Management of Islamic Religious Education Learning Models and Their Relevance to Multicultural Societies: A Case Study at MAN Insan Cendekia Pekalongan Indonesia

Abstract

The management of Islamic Religious Education (IRE) faces significant challenges in fostering inclusivity and harmony in multicultural societies. This study examines the relevance of IRE learning models to multicultural values at MAN Insan Cendekia Pekalongan, focusing on the management of methods, challenges, and strategies for integrating multicultural principles into Islamic education. Employing a qualitative case study design, data were collected through semi-structured interviews with teachers, administrators, and students, classroom observations, and document analysis of institutional policies and curricula. Thematic analysis identified patterns and themes related to curriculum design, diversity, and instructional management. Findings reveal substantial efforts to promote multicultural values through intercultural communication and inclusive teaching methods. However, challenges persist, including the diverse backgrounds of students, limited teacher specialization, and the influence of regional cultural elements that may marginalize minority groups. These findings underscore the need for enhanced teacher training programs, comprehensive curriculum development, and institutional policies that prioritize cultural equity. This study provides a framework for aligning religious education management with diversity principles and offers novel insights into the interplay between multiculturalism and Islamic education. It serves as a valuable resource for educators and policymakers in Islamic schools seeking to foster inclusivity, tolerance, and cross-cultural communication in diverse societal contexts.