MULTICULTURAL EDUCATION FOR INDONESIA FROM IBN KHALDUN'S PERSPECTIVE (A STUDY OF THE RELIGIOUS EDUCATION POLICY IN JOKO WIDODO ERA)

Abstract

Man is a product of the history, social environment, and nature -- not just a product of the customs of his ancestors. Ibn Khaldun's concept as outlined in his great work "Al Muqaddimah"  written in the 13th century, is really  relevant  highlight the process of education in Indonesia. Scientists argue that human developing cannot be separated from the culture in which he is. When we talk of a culture here, we are not just referring to an ethnic group, a certain ethnic or ethnicity, but rather a construction of the process integration of  multiple dimensions such as religious, ethnic, cultural, and social-cultural backgrounds in all  human life. The integration process is characterized by the significant collaboration of the various cultures that are owned and involved in the education. I called it “the multicultural process in education”. In General, the process of internalization of values and religious norms is accepted, supported and developed, agreed upon and used as a guide by its ummah of any culture at all the joints of his life, therefore, it is assumed that religion is quite dominant in the colouring process of multicultural education. The values of religion have experienced a process of standardisation into actors/agents, who then reproduce in its behaviour.  How does religion play a role in education and the implications for the formation  of people's behaviour in Andalusia, Spain carries the thought of Ibn Khaldun to the concept of education in a unique and different to those we find in the development of science. The thought of Ibn Khaldun has later inspired the author to observe the development of education in Indonesia at the era Joko Widodo who assume that intolerant and radicalism tends to emerge from the Islamic religious education in schools. Observing the development of social transformation trends in the era of globalization and the development of the humanities issue, a movement has occurred to put scientific dialogue relating to the West and the East on the actual position. The development of these trends enters the postpositivist era, questioning and re-evaluating the fundamental problems such as findings, subsequent representation of the field, the qualitative description, issues of ethics and emic. Both the large issue is closely related to methodological issues. Consequently, there is a criticism of the Social Sciences' perspective in studying Islam using the basis of orientalism theory, which negates the study of Islamic teachings when describing the behaviour of the Islamic community. Base on the above issues, I use Ibn Khaldun's Concept of Education in the 'Muqaddima' to describe a map of Islamic education in Indonesia. How do Muslims reproduce his religious knowledge in social interaction in a global world, plural and competitive? Does the concept of Ibn Khaldun's education take place also in today's Islamic society, especially in Indonesia with the greatest number of Muslims in the world? How do symptoms of fanaticism, fundamentalism and radicalism can emerge and from which education process? 

Keywords: Multicultural Education, Representation, Reproduction of Knowledge,  Radicalism and Fundamentalism