TEACHERS AS NAVIGATORS OF DIVERSITY: A QUALITATIVE STUDY ON EDUCATOR PERSPECTIVES IN IMPLEMENTING MULTICULTURAL RELIGIOUS VALUES IN INDONESIAN ISLAMIC SCHOOLS

Abstract

This qualitative study explores the perspectives, pedagogical strategies, and challenges faced by teachers in integrating multicultural religious values within Indonesian Islamic schools. Recognizing the critical role of educators as primary agents in shaping young minds, the research addresses how they navigate the dual mandate of fostering strong religious identity while promoting peace and pluralism in a diverse society. Employing a phenomenological approach, data were collected through in-depth interviews and focused group discussions with 15 purposively selected teachers from three Islamic senior high schools (Madrasah Aliyah) in Java and Sumatra. Thematic analysis revealed three primary themes: 1) Teacher conceptualizations of multicultural religious education as a doctrinal imperative for social harmony, 2) Adaptive pedagogical strategies ranging from contextualized interpretation of texts to interfaith simulation, and 3) Significant challenges including conservative parental pressure, limited training, and the tension between national pluralistic curricula and local religious orthodoxy. The findings underscore that teachers act not merely as curriculum deliverers but as critical navigators who interpret, adapt, and sometimes resist broader discourses on diversity. The study concludes that for multicultural values to be effectively internalized, systemic support through targeted teacher professional development, community engagement programs, and responsive policy frameworks is essential. This research contributes to the global discourse on faith-based education in plural societies by highlighting the agency and lived experiences of Islamic educators in Indonesia.