Indonesia is a pluralist nation, which is inhabited by varieties of ethnic, cultural and religions. The diversity is the characteristic of Indonesia. It will become valuable manifestation for Indonesia, if it is managed properly. But if it is not managed properly the diversity will become crucial issues that caused the clash of civilization in Indonesia. Actually the diversity in Indonesia is complex and not simple, requires a correct attitude in society in responding the diversity. According to Muhammad Ali, diversity also could be solved by the development of multicultural attitudes in society. In the discourse of multiculturalism requires not only recognition of diversity, but also cultural awareness and inclusive transformative, they can be done by allowing the internal-community culture that grew and developed in accordance with foreign cultural.
In this context, education has an important role in dialectic– transformation of social culture which is expected to develop the social culture, in term of respect to the diversity of society. Spectrum of cultural community is varying and they are being a challenge for the educational process in order to be a valuable asset. Diversity of cultural society can be solved with the students’ multicultural understanding. There is no discrimination in the classroom on the basis of religious differences, ethnic, gender, sex, culture, social class, race and so on. Educational process provides equal opportunities for all students from various religious backgrounds, ethnic, culture, and race and skin color.
As the response of the statement above, Islamic education which strengthens the noble cultural value such as democracy and social awareness has an important role in implementing the students’ multicultural understanding in School, particularly in Islamic institutions (Islamic Boarding School or Pesantren and Islamic School or Madrasah). Islamic education is required to perform the value transformation through moral potential in order to create the civil society, either by the dogmatic value or by the intellectual and cultural explanation.
In fact, Islamic education has not provided concrete solutions to solve the conflict in the community, especially the problem caused by racial differences, cultural and religious groups. Society is not tolerant to the cultural differences encountered in the social interaction among diverse communities. The positive differences, for the Indonesian people, have been changed by emotional and destructive people. A research conducted by “Kompas”, reported that in Islamic education subject, there are very few textbook concerning about religious tolerances, mainly about Islamic dogma. This proves that the Islamic education leads to form exclusive individually and do not have sensitivity on the cultural diversity. In this case, it seems clear that the Islamic education in Indonesia focused more to normative teaching and far from the reality of life.
According to the explanation above, Islamic education in Indonesia does not support to create the relationships in a multicultural society.
So, the justice as Islamic doctrine can be realized as the solution to create peace, happiness for all beings, especially human beings as leader of the world. According to the statement above, the Islamic education is the way for reconstruction of the students’ multicultural understanding, increasing mutual respect, mutual trust and mutual understanding between different of ethnic, cultures and religions. In the development of Islamic education, multicultural paradigm needs to be a major foundation curriculum and the implementation process of learning – teaching activities. Islamic education needs review again about religious perspectives, from an exclusive view into the multicultural view or at least to maintain an inclusive and pluralist view. Religious education in the spirit of multicultural paradigm is based on a dialogue about the consciousness in diversity and different lives. Education is built on the basic of harmony, mutual respect,
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