PHENOMENOLOGICAL STUDY OF TEACHERS' EXPERIENCES IN INTEGRATING MULTICULTURAL EDUCATION IN LEARNING ISLAMIC RELIGIOUS EDUCATION IN SURAKARTA CITY

Abstract

This phenomenological study aimed to explore the lived experiences of Islamic religious education teachers in integrating multicultural education into their teaching practices in Surakarta City, Indonesia. Through in-depth interviews with 12 participants and classroom observations, the study in-vestigated the teachers' understanding of multicultural education, the strategies they employed, the challenges they encountered, and the per-ceived impact on students. The findings revealed varying levels of under-standing among teachers, with some demonstrating a comprehensive grasp of multicultural education's principles, while others had a more lim-ited perspective. The teachers utilized diverse strategies, such as incorpo-rating cultural examples, facilitating discussions, and utilizing multimedia resources. However, they faced challenges like resistance from stake-holders, limited resources, and personal biases. The study also highlighted the positive impacts of integrating multicultural education, including in-creased cultural awareness, improved student interactions, and a deeper understanding of diversity within Islam. The study provides recommenda-tions for curriculum development, professional development, collaboration, and inclusive policies to support the effective integration of multicultural education in Islamic religious education.