ANALYSIS OF THE APPLICATION OF MULTICULTURAL EDUCATION IN ISLAMIC SCHOOLS BASED ON ISLAMIC BOARDING SCHOOLS

Multicultural education is a bridge in achieving the common life of humankind from various cultures in a global era full of new challenges. Intercultural meetings can have the potential to benefit but at the same time cause misunderstanding. Educational equality, and dedication become the foundation of multicultural education in the educational experience so that all students can realize all their full potential and make them aware of people who are aware and active locally, nationally and globally. The culture of Islamic boarding school is an activity that is applied by the kyai and is adhered to by the students as well as being a characteristic tailored to the policy of the Islamic boarding school. based on a library search for analyzing the application of multicultural education in Islamic boarding schools based on interviews with clerics, teachers and students to get valid data. The method used in this study is a qualitative method with descriptive analysis. The research subjects were 150 students, aged 15-19 years who provided research data through interviews, surveys and documentation with triangulation data processing to obtain valid research results. keywords: Multicultural Education, Santri, Pesantren Education


Introduction
Cultural changes will have a positive impact arising from this multicultureculture, as a legacy of wealth becomes diversevariety. But always will, but the negative side that can damage the culture that already existed and ordered beforehandthere is conflict between tribes and between religions and disintegration becomes some examples., to issuesthe formation of an Islamic state which is rife in

Analysis of The Application of Multicultural Education in Islamic Schools
Based on Islamic Boarding Schools 155│Al-Idaroh -Volume 4 Nomer 2 September 2020 recent timesis evidence of unconsciousness of various ethnicities, cultures and religions inIndonesia. The real form of culture that is actually an abstract custom of conduct, can not be touched in the understanding of each person based on knowledge, experience and social demands. culture, system of norms and special regulations regarding various daily activities and rules of courtesy applied in pesantren. Changes in teaching and learning patterns in Indonesia have begun to adopt non-Islamic curriculums which still need to be reviewed so that they do not become a new problem in their application, especially in pesantren which have multicultural base schools.
are moral and spiritual or religious. So that the educational is began on process.
Based on the general definition of education is a conscious effort carried out systematically in realizing an atmosphere of teaching and learning so that students can develop their potential. With education, a person can have intelligence, noble character, personality, spiritual strength, and skills that are useful for oneself and society. Then it can be analyzed that education does not only change someone who does not understand will become academically understood but many things process that runs to form someone has soft skills and hard skills. then linked with the purpose of education is to educate and develop the potential within the students.
With the growth of intelligence and self potential, every child can have knowledge, creativity, physically and mentally healthy, good personality, independent, and become a responsible member of society. So by understanding cultural diversity in the education process too, it is a material in multicultural education.
So that a social system will be formed regarding the behavior of santripatterned students in a pesantren. Pesantren is an Islamic boarding school is a traditional education where students live together and study under the guidance of a teacher who is better known as a kiai and has a boarding house for students to stay The interview consisted of 5 questions, namely: a). Do you understand multicultural education?, b). Can you accept diversity at school and in pesantren?, c). What are the things that you find difficult to accept from differences?, d). Do you understand pluralism?, e0. Do your schools and pesantren value diver?
The interviews were conducted with an open interview system to make it easier for students to answer more openly and clearly.

Results and Discussion
Education in Indonesia is still implementing an educational system that is in the nature of trials and curricula that are not ready to use if it is associated with the state of reality in Indonesia. and policies, both in each school and the ability of schools to accept changes accompanied by a variety of limitations. Not to mention if it is related to the diverse abilities of students and cannot be forced in this change process. In the definitions of learning, it is stated that learning is a process that results in behavior change. Behavior not only in students but also educators. There is

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Al-Idaroh -ISSN: 2549-8339 EISSN: 2579-3683│158 a symbiotic linkage of mutualism in teaching. Behavior in the broadest sense of overt behavior and inner behavior. In the learning processs of the face-toface system, the response will be more felt and the interaction of learning will be clearly seen (depth interancrtion).
Multicultural education is indeed a place of learning for schools, teachers, principals and students. Many Islamic boarding schools in Indonesia have started to establish Islamic schools by incorporating multicultural curricula on the grounds that students come from various regions and have cultural diversity. Even the image of pesantren, which is considered a "holy prison" for troubled children, has begun to change its image into an environmentally friendly boarding school that makes students learn to understand cultural diversity.
Islamic schools based on pesantren in today's world must follow changes that are adjusted to government policies and still must be adapted to the situation of each school. Islamic boarding schools and Islamic boarding schools based on pesantren have almost the same function of preparing participants students become members of the community who understand and practice the values of his religious teachings and / or become an expert in theology.if it is reported with the application of multicultural education in Islamic boarding schools based on the pesantren then multicultural education must be able to become an education that can create harmony,harmony, and respect among adherents religion adopted and against adherents of other religions.
The concept of multiculturalism emphasizes the importance of looking at the world from different cultural reference frames, and recognizing and appreciating the rich diversity of cultures within the State and in the global community.
Multiculturalism emphasizes the need to create schools where differences related to race, ethnicity, gender, sexual orientation, limitations, and social class are recognized and all students are seen as valuable resources for enriching the teaching and learning process. Sleeter and Grant (2009 2 ) and Smith (1998) as quoted by Zamroni (2011) define multicultural education as a progressive approach to transforming education 2 Sleeter and Grant. Education. Barkeley Press. 2009 Analysis of The Application of Multicultural Education in Islamic Schools Based on Islamic Boarding Schools 159│Al-Idaroh -Volume 4 Nomer 2 September 2020 that holistically provides criticism and shows the weaknesses, failures and discrimination that occur in the world education (Zamroni, 2011: 144) 3 .
Cultural differences that cannot be generalized in learning must be the main thing that is affected because it impacts the quality of learning outcomes. Indonesian culture of religion greatly influences the attitudes and behavior of students. Islamicbased schools with a combination of Islamic scientific material and foreign cultural adoption material can bereforms that support school development but it cannot be denied that it will be vulnerable to problems if students are not ready to accept This type of research is field research using descriptive analytical methods, which are methods that seek to systematically describe the discussion material that comes from various sources and then thoroughly analyzed in order to obtain results as a conclusion.The fact that Indonesia has diversity, is undeniable. The hope that diversity becomes a wealth that advances and develops the nation is also always dreamed of. However, the gap between reality and hope is indeed a dream that does not yet know when it will come true. We can see this situation on two sides: a). From the negative side, multicultural education is important but neglected. b). On the positive side, there is still widespread formation of an Indonesian multicultural education model (not the adoption of the Western model) that is able to process the reality of this multicultural nation in such a way that it is not only the wealth potential but the wealth that is felt by all members of society. Americans, and African slaves.

Student cultures:
Teachers and other educators may learn about the cultural backgrounds of students in a school, and then intentionally incorporate learning experiences and content relevant to their personal cultural perspectives and heritage. Students may also be encouraged to learn about the cultural backgrounds of other students in a class, and students from different cultures may be given opportunities to discuss and share their cultural experiences.

Critical analysis:
Educators may intentionally scrutinize learning materials to identify potentially prejudicial or biased material. Both educators and students might analyze their own cultural assumptions, and then discuss how learning materials, teaching practices, or schools policies reflect cultural bias, and how they could be changed to eliminate bias.

Resource allocation:
Multicultural education is generally predicated on the principle of equityi.e., that the allocation and distribution of educational resources, programs, and learning experiences should be based on need and fairness, rather than strict

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Al-Idaroh -ISSN: 2549-8339 EISSN: 2579-3683│162 equality. For example, students who are not proficient in the English language may learn in bilingual settings and read bilingual texts, and they may receive comparatively more instructional support than their English-speaking peers so that they do not fall behind academically or drop out of school due to language limitations. 6

Reform
Multicultural education evolved out of in Indonesia it began pesantren community, the movement soon expanded to include other cultural groups who were subject to discrimination. In recent years, as student populations have grown more diverse, multicultural approaches to education are increasingly being used in public schools.
The results of research at 5 Pesantren in Jombang of 5 Islamic boarding school-based Islamic schools have new findings that:the following are few representative ways in which multicultural education may intersect with efforts to improve schools: 1. Curriculum design: 5 Islamic boarding school-based Islamic schools in teaching materials and learning experiences, the backgrounds and perspectives of previously excluded subcultures are increasingly being represented in school curriculum. In addition, learning standards-brief descriptions of what students are expected to learn and be able to do at particular ages and grade levels-are evolving to reflect greater cultural diversity intentionally consider the educational experiences of English-language learners and students with special needs). In addition, there are now educational programs, such as ethnic and gender studies, that focus on specific cultural groups, and school learning experiences and social-justice programs may also encourage students to investigate and address cultural bias in their school or community.

Student instruction:
The way that educators of 5 Islamic boarding school-based Islamic schools teach is also changing to accommodate increasing diversity in public schools. For 6 https://www.edglossary.org/multicultural-education/

Analysis of The Application of Multicultural Education in Islamic Schools Based on Islamic Boarding Schools
163│Al-Idaroh -Volume 4 Nomer 2 September 2020 example, students with moderate disabilities and students who are not proficient in English are increasingly being moved into regular classes (rather than being taught in separate classes), where they may receive specialized assistance, but where they learn the same material as their peers. In the classroom, teachers may also employ "culturally responsive" instructional strategies (such as those described above) that reflect the cultural identity of individual students.

Learning assessment:
Islamic boarding school-based Islamic schools proponent of multicultural education tend to argue that "one-size-fits-all" approaches to assessing student learning could disadvantage students from different cultural backgrounds-e.g., when students are not fluent in the language used on a test, when assessment questions are phrased in a way that could be misinterpreted by students (

Teacher education:
Multicultural education has also affected the preparation of teachers,accrediting organizations and departments of education started requiring teacher-education programs to include multicultural coursework and training. 5 Pesantren of 5 Islamic boarding school-based Islamic schoolsundertook ambitious efforts to train teachers in multicultural education and English as a second language.

School staffing:
Districts and schools are also being more intentional or proactive about hiring educators of color from diverse cultural backgrounds. While proponents of multicultural education would not claim that teachers of color are more skilled than other teachers, they are likely to argue that staffing decisions reflect a school's fundamental values and that students will benefit from having educators and role models from a wide variety of cultural backgrounds.

Conclusion
Jombang is a city of students that has a unique variety of educational patterns for its students. There is an educational reference applied by each of the 5 schools as a place of research.
From the results of the study concluded that: The role of government in multicultural education is a form of awareness about cultural diversity, human rights and the reduction or elimination of types of prejudice or prejudice for a just and advanced community life. Multicultural education can also be used as a strategic instrument to develop awareness of one's pride in his people. Therefore the practice of multicultural education in Indonesia can be implemented flexibly by prioritizing the basic principles of multiculturalism.
There is a need for socialization and education about multicultural education that is easily understood by students to avoid conflicts of differences and be able to accept the diversity that exists in schools and in pesantren.Multicultural education in Islamic schools based on pesantren and its application in pesantren is still a new discourse that needs to be responded to to maintain the integrity of a nation that is rich in multi-culture so we need an understanding of the policies of the clerics and other supporting human resources in the development of pesantren education that adapts to multicultural education without losing the culture and characteristics of pesantren.
The culture of pesantren has been taught to respect diversity as a form of balance in understanding human relationships. This is part of multicultural education.Although students understand multicultural education is only limited to understanding cultural differences simply and does not make differences as a means of division.
The pattern of multicultural education is still "carried away" so that it is still not optimal in its application. There is still a need for a strict and appropriate curriculum to interpret diversity in educational materials, especially in pesantren.
School parties with policies and their application cannot force non-religious curriculum to be in accordance with multicultural education curriculum adapted by foreign education. balanced with each school so that the meaning of multicultural education that is understood by students is more in the realm, cognitive, affective and psychomotor.
With the existence of specific multicultural education, it is hoped that Islamic-based schools will be able to compete more optimally. In this study, 5 schools as research sites are still not optimally conducting multicultural education and there are no specific subjects related to education. multicultural.Because each of these 5 schools still applies pesantren policies and regulations as a reference for curriculum development which is adjusted to schools and students with cultural, regional, language and ability differences.Curriculum development must be truly mature without eliminating the peculiarities of each pesantren. Because interpreting education is also a balance in understanding diversity which is an important point in multicultural education.