IMPLEMENTASI PARADIGMA INTEGRASI-INTERKONEKSI DALAM PEMBINAAN AKHLAK MAHASISWA (Studi Pada Program Studi Pendidikan Agama Islam Strata-1 Universitas Islam Negeri Sunan Kalijaga Yogyakarta)

Mulkul Farisa Nalva, S. Pd., NIM. 18204010064 (2020) IMPLEMENTASI PARADIGMA INTEGRASI-INTERKONEKSI DALAM PEMBINAAN AKHLAK MAHASISWA (Studi Pada Program Studi Pendidikan Agama Islam Strata-1 Universitas Islam Negeri Sunan Kalijaga Yogyakarta). Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The discourse on integration between science and religion has been on the rise again recently, along with the opening of general / non-religious faculties at several State Islamic Universities (UIN) in Indonesia. In discussing matters of science and religion, we will come to discuss the interaction of science and religion at the symbolic and meaningful level. With the presence of an integration-interconnection paradigm concept so that the perspective used is wider, in understanding a problem, this paradigm opens comprehensive scientific ideas / ideas, whose manifestation is contained in akhlakul karimah, because knowledge is intact in understanding Islam and science and technology. The research objective was to determine the implementation of the integrationinterconnection paradigm in fostering student morals in the PAI UIN Sunan Kalijaga study program. This research data collection technique using interview, observation and documentation methods. Technical analysis refers to the Miles model, data reduction, data presentation, verification, and drawing conclusions. Validity test by triangulation on data sources, methods and theories as well as member checks. Based on the results of the research, first, the implementation of the integration-interconnection paradigm in the Islamic religious education study program aims to develop a scientific concept based on the integrationinterconnection paradigm trilogy between texts, science and falasafah. So as to be able to produce graduate output that is competitive, has a comprehensive perspective / point of view, has good character, is able to be a role model in the community, professional educators both formally and informally. Second, the paradigm-integration-interconnection-based learning model in the Islamic religious education study program, namely. Active learning model and scientific learning model. Third, the relationship between the integration-interconnection paradigm with morals, namely an inclusive, tolerant, and assertive attitude with the integration-interconnection paradigm so that it is able to produce student outputs that have good morals. , an inclusive attitude, second, tolerant attitude and third, assertiveness.

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