Pendidikan Multikultural dalam Perspektif Hukum Islam

Abstract

Abstract. Indonesia, as a multicultural nation, faces serious challenges in managing social, cultural, and religious diversity, particularly through the education system. Various phenomena of intolerance and discrimination within educational settings indicate that the internalization of multicultural values has not yet been optimal. On the other hand, multicultural education is often perceived as a Western concept that is considered incompatible with Islamic teachings, thereby generating resistance within the context of Islamic education. This study employs a library research method using content analysis techniques on primary and secondary sources, including the Qur’an, Hadith, classical fiqh texts, and relevant contemporary literature. The purpose of this research is to analyze multicultural education from the perspective of Islamic Law and to affirm its normative foundations within Islamic teachings. The findings reveal that multicultural education has a strong normative basis in Islamic Law, particularly through the principles of maqāṣid al-sharī‘ah, which are oriented toward human welfare (maṣlaḥah). The principles of justice (‘adl), equality (musāwah), and tolerance (tasāmuḥ) constitute fundamental pillars that are fully aligned with the values of multicultural education. Furthermore, historical Islamic practices, such as the Charter of Medina, demonstrate Islam’s capacity to manage plural societies in a just and civilized manner. Therefore, the integration of multicultural education into the Islamic education system is not only normatively legitimate but also a pedagogical necessity to foster students’ social piety within a multicultural society.