MODEL PENDIDIKAN AGAMA ISLAM INKLUSIF DI SMAN 4 ENREKANG

Salahuddin Abdul Rahman, NIM.: 19204010050 (2021) MODEL PENDIDIKAN AGAMA ISLAM INKLUSIF DI SMAN 4 ENREKANG. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Many are found in plural society in Indonesia, people who are religiously pious individually but not with an inclusive attitude, including high school students as the next generation who do not understand the importance of an inclusive attitude. Based on this problem, it is necessary to conduct further research on the Inclusive Islamic Religious Education (PAI) model as an effort to internalize Islamic values. The purpose of this study is to find out: the inclusive PAI model, the implications of implementing the inclusive PAI model, and the key to the success of the inclusive Islamic religious education model at SMAN 4 Enrekang. This type of research is a qualitative research with an educational sociology approach. Data collection techniques were carried out through observation, interviews, and documentation. While the research data were analyzed using qualitative analysis. The results show that: 1) The inclusive concept used at SMAN 4 Enrekang is based on Nurcholis Majid's opinion that an inclusive attitude is the view that other religions are implicit forms of our religion, so that as humans in social life we should be able to live side by side with humans who others, it is necessary to love each other, respect, help, etc. 2) the approach in implementing the inclusive Islamic religious education model used is an educative and humanistic interaction approach which has implications for the development of the inclusive attitude of students, which is reflected in mutual love, charity, mutual respect, fairness, and so on. 3) The success of the inclusive Islamic religious education model at SMA Negeri 4 Enrekang to build the inclusive attitude of students, namely the approach taken by PAI teachers in understanding the character of students. This is supported by several other factors, such as religious activities, mobilizing organizations (Rohis and Osis), good cooperation between PAI teachers and all school stakeholders, and school cooperation with parents, as well as support for good facilities and infrastructure.

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