Living Islam as a Paradigm for Inclusive Education: Internalizing the Value of Rahmatan Lil Alamin at the Multicultural School of SMK RUS Kudus
DOI:
https://doi.org/10.59525/ijois.1720Keywords:
Living Islam; Inclusive Education; Rahmatan lil 'Alamin; MulticulturalAbstract
This article aims to analyze Living Islam as an inclusive education paradigm through the internalization of the Rahmatan lil 'Alamin (Rahmatan lil 'Alamin) value. This study focuses on inclusive curriculum strategies, the instillation of moderate Islam, the synergy of creative industry culture, and the local wisdom of Gusjigang in shaping inclusive attitudes in students. The research location is SMK Raden Umar Said Kudus, Kudus, Central Java, Indonesia. The approach used is qualitative research. In-depth interviews were conducted with four teachers (PAI and PKn) and three students representing Islam, Christianity, and Catholicism. Other techniques used were observation and documentation. The issues raised were: 1) the rise of religious exclusivism and intolerance in educational settings; 2) the tendency for religious learning in schools to remain textual-doctrinaire. Data analysis techniques included data reduction, data presentation, and verification. The study concluded that the internalization of the Rahmatan lil 'Alamin (Rahmatan lil 'Alamin) values at SMK RUS Kudus successfully transformed theological doctrine into a vibrant inclusive education paradigm. Success is realized through a fair curriculum, equal cultural encounter spaces, and the integration of a spiritual ethos into a collaborative creative industry work culture. The theoretical implication of this research is to shift the paradigm of inclusion from passive tolerance to productive collaboration. This paradigm updates the theory of multicultural Islamic education by integrating the universal values of Rahmatan lil 'Alamin (Rahmatan lil 'Alamin) and the ethos of professionalism into an adaptive scientific framework.
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