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| dc.description.abstract | This research aims to: (1) investigate the curriculum planning of Assalaam Modern Islamic
Boarding School Surakarta (henceforth MIBS) and its multicultural values; (2) understand
the implementation of Assalaam MIBS curriculum and its multicultural values; (3) reveal the curriculum
evaluation of Assalaam MIBS and its multicultural values; and (4) search a model of curriculum
development for multicultural Islamic Boarding Schools. This research produces 4 findings.
First, closely investigated from multicultural perspectives, the curriculum planning of Assalaam
MIBS includes both multicultural values (democratic and justice values) and antimulticultural
values (discrimination and injustice values). Second, in the curriculum implementation,
both multicultural and anti-multicultural values are exposed to students. While the values of
democracy, solidarity, togetherness, love, forgiveness, peace and tolerance are embedded in the
learning materials, activities, and evaluation, the values of discrimination and injustice are found
in the learning references, available only for special service program as opposed to regular programs.
Third, the curriculum evaluation contains multicultural values such as democracy, peace,
tolerance, and togetherness particularly embedded in the processes and product of curriculum
evaluation. On the other hand, conflict, hegemony and domination values are found in the interaction
among students in daily school environments. Fourth, the model curriculum of multicultural
Islamic Boarding School needs to consider three aspects: (1) the planning of the multicultural Islamic
boarding school curriculum is determined by its process and product; (2) the implementation
of the multicultural Islamic Boarding school curriculum is determined by the textbooks that
contain multicultural values; learning strategies that stimulate students’ active participation in
democratic and interesting learning activities; and evaluation of contextual and comprehensive
learning results by making use of oral and written tests, portfolios, and assignments; and (3) the
evaluation of the multicultural Islamic Boarding School curriculum is determined by its process
and product. | en_US |
