Hometutoring as an Inclusive Approach to Teaching Islamic Education for Expatriate Converts: A Case Study of Muslim Smart
DOI:
https://doi.org/10.15642/jpai.2024.12.2.179-196Keywords:
hometutoring, Islamic education, expatriate converts, Muslim Smart, dialogical approach, inclusive learningAbstract
This study employs a qualitative approach with a descriptive design to explore the hometutoring approach in teaching Islamic education to expatriate converts, focusing on the Muslim Smart institution. Data were collected through in-depth interviews with four tutors who teach expatriate converts and stakeholders at Muslim Smart, as well as observations of learning implementation. The data were analyzed using thematic analysis techniques. The findings reveal that specific criteria are essential in selecting tutors, such as strong English proficiency, a solid Islamic background, moderate views, and philosophical knowledge tailored to the intellectual needs of converts. Tutors adopt interactive and dialogical approaches to create a supportive learning environment, enabling converts to discuss freely and feel heard and valued. Beyond being educators, tutors also serve as companions and supporters in the converts’ spiritual journey, helping them internalize Islamic teachings deeply and sincerely. Challenges include varying levels of motivation and initial understanding of Islam among students, necessitating more flexible and relevant teaching methods suited to their daily lives. Overall, the hometutoring approach implemented by Muslim Smart proves effective in providing relevant, inclusive, and spiritually supportive Islamic education for expatriate converts in Jakarta.
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