Islamic Education Management for Inclusive and Multicultural Learning Environments at MA Nurul Islam Banjit
DOI:
https://doi.org/10.36668/jal.v14i2.1560Abstract
The current educational environment requires Islamic institutions to be able to adapt to increasingly diverse social realities, including in terms of culture, abilities, and student needs. This study was motivated by the importance of strengthening Islamic education management that is capable of creating an inclusive and multicultural learning environment in madrasahs. This study aims to analyze leadership, curriculum management, learning processes, and facility support at MA Nurul Islam Banjit in building an inclusive school culture. Using a qualitative approach with a case study method, data were collected through in-depth interviews, observations, and document analysis, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results show that the madrasah principal implements participatory and visionary leadership in line with Bush's theory of Islamic leadership based on deliberation, justice, and collaboration. The madrasah curriculum has integrated character values, inclusiveness, and multiculturalism, while teachers apply active learning methods in accordance with Banks' theory of transformational multicultural education. In addition, the madrasah's facilities and administrative support promote equal services for all students, including those with special needs. These findings imply that the Islamic education management applied at MA Nurul Islam Banjit can serve as a model for implementing a harmonious, relevant, and applicable inclusive and multicultural learning environment for other educational institutions.
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