Designing Multicultural-Based Islamic Education to Counteract Student Radicalization in Indonesia

Authors

  • Arif Mustapa State University of Malang
  • Nur Hidayah State University of Malang
  • Tutut Chusniyah State University of Malang
  • Yusuf Hanafi State University of Malang
  • Apitchaya Chaiwutikornwanich Chulalongkorn University

Keywords:

Islamic Religious Education, Integration of a Multicultural Curriculum, Prevention of Radicalization

Abstract

Student radicalization is a serious threat in Indonesia, especially within public universities. Data from the Indonesian State Intelligence Agency indicates that 39% of the students in public universities are exposed to radicalism. One way to prevent religion from becoming an entry point for radicalism and extremism is introducing changes to the religious education curriculum at the higher education level. However, a standardized religious education curriculum is currently not available at this level. Preventive measures against student radicalization are essential. One way they can be implemented is by providing Islamic Religious Education that incorporates multicultural insights. This study aims to analyze the effectiveness of preventing student radicalization through Islamic Religious Education with multicultural perspectives. The research employs a Solomon four-group experiment involving 80 university students in East Java. For this purpose, a radicalization scale developed from adaptations based on deradicalization theory and Moghaddam's staircase model of terrorism was used in this study. The data were analyzed using ANCOVA with SPSS software. The results indicate that the provision of Islamic Religious Education with multicultural insights significantly affects the levels of radicalization on the ground, first, second, and fourth floors, as outlined in Moghaddam's staircase model, while showing no effect on the third and fifth floors. This research has implications for understanding and providing empirical evidence that multicultural Islamic Religious Education can serve as an alternative to traditional Islamic Religious Education in universities, particularly in the following material: Islam and religion, Islamic law, Islamic politics, conflict and harmony, and civil society, as a means to prevent dimensions of student radicalization. It underscores that the prevention of radicalization follows a pattern where the higher is the level of radicalization, the more the prevention program must focus on self-concept.

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2025-06-27

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No. 43: Summer 2025

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Copyright (c) 2025 Arif Mustapa, Nur Hidayah, Tutut Chusniyah, Yusuf Hanafi, Apitchaya Chaiwutikornwanich

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