The Model of Learning Design based on Islamic Multicultural Education to Prevent Conflicts of Behavior

Abstract

This paper presents the form of multicultural conflict at SMA (Sekolah Menengah Atas/Senior High School) Kartini Regency of Rokan Hilir Riau, the supporting and inhibiting factors in application of the multicultural curriculum and design of learning model for multicultural-based PAI (Pendidikan Agama Islam /Islamic Education) to put down the conflicts among students. The research was a research and development (R&D) with qualitative approach. Research and development were conducted up to hypothetical phase. The research subjects were the teachers of PAI, Chemistry, and PKN (Pendidikan Kewarganegaraan/Civic Education). Each of subject teacher was one person, and the number of participating students were 34 people. Data collection technique was conducted by observation, interview, questionnaire, and documentation. Qualitative data processing encompassesed data collection, reduction, presentation, and verification. Based on the research results, there were conflicts at SMA Kartini caused by individual differences, interest differences, cultural and social changes. The supporting factor in application of multicultural curriculum was that all stakeholders at SMA Kartini still have tolerant attitude which can be developed and directed and the teachers at SMA Kartini have inclusive attitude. Meanwhile, the inhibiting factors in application of multicultural curriculum at SMA Kartini were the minimum facilities and infrastructure, lack of information services, and lack of supervision towards students.Keywords: Behavior Conflict, Islamic Education, Multicultural. ABSTRAK Makalah ini memaparkan bentuk konflik multikultural di SMA Kartini Kabupaten Rokan Hilir

Pendidikan Multikultural Dalam Kebinekaan: Analisis Morfosemantik Terhadap Frase “Li Ta’arafu” Dalam Surat Al-Hujurat Ayat 13

“…Hasyim (2016) menegaskan bahwa Indonesia sebagai negara yang berpenduduk mayoritas Islam sangat berpotensi mengalami konflik horizontal atau pun vertical disebabkan oleh perbedaan padangan, pikiran, atau pendapat pada urusan keagamaan (Mubit, 2016). Hal ini sejalan dengan temuan (Syahbudin & Hanafi, 2018) dengan mengadopsi pendapat Soerjono Soekanto dan Budi Sulityowati mengatakan bahwa konflik di sekolah dimana dia melakukan penelitian disebabkan oleh beberapa faktor, yakni perbedaan antar individu, perbedaan budaya, perbedaan kepentingan, dan perubahan sosial. Keragaman budaya tersebut seharusnya tidak menjadi pemicu disharmoni sosial jika kebijakan terkait dengan pendidikan multikultural di sekolah ataupun di ruang publik dapat dilaksanakan secara maksimal (Masamah & Huda, 2016).…”