From Diversity to Child-Friendly Education: A Phenomenological Construction of a Multicultural Islamic Education Learning Model

Vollständiger Abstract

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This study examines how multicultural-oriented Islamic Religious Education contributes to the realisation of child-friendly education in an Indonesian primary school. Employing a descriptive phenomenological design, data were collected from school leaders, Islamic Religious Education teachers, a school counsellor, and students through semi-structured interviews, classroom observations, and document analysis conducted from 1 May to 20 June 2026. The data were analysed using Colaizzi’s phenomenological procedure. The findings reveal five interrelated dimensions: an Islamic–Madurese ethical foundation, explicit curricular integration, participatory and inclusive pedagogy, restorative safeguarding, and school-wide habituation and support. The local values of estoh, andhep asor, song-osong lambhung, and ukhuwah provided culturally grounded expressions of compassion, humility, mutual assistance, respect, and fraternity. These values were enacted through dialogue, heterogeneous grouping, role-play, student voice, non-violent discipline, counselling, and peer support. The study concludes that child-friendly Islamic education emerges when religious values, local wisdom, participatory pedagogy, and protection mechanisms operate as an integrated learning ecosystem. This study contributes to multicultural Islamic education scholarship by offering an empirically grounded framework that connects culturally responsive religious pedagogy with child protection, participation, inclusion, and well-being in primary education.