CONTEXTUALIZING THE ABBASID EDUCATIONAL MODEL FOR MULTICULTURAL STUDENTS AT AL-MAHRUSIYAH

Abstract

This study examines the contextualization of Abbasid educational values in fostering the character of tolerance among multicultural students at MA Mahrusiyah Lirboyo Kediri. The study is grounded in the need for Islamic education to effectively manage student diversity through the reinforcement of tolerance values. Unlike previous studies that primarily discuss Abbasid education as a historical phenomenon or character education in pesantren through local religious traditions, this study proposes a conceptual framework that contextualizes Abbasid educational values into three interrelated dimensions: social inclusiveness, argumentative dialogue, and intellectual openness for fostering tolerance in multicultural Islamic education. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings reveal that the inclusive values of Bayt al-Hikmah are contextualized through cross-regional interaction and collaboration that foster social tolerance. The tradition of munāẓarah is actualized through deliberation, bahtsul masā'il, and academic discussions, which cultivate tolerance toward differences of opinion. Meanwhile, the intellectual openness of the Abbasid era is manifested through the integration of traditional and modern sources of knowledge, resulting in intellectual tolerance. The study concludes that Abbasid educational values remain relevant to contemporary Islamic education and offer a conceptual model for developing tolerance among multicultural students.

Keywords : Abbasid education, character of tolerance, multicultural students, Islamic education, contextualization of values.