Inclusive Islamic Education in Lombok: Fighting Stereotypes and Promoting Inter-Ethnic Harmony in a Multicultural Society

Abstract

This study aims to analyze the role of inclusive Islamic education in fighting ethnic stereotypes and promoting harmony between multicultural community groups in West Lombok Regency in 2024. West Lombok is an area that has a fairly high social diversity with interaction between the Sasak ethnic group as the majority population and the Balinese, Javanese, Bugis, Arab, and other migrant communities. The study uses a descriptive qualitative approach with a multi-site design in madrasas, Islamic boarding schools, and integrated Islamic schools in West Lombok. Data were collected through in-depth interviews, participatory observations, documentation, and targeted group discussions involving teachers, principals, religious leaders, students, parents, and the community. The results of the study show that inclusive Islamic education is able to reduce stereotypes through collaborative learning, internalization of tasamuh values, cross-community social activities, and school leadership that is open to diversity. Educational institutions that actively establish relationships with the community have proven to be more successful in creating a climate of tolerance and social cooperation. This research confirms that Islamic education in Lombok has an important role as an agent of social integration and strengthening national values. The implications of the research encourage the development of a multicultural curriculum based on Sasak local wisdom and moderate Islamic values.