Integrating Islamic Epistemology.
Cultural Context.
And Deep Learning for Multicultural Islamic Education MoAotasim STIT AL-Ibrohimy Bangkalan billahmutasim73@yahoo.
Sahidi Mustafa STAI Sepakat Segenep Kutacane Aceh Tenggara sahidimustafa86@gmail.
Maksum Universitas Bina Sarana Informatika Jakarta mak@bsi.
Amar MaAoruf Universitas Bina Sarana Informatika axm@bsi.
Ellya Verawati Universitas Bina Sarana Informatika evy@bsi.
Corresponding Author: MoAotasim Article history: Received: Agustus 23, 2024 | Revised: October 19, 2025 | Available Online:
November 20, 2025 Abstract This study explores the integration of Islamic epistemology into multicultural education as a means to balance Western approaches with the philosophical foundations and values of Islam.
By employing a qualitative research design using a thematic literature review, the study systematically analyzes and synthesizes findings from recent scholarly The research identifies three interconnected domains: .
aligning multiculturalism with Islamic principles such as justice, equality, tolerance, and respect for diversity through content integration across disciplines.
constructing Islamic knowledge within historical, cultural, and global contexts to ensure adaptive reinterpretation of traditions, strengthen local identity, and enhance institutional adaptability in the digital era.
developing a deep learningAebased model for Multicultural Islamic Religious Education that personalizes learning, addresses content bias, and fosters inclusive, empathetic classrooms.
The methodological approach enables a comprehensive synthesis of theoretical and empirical perspectives to propose an adaptive model bridging tradition, culture, and technological innovation.
The findings suggest that combining Islamic epistemology, historical-cultural awareness, and deep learning technology can create sustainable, contextually relevant Islamic education, thereby contributing to a harmonious and moderate society capable of engaging with global diversity.
Keywords: Islamic epistemology, multicultural education, deep learning, historical cultural integration, inclusive pedagogy Copyright: A 2025.
The authors.
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Introduction Ideally, education in Indonesia has already embraced a diversity-based approach,1 enabling the development of critical awareness so that students can appreciate differences and eliminate discrimination.
2 However, in IndonesiaAos social reality, cases of intolerance, intergroup stereotypes, and unequal access to education persist whether based on region, economic status, or gender.
The application of BanksAo model can serve as a solution to strengthen social cohesion, reduce prejudice, and ensure educational equity for all.
3 Intolerance also stems from religious understanding,4 The paradigm of multicultural education in Indonesia is also reflected in the values of Bhinneka Tunggal Ika (Unity in Diversit.
, equality, cultural identity, and social justice, which are embedded in the constitution, laws, and social norms.
Although studies on the roots of multicultural education in Indonesia remain limited, strengthening the understanding and application of multicultural values among educators, students, policymakers, and the community is essential to fostering a peaceful and harmonious life.
Islamic ethics offer a system of justice and behavioral norms that align with the principles of multicultural education.
6 The implementation of such education should be straightforward when grounded in AbdurrahmanAos concept of Islamic universalism, cosmopolitanism, and indigenization, which Abdurrahman Wahid further reinforced.
Karta Jayadi.
Amirullah Abduh, and Muhammad Basri.
AuA Meta-Analysis of Multicultural Education Paradigm in Indonesia,Ay Heliyon 8, no.
1 (January 2.
, https://doi.
org/10.
1016/j.
Peni Kunthi Hermawati.
Heru Sujaryanto, and Muhammad Hendri Nuryadi.
AuStrategi Resolusi Konflik Sosial Melalui Pendidikan Toleransi: Studi Kasus Intoleransi Antar Umat Beragama,Ay Integrative Perspectives of Social and Science Journal 2, no.
03 Juni (June 2.
: 4056Ae65.
Rejeki Lensa.
Muhammad Jufni, and Yusuf Hadijaya.
AuCommunity Engagement Dalam Pendidikan Multikultural,Ay ALACRITY :
Journal Education.
January 288Ae301, https://doi.
org/10.
52121/alacrity.
Dr Bilal Ahmed.
AuThe History of Religious Intolerance and Its Modern-Day Consequences,Ay The Study of Religion and History 3, no.
1 (June 2.
: 40Ae48.
Jayadi.
Abduh, and Basri.
AuA Meta-Analysis of Multicultural Education Paradigm in Indonesia.
Ay Hamza RAoboul.
AuAlternative Theorizing of Multicultural Education: An Islamic Perspective on Interculturality and Social Justice,Ay Journal for Multicultural Education 15, no.
2 (July 2.
: 213Ae24, https://doi.
org/10.
1108/JME-07-2020-0073.
Mujiburrahman.
AuIslam and Politics in Indonesia: The Political Thought of Abdurrahman Wahid,Ay Islam ChristianAeMuslim Relations (October 339Ae52, https://doi.
org/10.
1080/09596419908721191.
MoAotasim dkk.
Integrating Islamic Epistemology.
Cultural Context.
And Deep Learning for Multicultural Islamic Education Values such as tolerance, openness, and respect for differences are central to his vision,8 and these values should be integrated into various school subjects.
The challenges lie in, first, the limited availability of human resources, which makes it challenging to develop education that is relevant to contemporary needs.
Second, the education system and curriculum remain insufficiently adaptive to global Third, there is a lack of innovation in utilizing the potential and resources of pesantren.
11 The implementation of multicultural education in Indonesia still faces various obstacles, despite being carried out through two approaches specialized content and integration into existing subjects.
12 These barriers include limited teacher understanding, insufficient learning materials, and teaching methods that are inconsistent or ineffective.
Jasmansyah argues that deep learning can be enriched through a synthesis of Islamic and Western educational approaches.
Islamic education provides a holistic spiritual, moral, and intellectual foundation, while Western education offers 21stcentury skill frameworks such as critical thinking, collaboration, and creativity.
Integrating both can lead to more contextual, reflective, and transformative learning, shaping students who possess strong character, are intelligent, and adaptable to Hidayani demonstrates that deep learning is effectively applied through the integration of religious activities and pesantren programs, which also strengthen Aisyah Nur Hidayatur Rohmah.
Imam Bahrozi, and Saed M.
Adam.
AuRethinking Religious Pluralism in Islamic Education: A Study on KH.
Abdurrahman WahidAos Perspective in Islamku.
Islam Anda.
Islam Kita,Ay Interdisciplinary Journal of Social Sciences 2, no.
1 (July 2.
: 35Ae49.
Shely Cathrin and Reno Wikandaru.
AuEstablishing Multicultural Society: Problems and Issues of Multicultural Education in Indonesia,Ay Jurnal Civics: Media Kajian Kewarganegaraan 20, no.
(December 2.
: 145Ae55, https://doi.
org/10.
21831/jc.
Fitri Nur Rohmah and Akhamad Fauzi Sayuti.
AuEVALUATION OF TEACHER WELFARE IMPROVEMENT PROGRAM THROUGH PESANTREN HEALTH INSURANCE CIPP MODEL,Ay Jurnal Kajian Pendidikan Dan Psikologi 2, no.
: 37Ae47.
Qolbi Khoiri and Ani Aryati.
AuThe Problems of Pesantren Education in Improving Human Academic Quality in the Global-Multicultural Era,Ay Didaktika Religia 9, no.
1 (June 2.
: 165Ae86, https://doi.
org/10.
30762/didaktika.
Cathrin and Wikandaru.
AuEstablishing Multicultural Society.
Ay Jasmansyah Jasmansyah et al.
AuA Study of Deep Learning Approach in Islamic Education and Western Education Perspective: A Literature Review,Ay Atlantis Press.
July 28, 2025, 93Ae108, https://doi.
org/10.
2991/978-2-38476-450-1_7.
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intrapersonal and interpersonal skills in line with the values of the Pancasila Student Profile.
The use of deep learning in Islamic Religious Education addresses challenges of effectiveness, adaptability, and relevance in the digital era.
This technology enables personalized, interactive, and efficient learning through the analysis of student learning data, automated assessments, and AI-powered chatbots or intelligent assistants for Islamic guidance.
Deep learning has had a significant impact on modern education.
Meanwhile.
Islamic Religious Education faces the challenge of maintaining relevance in an increasingly multicultural digital age.
James A.
Banks, a leading figure in multicultural 17 Offers a framework for building a just, equitable, and diversity-respecting Integrating BanksAo multicultural education model with a deep learning approach is a strategic step to strengthen Islamic Religious EducationAos ability to instill values of tolerance, moderation, and inclusivity within a diverse society.
Integrating James BanksAo multicultural education model into Islamic Religious Education in Indonesia through a deep learning approach aims to encourage students not only to know, but also to understand, analyze, and reflect on the meaning of diversity.
Through deep learning, students are guided to connect multicultural concepts with their life experiences, so that differences are understood as assets that enrich faith and communal life, rather than as threats.
This process facilitates the authentic and sustainable internalization of Islamic values, such as taqwa .
, taqwa .
, ukhuwah .
, and adl .
The deep learning aspect is also evident in efforts to counter radicalism.
Eka Yanuarti and Amal Fathullah, through in-depth discussions, case studies, and critical Erda Farid Hidayani.
Harun Joko Prayitno, and Trisakti Handayani.
AuDeep Learning: Implementation and Impact in Islamic Junior High Schools,Ay Journal of Deep Learning.
June 16, 2025, 25Ae36.
Mundofi.
AuIntegration of Deep Learning Approach in Transforming Islamic Religious Education Learning in Schools.
Ay Nick Craswell et al.
AuOverview of the TREC 2022 Deep Learning Track,Ay arXiv:2507.
10865, preprint, arXiv.
July 10, 2025, https://doi.
org/10.
48550/arXiv.
Dharma Ratna Purwasari.
Waston Waston, and Muh Nur Rochim Maksum.
AuKonsep Pendidikan Multikultural Dalam Pandangan James a Banks,Ay MODELING: Jurnal Program Studi PGMI 10, no.
(June 2.
: 249Ae58, https://doi.
org/10.
69896/modeling.
Mundofi.
AuIntegration of Deep Learning Approach in Transforming Islamic Religious Education Learning in Schools.
Ay Sonny Eli Zaluchu.
Priyantoro Widodo, and Agus Kriswanto.
AuConceptual Reconstruction of Religious Moderation in the Indonesian Context Based on Previous Research: Bibliometric Analysis,Ay Social Sciences & Humanities Open 11 (January 2.
: 101552, https://doi.
org/10.
1016/j.
MoAotasim dkk.
Integrating Islamic Epistemology.
Cultural Context.
And Deep Learning for Multicultural Islamic Education analyses of religious texts, help students distinguish between contextual interpretations and narrow exegesis that incite intolerance.
This approach fosters an inclusive mindset, encourages empathy, and opens spaces for interfaith and inter-sect dialogue.
In line with the principles of the Unity of Indonesia and Just and Civilized Humanity,20 Multicultural education based on deep learning not only strengthens national identity and faith but also equips the Muslim generation with critical thinking skills, cross-cultural communication abilities, and the capacity to live harmoniously in a pluralistic society, without compromising their religious identity.
Research Methods This study employs a qualitative approach using a library research design and thematic analysis.
22 This approach was chosen to explore and synthesize various previous studies related to the integration of Islamic epistemology in multicultural education, the construction of Islamic knowledge through historical, cultural, and global realities, and the development of a multicultural Islamic Religious Education learning model based on deep learning.
The design enables the researcher to map key concepts.
23 Identify integration patterns and formulate an evidence-based conceptual model.
The primary data sources consist of peer-reviewed scientific articles, conference proceedings, academic books, and relevant research reports.
Inclusion criteria encompass publications from 2016 to 2025 that focus on multicultural education.
Islamic epistemology, history and culture in education, or the application of deep learning/AI in religious education, with a contextually relevant connection to Indonesia and/or the Muslim world.
The databases used include Scopus.
Web of Science.
Google Scholar, and DOAJ, with keywords such as Islamic Ni Made Trisna Dewi.
AuReaktualisasi Nilai Pancasila Dalam Pembangunan Hukum Nasional Di Era Globalisasi,Ay IJOLARES: Indonesian Journal of Law Research 3, no.
1 (March 2.
: 1Ae10, https://doi.
org/10.
60153/ijolares.
Muhammad Reza Ahadi and Fitrah Sugiarto.
AuPENGEMBANGAN KESADARAN MULTIKULRAL
PENDIDIKAN AGAMA ISLAM : PERSPEKTIF MEMBENTUK GENERASI TANGGUH DI ERA
SOCIETY
0,Ay Indonesian Society Religion Research https://doi.
org/10.
61798/isah.
Zeinab Jokar.
Mostafa Bijani, and Hajar Haghshenas.
AuExplaining the Challenges Faced by Nursing Students in Clinical Learning Environments during the Post-COVID Era: A Qualitative Content Analysis,Ay BMC Research Notes 18, no.
1 (July 2.
: 320, https://doi.
org/10.
1186/s13104-025-07396-9.
Heting Chu.
AuResearch Methods in Library and Information Science: A Content Analysis,Ay Library & Information Science Research 37, no.
1 (January 2.
: 36Ae41, https://doi.
org/10.
1016/j.
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epistemology in multicultural education.
Multicultural.
Deep learning in religious education.
Islamic historiography and education, and Local culture integration in Islamic education.
Data collection was conducted through a systematic literature review (SLR), which involved four stages: identification, selection, extraction, and initial coding.
Data analysis employed a thematic analysis approach, involving familiarization, code grouping, and thematic synthesis.
Data validity was maintained through theoretical triangulation by linking the analysis results with the theoretical frameworks of multicultural education and Islamic epistemology.
Results and Discussion Integration of Islamic Epistemology in Multicultural Education In the realm of content integration, it is essential to emphasize the integration of Islamic epistemology into multicultural education, thereby balancing the adoption of Western approaches with philosophical foundations and values rooted in the Islamic This includes aligning the concept of multiculturalism with Islamic ethical principles such as justice, equality, and respect for diversity.
The goal is to build contextual relevance so that multicultural education is not perceived as a foreign idea but as an inherent part of Islamic teachings, thereby providing theological legitimacy to the notions of tolerance, cross-cultural dialogue, and respect for differences.
In Indonesia, non-religious universities primarily use reason, experience, and intuition as sources of knowledge, whereas religious universities integrate revealed texts alongside these three sources.
This indicates that, philosophically, the integration of multicultural education has already been implemented in Islamic universities.
Multicultural education in Indonesia is not a new concept.
instead, it has evolved in tandem with the development of the national education system.
24 Both Islamic education and multicultural education share aligned objectives to shape students into devout Muslims and responsible citizens.
In this context, teachers play a crucial role in socializing and instilling both Islamic and multicultural values from an early stage.
Fitri Nur Rohmah and Akhmad Fauzi Sayuti.
AuINTEGRATION OF ECOLOGICAL PRINCIPLES IN THE PESANTREN SYSTEM: A STUDY OF SUSTAINABILITY AND ENVIRONMENTAL CONSERVATION PRACTICES IN ISLAMIC EDUCATION,Ay Molang: Journal Islamic Education 2, no.
: 49Ae60.
MoAotasim dkk.
Integrating Islamic Epistemology.
Cultural Context.
And Deep Learning for Multicultural Islamic Education beginning in elementary school and continuing through junior high school and senior high school.
The aspect of content integration can be implemented in history subjects.
Islamic history contains teachings that encourage tolerance and openness toward differences in race, ethnicity, tribe, and culture.
History learning that incorporates religious practices can create a peaceful and harmonious environment by applying the principles of mutual respect, equality, and togetherness.
In addition to history, knowledge in the fields of information technology and education is also essential.
The integration of knowledge, science, technology, and pedagogy content is a necessary component for students in their learning process.
From the perspective of Islam, education .
, science, and technology are continuously evolving aspects that facilitate a believer in living their life.
Then, the integration of Islamic Religious Education and local culture can deepen studentsAo understanding of religion in a more contextual way, aligning it with local values while also encouraging the preservation of traditional culture.
Emphasizing the universal values of Islam that harmonize with local wisdom can also strengthen mutual respect and tolerance within society.
28 This includes integrating local cultural values into Islamic Religious Education and examining their impact on character formation,29 In addition to integrating hadith values into the educational curriculum.
Lindra Darnela et al conducted research using an empirical approach, applying Ralph W.
TylerAos curriculum theory and James A.
BanksAo multicultural education theory as the analytical framework.
Data were collected through a survey of 104 alums.
The findings revealed that courses such as Fiqh Studies.
Sharia Sciences, and Islamic Ali Miftakhu Rosyad.
AuTHE INTEGRATION OF ISLAMIC EDUCATION AND MULTICULTURAL EDUCATION IN INDONESIA,Ay Al-Afkar.
Journal For Islamic Studies.
January 30, 2020, 164Ae81, https://doi.
org/10.
31943/afkar_journal.
Khalimatus SaAodiyah Asfar and Muhammad Miftah.
AuANALISIS INTEGRASI MATERI SEJARAH DAN KEBERAGAMAAN DALAM PRAKTIK PENDIDIKAN DI INDONESIA,Ay Al Ulum Jurnal Pendidikan Islam.
September 16, 2024, 203Ae13, https://doi.
org/10.
54090/alulum.
Pandu Jati Laksono and Muhammad Isnaini.
AuIntegrasi Technological Pedagogical Science Knowledge Pada Nilai-Nilai Islam,Ay Bestari 19, no.
1 (August 2.
: 1, https://doi.
org/10.
36667/bestari.
Walina Syifa.
AuIntegrasi Pendidikan Agama Islam Dan Budaya Lokal Sebagai Pendekatan Strategis Untuk Meningkatkan Relevansi Dan Efektivitas Pendidikan Agama Di Masyarakat,Ay Al-IjtimaAoi : Jurnal Pengabdian Masyarakat 1, no.
2 (December 2.
: 149Ae72.
Amir Hamzah and Iksan Iksan.
AuIntegrasi Nilai-Nilai Budaya Lokal Dalam Pendidikan Agama Islam,Ay Indonesian Research Journal Education (May 07Ae12, https://doi.
org/10.
31004/irje.
Rosyad.
AuTHE INTEGRATION OF ISLAMIC EDUCATION AND MULTICULTURAL EDUCATION IN INDONESIA.
Ay FIKROTUNA.
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Family Law in Indonesia are considered highly relevant and suitable for further development within the framework of multicultural education.
The study of multicultural content is crucial for bringing it into public discourse, as ongoing research in Indonesia highlights the need for curriculum reform, enhanced teacher training, and community involvement.
However, institutional barriers and sociocultural prejudices continue to hinder the optimal implementation of multicultural Diversity in the classroom demands the integration of curriculum content that supports this aspect.
Teachers should adapt their strategies and teaching practices to intercultural needs, which means that teacher education must be evaluated and enriched.
This ensures that students are confident in facing the challenges of learning in multilingual and multicultural environments.
Additionally, there must be training methods and the provision of intercultural competencies in teacher education to strengthen their ability to navigate the increasingly diverse classroom dynamics.
Based on the discussion, the implementation of multicultural education in Indonesia is carried out in two ways: content-based and learning method-based.
This approach utilizes deep learning to convey multicultural values directly through specific materials that address the topic.
In contrast, the method-based approach integrates multicultural life values into various subjects, making them an integral part of the learning process.
The flowchart below illustrates the process of integrating Islamic epistemology into multicultural education, beginning with Islamic philosophical foundations, aligning Islamic technological, and local cultural content, and applying deep learning methods to embed these values effectively across the curriculum.
Lindra Darnela.
Arif Sugitanata, and Abdul Mughits.
AuIntegrating Tyler and BanksAo Theories in Curriculum Development: A Tracer Study Approach at UIN Sunan Kalijaga,Ay Kawanua International Journal of Multicultural Studies 5, no.
1 (June 2.
: 86Ae102, https://doi.
org/10.
30984/kijms.
Orhan Agirdag.
Michael S.
Merry, and Mieke Van Houtte.
AuTeachersAo Understanding of Multicultural Education and the Correlates of Multicultural Content Integration in Flanders,Ay Education and Urban Society 48, no.
6 (July 2.
: 556Ae82, https://doi.
org/10.
1177/0013124514536610.
Konstantina Papadopoulou.
Nektaria Palaiologou, and Zoe Karanikola.
AuInsights into TeachersAo Intercultural and Global Competence within Multicultural Educational Settings,Ay Education Sciences 12, 8 (August 2.
: 502, https://doi.
org/10.
3390/educsci12080502.
Cathrin and Wikandaru.
AuEstablishing Multicultural Society.
Ay MoAotasim dkk.
Integrating Islamic Epistemology.
Cultural Context.
And Deep Learning for Multicultural Islamic Education Flowchart 1.
Islamic Epistemology Integration in Multicultural Education" How is Islamic knowledge shaped by historical context, culture, and global Islamic knowledge should be understood within its historical context.
35 Islamic history can significantly influence the relationship between Islamic philosophy and modernity, encompassing educational reform, interdisciplinary dialogue, and the revitalization of legal interpretation.
36 Challenges such as global secular modernism and identity crises necessitate policies grounded in Islamic epistemology, fostering community-based cultural Constructive engagement with necessitates an adaptive reinterpretation of Islamic traditions, making them a foundation for innovation that addresses contemporary challenges while preserving their historical Mahmudulhassan et al.
AuThe Integration of Islamic Epistemology in Ethical and Multicultural Education.
Ay Dr Dwi Mariyono MOS S.
Ag .
Pd.
SEJARAH KEBUDAYAAN ISLAM: Masa Lalu.
Kini dan yang Akan Datang (Nas Media Pustaka, 2.
Gohar Rahman.
AuReconstructing Islamic Identity in Modern Times: A Narrative Review of Educational Reform and Intellectual Responses,Ay Sinergi International Journal of Islamic Studies 3, no.
1 (February 2.
: 29Ae43, https://doi.
org/10.
61194/ijis.
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Islamic history is not merely a chronological sequence of events but a dynamic network of ideas, institutions, and identities that continuously evolve.
Historical awareness is crucial for addressing contemporary challenges and proposing a model of Islamic civilization revival grounded in ethics, knowledge, and justice.
38 Therefore, the discussion on constructing knowledge about multicultural Islamic education should be situated within a historical framework.
Strengthening the academic foundations of Islamic historiography also provides practical implications for education, public policy, and cultural discourse, emphasizing the role of historiographical synthesis in understanding the evolution of Islamic thought.
This demonstrates how methodological plurality enriches analytical depth.
By adopting diverse historiographical frameworks and integrating historical narratives with contemporary scientific developments, a comprehensive approach to the study of Islamic historiography is created in the modern academic realm.
The integration of cultural perspectives into the educational landscape promotes IndonesiaAos diverse cultural identity while fostering academic excellence and social 40 Accordingly, the study by Baderiah et al concluded that a textbook integrating Islamic education and local culture is needed as teaching material for courses on Islamic education and local culture.
In the context of Indonesia,41 It is noted as one of the countries with the highest publication contributions on the theme of integrating Islamic education with local culture.
Multicultural Islamic Education (PAI) Learning Model Based on Deep Learning.
Dr Abdul Ghaffar and Hafiz Muhammad Usman.
AuISLAMIC HISTORY IN MOTION: AN ANALYTICAL STUDY OF THE FORCES SHAPING MUSLIM SOCIETIES FROM THE PAST TO THE PRESENT,Ay Al-Aasar 2, no.
2 (June 2.
: 1206Ae14, https://doi.
org/10.
63878/aaj454.
Hussein Raja Al-Shuqairat.
Abd-Al Razzak Mahmoud Al-Maani, and Mohanad Nayef Aldajah.
AuIslamic Historiography and Modernity: A Systematic Literature Review on the Evolution of Muslim Societies in the Postcolonial Era,Ay Journal of Islamic Thought and Civilization 15, no.
1 (April 2.
240Ae60, https://doi.
org/10.
32350/jitc.
Fitriadi Fitriadi.
Risma Magaretha Sinaga, and Rosida Rakhmawati Muhammad.
AuA Literature Review on the Cultural Perspective Study in Elementary School Education in Indonesia,Ay Journal of Innovation in Educational Cultural Research (February 51Ae61, https://doi.
org/10.
46843/jiecr.
Baderiah Baderiah.
Ahmad Munawir, and Firman Firman.
AuDeveloping Islamic Education and Local Culture Textbooks,Ay AL-ISHLAH: Jurnal Pendidikan 14, no.
3 (July 2.
: 3149Ae58, https://doi.
org/10.
35445/alishlah.
Mariam Elbanna and Muthoifin.
AuIslamic Education Models: A Bibliometric Analysis of Challenges and Prospects,Ay Solo Universal Journal of Islamic Education and Multiculturalism 3, no.
: 11Ae 26, https://doi.
org/10.
61455/sujiem.
MoAotasim dkk.
Integrating Islamic Epistemology.
Cultural Context.
And Deep Learning for Multicultural Islamic Education To build an inclusive, empathetic educational environment that promotes mutual understanding amid societal diversity, approaches such as deep learning or machine learning can be applied in multicultural education.
Machine learning has the potential to enhance multicultural education by providing personalized learning experiences and adapting materials to studentsAo diverse backgrounds.
However, its implementation still faces challenges, including algorithmic bias, limited teacher training, and resource This study emphasizes the importance of planned integration of machine learning to enhance inclusivity and ensure equity in diverse educational settings, thereby promoting sustainable educational development43.
It can also improve intercultural dialogue, cultivate tolerance, and contribute to global stability.
The Multicultural Education Management Model was developed in the study by Ramdaniza,45 It can be applied to Islamic religious education.
Its stages include planning, implementation, evaluation, and the strengthening of multicultural culture.
This model showcases the schoolAos commitment to developing policies that promote diversity, incorporating multicultural values into the curriculum, and fostering an inclusive learning environment.
Deep learning as an approach in Multicultural Islamic Religious Education represents a response to the rapid development of information and communication technology, presenting new growth opportunities.
46 According to Arif et al,47 In addition to mastering four main competencies .
edagogical, professional, personal, and socia.
Islamic Religious EducationAos teachers are also required to develop skills in the technological .
This demand arises alongside the need for collaborative, creative, and innovative learning, which becomes a major attraction for students.
Mastery of digital competencies is increasingly relevant in the context of 21st-century Qingna Pan et al.
AuMapping Knowledge Domain Analysis in Deep Learning Research of Global Education,Ay Sustainability 15, no.
4 (January 2.
: 3097, https://doi.
org/10.
3390/su15043097.
Sunaji Sunaji.
AuMulticultural Education as a Tool for Transforming Power and Knowledge Towards Global Civilization,Ay Proceedings of International Conference on Research and Community Services 4, 1 (April 2.
: 302Ae13.
Ramdaniza.
Suryadi, and Mohammad Sofwan Effendi.
AuDevelopment of Multicultural Education Management Model (MMPM) in International Primary School,Ay Journal of Lifestyle and SDGs Review 5, (February https://doi.
org/10.
47172/2965730X.
SDGsReview.
Muhamad Arif.
Mohd Kasturi Nor Abd Aziz, and Muhammad Anas MaAo Arif.
AuA Recent Study on Islamic Religious Education TeachersAo Competencies in the Digital Age: A Systematic Literature Review,Ay Journal of Education and Learning (EduLear.
19, no.
: 587Ae96.
Arif.
Aziz, and Arif.
AuA Recent Study on Islamic Religious Education TeachersAo Competencies in the Digital Age.
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learning, which tends to place students at the center of the learning process, rather than focusing solely on the teacher's role.
The implementation of a deep learning approach drives a paradigm shift in Islamic Religious EducationAos learning, moving from a model focused solely on information delivery to a process that emphasizes the development of applicable character and spiritual intelligence.
This transformation is achieved through the design of an adaptive curriculum, the enhancement of Islamic Religious Education teachersAo capabilities in utilizing technology, and the development of an ethical framework for the application of AI in the context of religious education.
Conclusion This study confirms that integrating Islamic epistemology into multicultural education is a vital strategy for balancing the dominance of Western approaches with Islamic philosophical foundations and values.
Such integration aligns multiculturalism with the principles of justice, equality, tolerance, and respect for diversity, enabling it to be perceived not as a foreign concept but as an inherent part of Islamic teachings.
practice, this can be implemented through the integration of content across various subjects, such as history, science, technology, and religious education, with an emphasis on contextual relevance and the preservation of local wisdom.
The construction of Islamic knowledge should be grounded in historical, cultural, and global contexts.
Historical awareness provides the basis for an adaptive reinterpretation of Islamic traditions, enabling them to remain relevant in the face of modern challenges while preserving their historical roots.
Incorporating cultural perspectives strengthens local identity and social cohesion, while integrating global competencies with Islamic values enhances the adaptability of educational institutions in the digital era.
This requires supportive policies, digital literacy, and interdisciplinary collaboration to ensure the sustainability and inclusivity of Islamic education.
The multicultural Islamic Religious Education learning model based on deep learning offers a transformative approach to building inclusive, empathetic, and interactive learning environments.
This model combines adaptive curriculum planning with the strengthening of teachersAo competencies, including digital literacy, to Mundofi.
AuIntegration of Deep Learning Approach in Transforming Islamic Religious Education Learning in Schools.
Ay MoAotasim dkk.
Integrating Islamic Epistemology.
Cultural Context.
And Deep Learning for Multicultural Islamic Education personalize learning according to studentsAo cultural backgrounds, detect and correct content bias, and leverage technology for meaningful learning.
Such an approach not only deepens subject matter understanding but also nurtures spiritual intelligence, 21stcentury skills, and an attitude of tolerance and openness toward diversity.
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