Translating Islamic Educational Philosophy into Multicultural Educational Praxis: A Multi-Site Study of Islamic Higher Education in Madura, Indonesia
Abstract
This study examines how Islamic educational philosophy is translated into multicultural educational praxis in two private Islamic higher education institutions in Madura, Indonesia. Using a qualitative multi-site case study, data were generated from 44 informants through semi-structured interviews, direct observations, document analysis, and focus group discussions. Analysis proceeded first within each site to identify institution-specific patterns and then across sites to examine convergence and contextual variation. Four interconnected findings emerged. Multicultural education was grounded in karamah insaniyah, justice, social responsibility, ta'dib, tarbiyah, and diversity as rahmah. These principles were translated into curriculum, learning outcomes, dialogical pedagogy, case-based discussion, and collaborative learning. Pesantren ethics and Madurese local wisdom mediated inclusive academic relations and the management of difference. Cross-site analysis identified a translational pathway from Islamic philosophical values to multicultural praxis, while revealing distinct institutional configurations: ta'dib–local wisdom–dialogue at one site and ilmu–amal–akhlak–wasathiyah at the other. Analytically, the study shows how shared philosophical foundations are institutionally mediated into context-specific multicultural practices rather than reproduced through a single uniform model.
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