Implications of Multicultural Content of Islamic Religious Education on High School Students’ Manners

Abstract

The purpose of this study is to describe, analyze and interpret the multicultural content of Islamic Religious Education; multicultural content implementation strategy of Islamic Religious Education; strategy of acculturation of multicultural content of Islamic Religious Education; and the implications of the multicultural content of Islamic Religious Education on students’ multicultural behavior at SMA Negeri 4 Magelang. This research used a descriptive qualitative method with a case study strategy. The data collection procedure was carried out in natural settings; primary data sources and data collection techniques were collected through participant observation, in-depth interviews, and documentation. Meanwhile, data analysis was carried out in three stages; data reduction, data presentation, and data verification. The results showed that the content of multicultural values in the Islamic Religious Education books at SMAN 4 Magelang was found either implicitly, explicitly, textually, or contextually. Meanwhile, multicultural values that can be extracted from Islamic Religious Education materials included Religious Moderation, Equality, Democracy, Justice, and Tolerance (MB-KDKT). The strategy used to implement multicultural content of Islamic Religious Education is by adapting James A. Banks' theory of multicultural dimensions. The practice was displayed in the form of developing a learning culture that integrated intracurricular, co-curricular, and extracurricular learning activities. These procedures were carried out so they followed the learning guidelines of Islamic Religious Education published by the Ministry of Education and Culture. Meanwhile, the instilling of multicultural values referred to Thomas Lickona's moral domain theory which was packaged in the form of a home stay in communities’ residential for a certain period of time. The implications of the implementation of multicultural content of Islamic Religious Education at SMAN 4 Magelang were in form of a formal formulation of students' multicultural manner and students’ behavior that reflects moderate attitudes in religion, equality, democracy, justice, and tolerance in the learning process and other social interactions.