Developing a Multicultural Curriculum Based on Madzhab Diversity in Islamic Education
DOI:
https://doi.org/10.21274/taalum.2025.13.2.132-147Keywords:
Multicultural Education, Learning Model, CurriculumAbstract
Purpose – This research addresses the absence of a systematic multicultural learning model specifically designed for madzhab diversity (Hanafi, Maliki, Shafi'i, Hanbali) in Indonesian Islamic education, where previous studies have focused only on inter-religious or inter-ethnic tolerance.
Methods – A qualitative library research method was employed, analyzing 10 academic books published between 2010 and 2025. Data were analyzed using inductive thematic content analysis through three systematic stages: open coding (identifying initial themes), axial coding (grouping themes into categories), and selective coding (synthesizing categories into core findings).
Findings – The literature analysis yielded three explicit results. First, an effective madzhab-inclusive model requires three principles: theological legitimacy (all madhhabs as equally valid interpretations), evidence-based dialogue (investigating scriptural dalil), and respect without relativism (ikhtilaf as mercy). Second, the curriculum framework must include comparative fiqh content, madzhab study group strategies, and structured dialogue with ground rules. Third, five teacher roles are essential: curriculum adapter, dialogue facilitator, bias monitor, resource developer, and community liaison, requiring a 40-hour training module.
Limitations – This study is exclusively literature-based without empirical field testing; findings remain theoretical until validated through classroom action research.
Value – This article contributes the first systematic integrative model for madzhab diversity-based multicultural curriculum development in Indonesian Islamic education, bridging local madzhab realities with global inclusive frameworks.
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