IMPLEMENTASI PEMBELAJARAN PAI DALAM MENANAMKAN SIKAP MODERASI BERAGAMA PADA PESERTA DIDIK DI SMKN 4 YOGYAKARTA

Muhammad Nur Hafidz Afif, NIM. 20204012027 (2023) IMPLEMENTASI PEMBELAJARAN PAI DALAM MENANAMKAN SIKAP MODERASI BERAGAMA PADA PESERTA DIDIK DI SMKN 4 YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of this study is the widespread intolerance that has undermined the world of education in recent years, with the majority of cases occurring in public schools. PAI learning and spiritual activities have the potential to foster harmony and tolerance by instilling in students a religiously moderate attitude. This study aims to describe the implementation of PAI learning in instilling an attitude of religious moderation in students at SMKN 4 Yogyakarta. This is a qualitative study based on the history of SMKN 4 Yogyakarta. The approach used in this study is a phenomenological approach. The data collection methods include interviews, observation, and documentation. While the data analysis methods are those of data reduction techniques, data presentation, and drawing conclusions. To test the validity of the data, this study used triangulation of sources and techniques. The results of this study show that: 1. The concept of implementing PAI learning in instilling a religious moderation attitude in students at SMKN 4 Yogyakarta: moderate teachers, diverse learning models and methods, material containing religious moderation values, and teachers as spiritual guides. 2. The implementation of PAI learning in instilling a religious moderation attitude in students at SMKN 4 Yogyakarta: First, the teacher begins by developing a lesson plan. Second, a good habituation method is essential for PAI learning (salam, prayer, and tadarus). The PAI learning process employs an inquiry learning model and methods of teacher and student centered learning (question and answer, group (discussion group), and mind mapping), as well as a scientificcum doctrinaire approach. PAI learning concludes with a group conclusion in which the teacher gives messages and positive motivation before closing with prayer and greetings. Third, evaluation takes three forms: evaluation of the learning process, evaluation of learning outcomes, and evaluation outside of learning/overall evaluation. 3. Implications of PAI learning implementation in instilling religious moderation in students at SMKN 4 Yogyakarta: First, thoroughly understand religious moderation. Second, accept the reality of the difference. Third, be patient. Fourth, work together. 4. Factors supporting and impeding the implementation of PAI learning in instilling a religious moderation attitude in students at SMKN 4 Yogyakarta: First, consider the auxiliary factors. a. Internal factors: 1) Student awareness; 2) Teacher; b. External factors: 1) School environment; 2) School policy; 3) Activities. Second, consider the obstacle factor. a. Internal factors: 1) Student personality; 2) Block scheduling system; b. External factors: 1) Family environment; 2) Rohis less attractive.

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