AbstrakPenelitian ini dilakukan di SD Bunga Matahari International School Banda Aceh (BMIS) karena homogenitas, baik suku, bangsa dan agama. Keragaman ini menarik diteliti lebih lanjut untuk mengetahui proses pembinaan sikap tasāmuh dalam pendidikan multikultural. Hasil penelitian menunjukkan bahwa ada beberapa bentuk sikap tasāmuh yang terdapat dalam pendidikan multikultural di SD BMIS yaitu sikap tolong-menolong, bertanggung jawab, bekerjasama, saling pengertian, saling menghargai, saling menghormati, komunikatif, kepedulian terhadap orang lain, tidak saling menyalahkan, tidak egois, dan sikap inklusif. Sikap tasāmuh yang dibina dalam pendidikan multikultural di SD BMIS sesuai dengan sistem pendidikan Islam, namun dalam pengajaran pendidikan agama bagi nonmuslim, belum sesuai dengan perspektif pendidikan Islam, proses pembelajarannya masih diskriminatif. Faktor pendukung penerapan tasāmuh dalam pendidikan multikultural di SD BMIS adalah dialog, kesetaraan, kesederajatan, UUD 1945 Pasal 29 ayat 2, kurikulum pendidikan multikultural yang memuat nilai-nilai pluralisme dan tasāmuh, sikap terhadap perbedaan. Faktor penghambat pembinaan sikap tasāmuh adalah adanya sikap eksklusif, model pembelajaran yang cenderung dogmatis, agama yang diarahkan menjadi variable tidak bebas. Adapun solusi pembinaan sikap tasāmuh yaitu pelaksanaan pendidikan harusnya berorientasi pada nilai yang akan memberikan titik tekan pada bagaimana siswa melihat, memahami, dan menghadapi keragaman hidup dalam pendidikan multikultural. Kata Kunci: Tasāmuh; Pendidikan Multikultural AbstractThis research was conducted at International Elementary School Bunga Matahari,Banda Aceh for its homogeneity, both tribes, nations and religions. This diversity is interesting to have a further study in order to know the process of tolerance guiding in multicultural education. The results of the study show that there are some tasāmuh (tolerance) attitudes in multicultural education as mutual helps, mutual respects, mutual communications, mutual care, not to blame others, not to be selfish and inclusive. The tolerance attitudes which have been conducting at International Elementary School Bunga Matahari,Banda Aceh is in accord with the Islamic education system, but in the teaching of religious education for non-Muslims, not in accordance with the perspective of Islamic the education, the learning process is still discriminatory. The leading factors in supporting the tolerance implementation in multicultural education at National Elementary Bunga Matahari, Banda Aceh are dialogue, egalitarianism, impartiality, the 1945 Constitution, Article 29, 2nd paragraph, multicultural education which contains the values of pluralism and tolerance attitudes towards diversity. The inhibiting factors in developing tolerance attitudes are exclusiveness, learning model which tends to be dogmatic,
The purpose of this study is to analyze the effect of liming concentration on the mechanical characteristics of cowhide crackers and to analyze the results of learning science about food mechanical characteristics related to the food chemical composition in high school students. The cowhide crackers production is carried out through the process of washing, liming, deliming, cutting, seasoning, drying, and frying the cowhide. The mechanical characteristics of the cowhide crackers were tested through the hardness and puncture strength test. Also, teaching and learning are conducted using experimental demonstration methods to 18 students through three stages, namely given a pretest; given an instructional video, and given posttest. The results of the research from cowhide crackers production with various concentrations show that the best cowhide crackers are obtained at a liming concentration of 93 grams because of the better level of crispiness than others. The mechanical properties change due to lime reduce the water and protein content in cowhide. The learning result about effect of food chemical composition on mechanical composition on cowhide crackers showed that experimental demonstration is effective in improving student learning outcomes because the average posttest score after video presentation is higher than pretest score. Furthermore, this research is important to analyze and inform the effectiveness of the use of instructional media in the science teaching and learning process.
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