A Model for Instilling Multicultural Islamic Religious Education Values in Early Childhood

Abstract

This research stems from concerns about the practice of Islamic religious education for early childhood, which remains trapped in normative and symbolic approaches, thus failing to foster inclusive awareness amidst the reality of a pluralistic society. This study aims to formulate a model for instilling values ​​in Islamic religious education based on multiculturalism that is not only conceptual, but also operational and contextual. Using a qualitative approach based on literature studies, this research integrates various recent findings related to Islamic education, multiculturalism, and the characteristics of early childhood development. The results indicate that the effectiveness of value instillation lies in a paradigm shift from the transmission of knowledge to meaningful life experiences. The resulting model positions children as active subjects through constructivist, experiential learning, and social learning approaches. Values ​​such as tolerance, justice, and empathy are not taught verbally but are internalized through habituation, role modeling, social interaction, and reflection. The integration of cognitive, affective, and social dimensions is the main foundation for building multicultural awareness from an early age.