INTERNALISASI NILAI-NILAI MULTIKULTURAL DALAM KURIKULUM DAN BAHAN AJAR AL-ISLAM KELAS XI DI MUHAMMADIYAH BOARDING SCHOOL YOGYAKARTA

Robbiy Maula Betaraya, NIM.: 19204010040 (2023) INTERNALISASI NILAI-NILAI MULTIKULTURAL DALAM KURIKULUM DAN BAHAN AJAR AL-ISLAM KELAS XI DI MUHAMMADIYAH BOARDING SCHOOL YOGYAKARTA. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research is motivated by Religious Education which should act as a tool that is able to maintain inter-religious harmony. However, Religious Education is considered to have failed to play its role for SARA issues, which are closely related to the teaching of exclusive religious education. Education at Muhammadiyah Boarding School Yogyakarta strives for 24-hour education and guidance services. In addition, the Muhammadiyah Boarding School's education system combines the school's academic education curriculum, which contains multicultural values, with the boarding school curriculum, making Muhammadiyah Boarding School Yogyakarta a modern boarding school with a more flexible and comprehensive learning schedule. This study aims to describe the Internalization of Multicultural Values in the Curriculum and Teaching Materials of al-Islam at Muhammadiyah Boarding School Yogyakarta. This type of research is research with a qualitative descriptive approach. The research approach used is the anthropological approach to education. Data collection techniques used in this research are interviews, observation, and documentation. The data sources used were the head of the curriculum, PAI teachers, and curriculum documents as well as al-Islam teaching materials. Data analysis techniques using qualitative methods. The conclusions of this study are (1) multicultural values in the curriculum and teaching materials of al-Islam are tolerance, equal rights, social ethics, and brotherhood. (2) the implementation of the internalization of multicultural values in the curriculum and teaching materials of al-Islam is divided into 4 aspects, namely competency aspects, material aspects, learning process aspects, and evaluation aspects. (3) supporting factors are the role of ustadz/teachers, the readiness of students in receiving the material, the curriculum used, infrastructure and facilities, school activities and programs and the situation or state of the school environment (climate) while the inhibiting factors are some students whose communication has not gone well with other students, the lack of learning media that explains multicultural values, the lack of writings, image banners and so on about multicultural values, there is no overall planting of multicultural values in other subjects, lack of introduction to the understanding of multicultural education to students.

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