http://digilib.uin-suka.ac.id/id/eprint/78409 2026-09-23T08:19:37Z info:eu-repo/semantics/descriptiveMetadata https://digilib.uin-suka.ac.id/id/eprint/78409/ INTERNALISASI NILAI TOLERANSI DALAM PENDIDIKAN MULTIKULTURAL DI SMA BOPKRI 2 YOGYAKARTA Salsabila Nur Imatul Adzillah, NIM.: 24204011033 370. 114 Pendidikan Moral, Pendidikan Karakter Student diversity does not automatically foster tolerance because social acceptance of differences is not always accompanied by the equal fulfillment of rights and institutional services. This condition requires multicultural education that not only acknowledges diversity but also transforms it into educational experiences that support the internalization of tolerance values. This study aims to analyze the multicultural education system, the process of internalizing tolerance values, and its contribution to students’ religious meaning-making at SMA BOPKRI 2 Yogyakarta. The multicultural education system was analyzed using Caleb Rosado’s five dimensions: perspectives, policies, programs, personnel, and practices. The process of value internalization was examined through value transformation, value transaction, and transinternalization, and further analyzed using Herbert C. Kelman’s concepts of compliance, identification, and internalization. Dariusz Krok’s concept of the religious meaning system was used to understand how students relate their experiences of living in a diverse environment to their religious identities, views of followers of other religions, boundaries of tolerance, and social responsibility. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews with 27 participants, consisting of nine members of the school personnel and 18 students, as well as non-participant observations and documentation. Participants were selected purposively based on their positions, religions, grade levels, regional backgrounds, involvement in school activities, and relevance to the research focus. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. Data credibility was examined through source and technique triangulation. The findings reveal that, first, the multicultural education system at SMA BOPKRI 2 Yogyakarta is constructed through the interconnected dimensions of perspectives, policies, programs, personnel, and practices. Diversity has become part of the school’s identity and is manifested through the acceptance of school members from different backgrounds, opportunities for participation, collaborative learning, interreligious and intercultural activities, student support, and open social relations. However, the five dimensions have not developed equally. Social acceptance and personal concern are stronger than the institutional fulfillment of students’ rights. The school has not provided religious education corresponding to each student’s religion and taught by teachers of the same faith. Places of worship, religious activities, religious guidance, and religious instruction for Hindu and Buddhist students are also unavailable. Although the school regulations contain provisions concerning violations and sanctions, they have not been supplemented by specific procedures for addressing identity-based discrimination, while physical accessibility for students with disabilities does not yet fully support their independence. Second, the internalization of tolerance values occurs through value transformation, value transaction, and indications of transinternalization, although it does not develop in the same pattern or to the same degree among all students. Tolerance values are introduced through classroom learning, school regulations, guidance, Character Building, the Eight Paths of BODA, and student support, and are subsequently experienced through friendships, group work, student organizations, and interreligious, intercultural, and social activities. Some students act because of school rules, some seek to maintain social relationships, while others have begun to regard tolerance as a personal consideration. Third, the internalization of tolerance values contributes to a more reflective understanding of religious identity, greater openness toward followers of other religions, a clearer understanding of the boundaries of tolerance, and the development of social responsibility. These contributions do not always take the form of change, but may also appear as the reinforcement of existing understanding, the broadening of perspectives, the correction of prejudice, and the reaffirmation of religious boundaries. This study contributes to the field of Islamic Religious Education by extending the discussion of tolerance beyond the normative transmission of religious teachings toward a process of value internalization shaped by the school system, encounters with difference, dialogue, role modelling, and reflection. The findings affirm that tolerance education should not merely produce harmonious social relationships but must also be supported by the institutional fulfillment of students’ rights so that openness toward differences can develop without obscuring students’ religious identities. 2026-08-13 Thesis NonPeerReviewed text id https://digilib.uin-suka.ac.id/id/eprint/78409/1/24204011033_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf text id https://digilib.uin-suka.ac.id/id/eprint/78409/2/24204011033_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf Salsabila Nur Imatul Adzillah, NIM.: 24204011033 (2026) INTERNALISASI NILAI TOLERANSI DALAM PENDIDIKAN MULTIKULTURAL DI SMA BOPKRI 2 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA. info:eu-repo/semantics/objectFile info:eu-repo/semantics/objectFile info:eu-repo/semantics/humanStartPage