https://doi.org/10.32478/bnafsd16
Abstract
Madrasah ibtidaiyah (Islamic primary schools) in Indonesia operate in a religiously and culturally plural society, where children meet intolerance, peer exclusion, and the moral pressures of a digital environment at an early age. Character education in these schools still tends to treat virtues as personal possessions to be internalised, while paying less attention to the relational conditions that allow those virtues to hold when children are under pressure. This study develops a conceptual model of multicultural character education aimed at the moral resilience of madrasah ibtidaiyah students, built on two linked values: egalitarianism (musāwah) and solidarity (ukhuwwah). Using qualitative library research with a conceptual-analytic approach, the study synthesises developmental resilience theory, Lickona’s moral knowing, feeling and action framework, Durkheim’s theory of social solidarity, and the Qur’anic principle of wasaṭiyyah. The analysis produces a three-layer model consisting of an axiological foundation, a pedagogical mechanism, and a resilience outcome. Egalitarian and solidarity values are put into practice through habituation, dialogic-collaborative learning, teacher modelling, and the integration of local wisdom, and they work through three psychosocial pathways: sense of belonging, moral self-efficacy, and internalisation through social scaffolding. The model treats moral resilience as a relational capacity sustained by equal peer relations and a cohesive moral community rather than as an individual trait. It also offers an observable indicator rubric for classroom assessment. The main limitation is that the model is conceptual; classroom-based and longitudinal studies are needed to validate it.
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