Kerukunan masyarakat multi etnis dan agama di satu daerah selalu menarik untuk dibahas, karena dapat memberikan solusi kepada daerah sejenis yang masih berkonflik. Penelitian ini bertujuan untuk menganalisis proses adaptasi nilai-nilai multikultural yang dilakukan Pesantren Miftahul Qulub dalam menciptakan kerukunan masyarakat multi etnis dan agama di desa Polagan Pamekasan Madura. Penelitian fenomenologis ini menemukan bahwa proses adaptasi nilai multikultural dilakukan melalui pendekatan tradisi kemasyarakatan, mazhab moderat, dakwah, dan modal sosial. Beberapa pendekatan tersebut merupakan aktualisasi dari pembudayaan nilai keislaman dan jiwa Nahdhatul Ulama (NU), sehingga membuat pesantren begitu mudah diterima dan membaur dengan masyarakat multikultur. Dilihat dari kaca mata pedagogis, pesantren Miftahul Qulub menekankan proses pembelajaran berbasis masyarakat. Oleh sebab itu, konsep tersebut dapat menjadi refleksi bagi lembaga lain adalah kurikulum dan budaya akademik harus diadaptasi dengan kebutuhan masyarakat yang beragam, dinamis dan berkembang.
The purpose of this study is to describe how the values of the pesantren are instilled in the Darul Falah Al-Washilah Islamic Boarding School. This study uses a qualitative method. The research results show that; 1) The values of Islamic boarding school education include sincere values, honest values, hard work values, responsibility values and tolerance values which are used as the basis for the behavior of all activities in Islamic boarding schools; 2) Integrating the values of Islamic boarding schools in subjects in schools and Islamic boarding schools; 3) Internalization of the values of Islamic boarding school education which are instilled in all pesantren residents and school members. The strategy used is through habituation and integrated training through extra-curricular activities and the creation of a culture of character in Islamic boarding schools. Moderate value planting is implemented in several methods, namely; first, diniyyah education, namely the recitation of the yellow books taught by several ustadz. Second, joint takror, namely repeating the subject matter that has been taught by the kiai or ustadz by asking one of the students to read word for word, then the other listens and corrects if there are errors in reading.
The issue of character education and morality for the Indonesian generation entering the era of society 5.0 has received serious attention from all circles, both from the government and the community. This is motivated by the fact that there are a number of cases concerning morality and national character which are increasingly showing a shift and need to be improved immediately. Pesantren Tebuireng is well aware of this phenomenon. This pesantren has implemented character education for a long time, and even since the first time this institution was founded. The view that has always been used as a guide for this pesantren is al-muhafadzatu 'ala al-Qadimi al- Salih wa al-Akhdu bi al-Jadidi al-Ashlah.`The purpose of this study is to uncover, describe, analyze, and then provide an interpretation of the research findings; 1) Exploration of the Value of Multicultural Perspective Character Education 2) Practice of Multicultural Perspective Character Education and 3) Construction Model of Multicultural Perspective Character Education. The theory used in the value exploration aspect uses the Grand Theory of multiculturalism offered by Abdullah Aly. Meanwhile, in the construction and practical aspects, Peter L. Berger and Thomas Luckman, Imam al-Ghazali, James A. Banks, and Thomas Likona's theories are used. This research method is categorized as qualitative research while the approach is a case study. Data collection techniques were carried out through, a) observation, b) in-depth interviews c) document analysis. The data source was selected through a snowball pattern (snowball sampling). While the data analysis technique refers to the interactive model of Miles, Huberman, and Saldana, namely through; (1) data condensation; (2) presentation of data, and (3) drawing conclusions. Confirmability is carried out through data collection, data reconstruction. Checking the validity of the data is done through extension of participation, persistence of observation, and triangulation. The results of this study indicate that: 1) the exploration of the character values of the multicultural perspective that grows and develops in this boarding school there are 22 values which are conceptually grouped into three parts: a) the values of nationalist characters, b) values of social character, c) religious values 2) the praxis of educational learning is implemented through activities and various dimensions or approaches. 3) Thus, the findings of the new model in this study are a multiculturalist spiritual construction model and a transformative construction model: Traditional & Modern integration.
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