THE ARTICULATION OF ISLAMIC MULTICULTURAL EDUCATION OF DAYAH MUDI MESRA AL-AZIZIYAH NETWORK IN ACEH PEACE
Abstract
Abstract: Religious educational institutions can play a significant role in societies emerging from conflict, particularly when their educational traditions intersect with reconciliation, community relations, and peacebuilding. This study examines how Islamic multicultural education is articulated within the Dayah MUDI Mesra Al-Aziziyah Samalanga network in Aceh, Indonesia, and how its educational practices relate to the region’s peacebuilding processes. Adopting a qualitative case study design, the research draws on in-depth interviews with 20 purposively selected informants from the dayah network and among individuals involved in the Aceh peace process, alongside documentary analysis. Data were analysed through an interactive process of condensation, display, and conclusion drawing. The findings identify two interconnected dimensions of educational articulation. Internally, multicultural Islamic values are cultivated through the Tastafi curriculum, which integrates tasawwuf (Sufism), tawhid (Islamic monotheism), and fiqh (Islamic jurisprudence) into religious learning and character formation. Externally, these values are expressed through the network’s engagement in peace-related activities, including istighasah kubra and participation in mediation and negotiation during the pre-agreement period, followed by educationally grounded reconciliation and continued Tastafi learning after the peace agreement. The study conceptualises the dayah network as an institutional space connecting religious formation with community-level peace engagement. It thereby contributes to discussions of Islamic education, multiculturalism, and post-conflict peacebuilding by highlighting how established religious learning traditions may provide resources for sustaining reconciliation in Aceh.
Keywords: Islamic Multicultural Education; Dayah; Tastafi; Peacebuilding; Post-Conflict Reconciliation
References
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