Pluralisme Dan Multikulturalisme Dalam Pendidikan Islam: Respons Sosiologis Terhadap Radikalisme Digital Dan Politik Identitas Di Indonesia

This article examines pluralism and multiculturalism education from the perspective of the Sociology of Islamic Education as a strategy to strengthen social integration, tolerance, and religious moderation in Indonesia's multicultural society. The study is motivated by the growing challenges of intolerance, digital radicalism, identity politics, and religion-based social conflicts that increasingly influence educational environments. While digital technology has expanded opportunities for intercultural interaction, it has also accelerated the dissemination of hate speech, discrimination, and social polarization, particularly among younger generations. In this context, Islamic education holds a strategic role in internalizing values of diversity, fostering inclusive social character, and reinforcing social cohesion.This study employed a qualitative approach using a library research method by analyzing scholarly literature retrieved from Scopus, Web of Science, ScienceDirect, Taylor & Francis, and Google Scholar. The literature was purposively selected based on thematic relevance, academic quality, and publication recency, prioritizing peer-reviewed studies published between 2015 and 2025. Data were analyzed through content analysis and thematic analysis by integrating Emile Durkheim's theory of social integration, Pierre Bourdieu's concepts of social reproduction and cultural domination, and Paulo Freire's humanistic-transformative pedagogy.The findings reveal that pluralism- and multiculturalism-based Islamic education contributes to cultivating tolerance, respect for diversity, social equality, and the prevention of discrimination within educational institutions. Its implementation may be advanced through curriculum reform in Islamic Religious Education, strengthening religious moderation, promoting interfaith dialogue, enhancing digital literacy, developing inclusive school cultures, and improving teachers' competencies. The study's novelty lies in proposing an integrative sociological framework that positions multicultural Islamic education as a transformative response to digital radicalism and identity politics. These findings affirm that Islamic education functions not only as a vehicle for transmitting religious knowledge but also as a mechanism for social integration and cultural transformation in contemporary digital society.