Multicultural Educational Values in the Islamic Boarding School Tradition: A Study of the Al-Ibriz Commentary
DOI:
https://doi.org/10.35719/Ijibs.V1i2.69Keywords:
Multicultural Education, , Islamic Boarding School, , Al-Ibriz CommentaryAbstract
This study examines the multicultural educational values embedded in KH. Bisri Musthofa’s Tafsir Al-Ibriz, focusing on the interpretation of Qur'an Surah Al-Hujurat verses 11–13 and its relevance to strengthening multicultural education in Islamic boarding schools (pesantren). This study employs a qualitative library research approach with a descriptive-analytical design. The primary source is Tafsir Al-Ibriz, while secondary sources include scholarly works on Qur'anic exegesis, multicultural education, religious moderation, and pesantren studies. Data were collected through documentation and analyzed using qualitative content analysis. The findings demonstrate that KH. Bisri Musthofa’s interpretation promotes key multicultural values, including respect for human dignity, trust, empathy, tolerance (tasamuh), moderation (tawassuth), justice (i'tidal), balance (tawazun), equality, inclusivity, and appreciation of diversity. His interpretation emphasizes the prohibition of ridicule, prejudice, spying, and backbiting, while presenting human diversity as sunnatullah (God’s divine order) and affirming that true human dignity is determined by piety rather than ethnicity or social status. These values are reflected in pesantren education through anti-bullying practices, peaceful conflict resolution, religious moderation, intercultural respect, and multicultural character development. This study contributes to the advancement of Islamic educational scholarship by demonstrating that Tafsir Al-Ibriz provides a contextual and culturally grounded framework for multicultural education, thereby enriching the discourse on religious moderation and offering a conceptual foundation for fostering inclusive, peaceful, and socially cohesive education in pluralistic societies.
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