Strategi Pendidikan Islam Multikultural dalam Menanggulangi Kesenjangan Sosial antara Mahasiswa Desa dan Kota di STIT Al-Ibrohimy Bangkalan

Abstrak

This study aims to analyze the forms of social inequality between rural and urban students at STIT Al-Ibrohimy Bangkalan and to explore the multicultural Islamic education strategies developed to address these disparities. Using a descriptive qualitative approach with data collected through observation, interviews, and documentation, the research identifies three primary dimensions of inequality: access to knowledge, academic communication styles, and participation in student organizations. Rural students generally face challenges such as limited digital literacy, low self-confidence, and negative stereotyping, whereas urban students tend to dominate academic and organizational activities. In response, STIT Al-Ibrohimy has designed multicultural education strategies that include integrating inclusive values into Islamic education courses, implementing cross-regional mentoring programs, and facilitating inter-cultural student dialogues. The analysis further formulates a strategic model known as the “TA’ARUF” Model, which consists of seven core principles: Tolerance, Activation of intercultural dialogue, Affirmation of local identity, Reflection on humanistic Islamic values, Social brotherhood (ukhuwwah), and Collaborative facilitation. This model emphasizes contextual learning, positioning lecturers as facilitators of social integration, and leveraging dormitories and student organizations as laboratories for inclusive interaction. The findings contribute to the development of a locally grounded, practical framework of multicultural Islamic education that addresses regional disparities and fosters an inclusive, equitable, and humanistic academic community within Islamic higher education institutions.