communication].

Yang, Y., & Montgomery, D. (2013). Gaps or bridges in multicultural teacher education: A Q study of attitudes toward student diversity. Teaching and Teacher Education, 30, 27–37. https://doi.org/10.1016/j.tate.2012.10.003




DOI: http://dx.doi.org/10.32729/edukasi.v18i2.643

Refbacks

  • There are currently no refbacks.


 Creative Commons License

Indexed by:

           Open Archives Initiative