Development of Multiculturalism Values in Religious Education and Its Implications for Multicultural and Democratic Student Ethics

Abstract

Objective: The purpose of this study is to describe and analyze multicultural content; multicultural content implementation strategy; multicultural content cultivating strategies; and the implications of multicultural content in PAI on the multicultural nature of students at SMAN 4 Magelang. Method: This research uses a qualitative descriptive method with a case study approach. The data collection procedure is carried out in a natural setting, with the primary data source of PAI teachers. The data collection technique is more with passive participation observation, in-depth interviews with school principals, PAI teachers and learning documentation studies in schools. Data analysis was carried out following the Miles and Huberman model, which included three activities, namely data reduction, data presentation, and data verification. Result: The results showed that the content of multicultural values in the PAI book at SMAN 4 Magelang was explicitly and implicitly stated. Multicultural values extracted from PAI materials include Religious Moderation, Equality, Democracy, Justice, and Tolerance (MB-KDKT). The school added the value of courtesy and integrity (SI) which was extracted from local wisdom. So that all values when acronymized become MB-KDKT-SI. Conclusion: The approach used for the implementation of multicultural content in PAI by adapting James A. Banks' theory of multicultural dimensions and the application of hidden curricula. The practice is packaged in the form of developing a learning culture that integrates intracurricular, co-curricular, and extracurricular learning activities in conceptual, operational and internalization levels or dimensions. The cultivation of multicultural values refers to Thomas Lickona's moral domain theory which is packaged in the form of homestays in people's homes for a certain period, joint camps between religious believers and modelling by teachers and school leaders. The implications of multicultural content in PAI are reflected in the form of multicultural content of learners. His findings, theoretically, are in the form of a formal formulation of Multicultural Adab. Practically (its manifestation) is in the form of moderate attitudes and behaviours in religion, as well as equality, democracy, justice, tolerance, courtesy and integrity in the learning process and social interaction.