Implementation of PAI Learning Design in Developing Religious Tolerance in Public High Schools

Muhammad Anas Maarif; Siti Lailatul Muarofah; Godlif Sianipar; Ahmad Hariyadi; Shakila Kausar

doi:10.31538/tijie.v4i4.712

Authors

Muhammad Anas Maarif Universitas Kh. Abdul Chalim Mojokerto, Indonesia
Siti Lailatul Muarofah Universitas Kh. Abdul Chalim, Mojokerto Indonesia
Godlif Sianipar Universitas Katolik Santo Thomas Medan, Indonesia
Ahmad Hariyadi Universitas Muria Kudus, Indonesia
Shakila Kausar Riphah International University Islamabad, Pakistan

DOI:

https://doi.org/10.31538/tijie.v4i4.712

Abstract

This article aims to describe and analyze the urgency and implementation of PAI learning design in developing religious tolerance at SMA Negeri 1 Kedamean Gresik. The research method used in this article is qualitative with a case study approach. Data collection techniques using interviews, observation, and documentation. The results of the research are that there are 3 stages in the implementation of PAI learning design in developing religious tolerance at SMA Negeri 1 Kedamean, namely planning, implementation, and evaluation. This research can help increase students' understanding of other religions so that they are able to respect differences in beliefs. This research can provide learning experiences that can help students develop empathy towards individuals from various religious backgrounds. By understanding the values of tolerance, students can be better able to prevent religious discrimination in society. Religious tolerance education needs to be given to students as early as possible. Instilling openness of thought from an early age, and accepting differences based on the values of tolerance, will of course minimize attitudes of intolerance in students.

Downloads

Download data is not yet available.

References

Alawi, H., & Maarif, M. A. (2021). Implementasi Nilai Islam Moderat Melalui Pendidikan Berbasis Multikultural. Journal of Research and Thought on Islamic Education, 4(2), 214–230. https://doi.org/10.24260/jrtie.v4i2.2037

Álvarez, R. P., Jivet, I., Pérez-Sanagustín, M., Scheffel, M., & Verbert, K. (2022). Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic Review. IEEE Transactions on Learning Technologies, 15(4), 508–522. https://doi.org/10.1109/TLT.2022.3193271

Amirudin, J., Ruswandi, U., Erihadiana, M., & Rohimah, E. (2022a). Implementation of The CTL Learning Model Through Islamic Moderate Values in Improving the Attitude of Students Tolerance in School. Nazhruna: Jurnal Pendidikan Islam, 5(2), 690–703. https://doi.org/10.31538/nzh.v5i2.2201

Amirudin, J., Ruswandi, U., Erihadiana, M., & Rohimah, E. (2022b). Implementation of The CTL Learning Model Through Islamic Moderate Values in Improving the Attitude of Students Tolerance in School. Nazhruna: Jurnal Pendidikan Islam, 5(2), 690–703. https://doi.org/10.31538/nzh.v5i2.2201

Anwar, K. (2021). Pancasila Village, Multicultural Education and Moderation of Diversity in Indonesia. Nazhruna: Jurnal Pendidikan Islam, 4(2), 221–234.

Apriliani, I., & Justitia, T. (2021). The Implementation of Islamic Education in Muslim Minority Area. Nazhruna: Jurnal Pendidikan Islam, 4(2), 150–161. https://doi.org/10.31538/nzh.v4i2.1224

Asiyah, S. N., & Anan Asrul. (2021). Pola Dan Proses Pendidikan Toleransi Dalam Pembentukan Sikap Toleransi Siswa Antar Umat Beragama Di Smkn Tutur. Multicultural of Islamic Education, 01(1), 55–62.

Aslaksen, K., & Lorås, H. (2019). Matching Instruction with Modality-Specific Learning Style: Effects on Immediate Recall and Working Memory Performance. Education Sciences, 9(1), 32. https://doi.org/10.3390/educsci9010032

Banks, J. A. (1993). Multicultural Education: Historical Development, Dimensions, and Practice. Review of Research in Education, 19, 3–49. https://doi.org/10.2307/1167339

Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives. John Wiley & Sons.

Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597–615. https://doi.org/10.1080/13562517.2020.1839746

Dick, W. (1996). The dick and carey model: Will it survive the decade? Educational Technology Research and Development, 44(3), 55–63. https://doi.org/10.1007/BF02300425

Faozan, A. (2020). Moderasi Beragama Dalam Pendidikan Agama Islam Untuk Masyarakat Multikultur. Hikmah: Journal of Islamic Studies, 16(2), 219–228. https://doi.org/10.47466/hikmah.v16i2.170

Faraji, O., Ezadpour, M., Rahrovi Dastjerdi, A., & Dolatzarei, E. (2022). Conceptual structure of balanced scorecard research: A co-word analysis. Evaluation and Program Planning, 94(October), 102128. https://doi.org/10.1016/j.evalprogplan.2022.102128

Firdaus, M. A., Jamal, M. Y. S., & Arifin, B. S. (2023). Improving Student Learning Outcomes Through Project-Based Learning in Islamic Religion Lessons. Tafkir: Interdisciplinary Journal of Islamic Education, 4(2), 241–254. https://doi.org/10.31538/tijie.v4i2.400

Fuadi, A., Nasution, W. N., & Wijaya, C. (2023). Management of Teacher Professionalism Development: A Multi-Site Study of State Madrasah Aliyah in Langkat Regency. Tafkir: Interdisciplinary Journal of Islamic Education, 4(1), 180–199. https://doi.org/10.31538/tijie.v4i1.444

Gagne, R. M., Wager, W. W., Golas, K. C., Keller, J. M., & Russell, J. D. (2005). Principles of instructional design, 5th edition. Performance Improvement, 44(2), 44–46. https://doi.org/10.1002/pfi.4140440211

Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: A case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32(4), 519–535. https://doi.org/10.1007/s11092-020-09340-w

Habermas, J. (2004). Religious Tolerance—The Pacemaker for Cultural Rights. Philosophy, 79(1), 5–18. https://doi.org/10.1017/S0031819104000026

Halim, A. (2022). Sikap Multikultural Guru Pendidikan Agama Islam di Sekolah. Andragogi: Jurnal Pendidikan Dan Pembelajaran, 2(1), 48–59.

Hamalik, O. (2003). Perencanaan pengajaran berdasarkan pendekatan sistem. Bumi Aksara.

Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1), e08828. https://doi.org/10.1016/j.heliyon.2022.e08828

Keller, J. M. (2009). Motivational Design for Learning and Performance: The ARCS Model Approach. Springer Science & Business Media.

Ma`arif, M. A. (2019). Internalisasi Nilai Multikulutural Dalam Mengembangkan Sikap Toleransi ( Studi Di Di Pesantren Mahasiswa Universitas Islam Malang). Nazhruna: Jurnal Pendidikan Islam, 2(1), 164–189. https://doi.org/10.31538/nzh.v2i1.179

Menon, S., Kars, M. C., Malhotra, C., Campbell, A. V., & van Delden, J. J. M. (2018). Advance Care Planning in a Multicultural Family Centric Community: A Qualitative Study of Health Care Professionals’, Patients’, and Caregivers’ Perspectives. Journal of Pain and Symptom Management, 56(2), 213-221.e4. https://doi.org/10.1016/j.jpainsymman.2018.05.007

Mulyasa, E. (2013). Pengembangan dan implementasi kurikulum 2013. PT Remaja Rosdakarya.

Munif, K. A. dan. (2019). Strategi Guru Pendidikan Agama Islam Dalam Membangun Toleransi Kerukunan Beragama Bagi Siswa. Multicultural of Islamic Education, 2(2), 1–13.

Nakaya, A. (2018). Overcoming Ethnic Conflict through Multicultural Education: The Case of West Kalimantan, Indonesia. International Journal of Multicultural Education, 20(1), 118–137. https://doi.org/10.18251/ijme.v20i1.1549

Ni Putu Alit Wulandari, I Gede Suwindia, I. K. S. (2019). Bentuk Toleransi Antarumat Beragama Pada Siswa. Jurnal Ilmu Sosial Dan Humaniora, 2, 134–160.

Nurbatra, L. H., & Masyhud, M. (2022). Infusing Culturally Responsive Teaching in Higher Education: Insights for Multicultural Education in Indonesia. Journal of Innovation in Educational and Cultural Research, 3(4), 722–730. https://doi.org/10.46843/jiecr.v3i4.321

Observasi. (n.d.). Gresik, 15 Mei 2023.

Ok, A. H., Al-Farabi, M., & Firmansyah, F. (2022). Internalization of Multicultural Islamic Education Values In High School Students. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 3(3), 221–228. https://doi.org/10.31538/munaddhomah.v3i3.265

Raihani. (2012). Report on multicultural education in pesantren. Compare: A Journal of Comparative and International Education, 42(4), 585–605. https://doi.org/10.1080/03057925.2012.672255

Rofi’ah, E. A. (2018). Implementasi Pembelajaran Pendidikan Agama Islam dalam Menumbuhkan Budaya Toleransi Antar Umat Beragama.

Rohmah, H., Rena, S., Pahrurraji, P., & Syarif, F. (2023). Implementation of Multicultural Education Values in Senior High School. At-Tadzkir: Islamic Education Journal, 2(2), 78–94. https://doi.org/10.59373/attadzkir.v2i2.29

Romadlan, S. (2019). Toleransi Terhadap Non-Muslim Dalam Pemahaman Organisasi Islam Muhammadiyah dan Nahdlatul Ulama (NU). Sahafa Journal of Islamic Communication, 1(2), 103. https://doi.org/10.21111/sjic.v1i2.2740

Sechandini, R. A., Ratna, R. D., Zakariyah, Z., & Na’imah, F. U. (2023). Multicultural-Based Learning of Islamic Religious Education for the Development of Students’ Social Attitudes. At-Tadzkir: Islamic Education Journal, 2(2), 106–117. https://doi.org/10.59373/attadzkir.v2i2.27

Sugiyono. (2018). Metode Penelitian Kualitatif. Bandung: Alfabeta.

Sukmadinata, N. S. (2005). Metode penelitian pendidikan. Program Pascasarjana Universitas Pendidikan Indonesia dengan PT Remaja Rosdakarya.

Supriati, P. (2018). Pengembangan instrumen pengukuran toleransi pada mahasiswa sekolah menengah pertama. Wiyata Dharma: Jurnal Penelitian Dan Evaluasi Pendidikan, 6(2), 117.

Uyun, M., & Warsah, I. (2022). Prospective Teachers’ Intercultural Sensitivity alongside the Contextual Factors as the Affective Domain to Realize Multicultural Education. International Journal of Instruction, 15, 555–576. https://doi.org/10.29333/iji.2022.15430a

Wiewiora, A., & Kowalkiewicz, A. (2019). The role of authentic assessment in developing authentic leadership identity and competencies. Assessment & Evaluation in Higher Education, 44(3), 415–430. https://doi.org/10.1080/02602938.2018.1516730