Multicultural-Based Character Education at Madrasah Aliyah Al-Furqan Laro, Burau District, East Luwu Regency

EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 5, No. 2, August 2025, pp. 398-405 ISSN 2776-5229 398 1 Multicultural-Based Character Education at Madrasah Aliyah Al-Furqan Laro, Burau District, East Luwu Regency Abdul Muthalib1, Sampara Palili2, Arni Puspita Sari3 1-3 Sekolah Tinggi Agama Islam Al-Furqan Makassar * A RT ICLE IN FO Article history Received June 12, 2025 Revisied June 17, 2025 Accepted June 18, 2025 Keywords:Multicultural, Character education, Madrasah Aliyah ABSTRACT In the context of Indonesia's multicultural society, multicultural-based character education becomes a relevant and strategic approach to instill values of tolerance, justice, and togetherness amidst ethnic, cultural, and religious diversity. This study aims to describe the implementation of multicultural-based character education and to identify the supporting and inhibiting factors in its implementation at Madrasah Aliyah AlFurqan Laro, Burau District, East Luwu Regency. This study uses a qualitative approach with a phenomenological method. Data collection techniques include observation, in-depth interviews, and documentation, with informants consisting of the head of the madrasa, teachers, and students. The research results show that multicultural-based character education is implemented through inclusive learning, habituation of tolerance values in school activities, and the exemplary behavior of teachers in building a school culture that appreciates differences. The main supporting factors come from the social diversity of students, the commitment of teachers and school principals, and the community environment that is open to pluralism. Meanwhile, the obstacles faced include the lack of theoretical understanding among teachers regarding multicultural education, minimal professional training, and low parental involvement. This research concludes that the success of multicultural character education is greatly determined by the synergy between schools, families, and communities in creating an inclusive and transformative educational ecosystem. 1. INTRODUCTION Education in Indonesia not only serves as a means of transferring knowledge but also as a tool for nation-building. In the context of Indonesia's multicultural identity, education plays a central role in instilling values of tolerance, justice, and togetherness amidst the diversity of ethnicities, cultures, religions, and languages. With more than 17,000 islands and hundreds of ethnic and religious groups living side by side, Indonesia is a highly pluralistic country. In this context, multicultural-based character education is not just a choice, but an urgent necessity to maintain national integration and prevent social conflicts due to ignorance or intolerance. (Herlambang, 2021) Character education itself is a process aimed at shaping individuals who are noble in character, possess integrity, responsibility, and high social sensitivity. In Ki Hajar Dewantara's view, education is not merely an intellectual teaching process, but also the formation of noble character and morals. (Banks & Banks, 2010) Therefore, if character education is focused on the EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 5, No. 2, August 2025, pp. 398-405 ISSN 2776-5229 399 2 formation of ethical and cultured personalities, then multicultural-based character education provides an additional dimension that is highly relevant in the context of a pluralistic society: namely, habituation to living together in diversity and appreciation of cultural diversity. (Suwardani, 2020). Madrasah, as an educational institution based on Islamic values, has great potential in instilling multicultural character education. Islamic values such as tawassuth (moderation), tasamuh (tolerance), ta’awun (mutual assistance), and ukhuwah (brotherhood) are very much in harmony with the spirit of multiculturalism. Islam views differences as a divine decree that should be addressed through mutual recognition and respect, as stated in Allah SWT's words in QS. AlHujurat verse 13: “O mankind! Indeed, We have created you from a male and a female, and made you into nations and tribes so that you may know one another.” (Mochtar & Rasyid, 2022).Madrasah Aliyah Al-Furqan Laro, located in an area with a diverse socio-cultural background, serves as a real example of how multicultural-based character education can be implemented in an Islamic school environment. In this madrasah, the students come from various ethnic backgrounds, such as Bugis, Makassar, Konjo, and Toraja, and have different cultural lifestyles. In such conditions, the presence of multicultural education is very important in fostering the awareness that differences are not to be contested, but rather celebrated as social wealth. Moreover, the challenges of the globalization era also demand that the younger generation possess high social and cultural competencies. The openness of information and increasingly intensive cultural exchange can be both an opportunity and a threat to the character of the younger generation. If not fortified with strong and inclusive character education, the younger generation will easily be influenced by foreign values that do not align with the nation's culture. Multicultural-based character education serves as a strategy to strengthen national identity while also broadening global thinking horizons. (Saputra et al., 2023). It is important to note that the strengthening of multicultural values is not only realized through classroom teaching but also through a school culture that is consciously and consistently developed. For example, the application of the principle of equality, appreciation for regional languages, inclusion of crosscultural activities, and student involvement in collaborative activities across backgrounds. At Madrasah Aliyah Al-Furqan Laro, the development of these values is reflected in daily habituation programs, social interactions among students, and the active role of teachers in guiding inclusive and constructive communication. From the curriculum perspective, the instillation of multicultural values can be integrated into subjects such as PPKn (Civics Education), Islamic Cultural History, Indonesian Language, and Social Fiqh. However, this approach will only be effective if supported by the internalization of values through teacher exemplarity, strengthening the madrasah culture, and the involvement Abdul Muthalib et.al (Multicultural-Based Character Education) EDUSOSHUM Journal of Islamic Education and Social Humanities Vol. 5, No. 2, August 2025, pp. 398-405 ISSN 2776-5229 400 3 of parents and the community. Thus, multicultural-based character education is not only the responsibility of teachers but also a shared responsibility of the entire educational ecosystem. (Mulyasa, 2021). This research is important to identify models, strategies, and challenges in the implementation of multicultural-based character education at (...truncated)