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All Journal Journal of Religious Studies Journal of Education, Teaching, and Learning Journal of Scientific Studies and Multidisciplinary Research
Mustain
Universitas Islam Negeri Mataram, Indonesia
Religion Humanities Social Sciences

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Strategi Diferensiasi Proses pada Pembelajaran PAI di SMAN 1 Gunungsari Ati Rahmawati; Syamsul Arifin; Mustain
Journal of Education, Teaching, and Learning Vol. 2 No. 2 (2025): July
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v2i2.116

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan strategi diferensiasi proses dalam pembelajaran Pendidikan Agama Islam (PAI) di SMAN 1 Gunungsari, dengan fokus pada efektivitas, faktor pendukung dan penghambat, persepsi pelaku, serta relevansi rancangan terhadap konteks lokal. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus intrinsik. Subjek penelitian terdiri dari tiga guru PAI dan 15 siswa kelas XI yang dipilih melalui teknik purposive dan maximum variation sampling. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumen, lalu dianalisis menggunakan model tematik Braun & Clarke. Hasil penelitian menunjukkan bahwa strategi diferensiasi proses diterapkan melalui tiga pendekatan utama: learning stations, tiered activities, dan choice boards. Pendekatan ini berhasil meningkatkan partisipasi aktif, motivasi, dan hasil belajar siswa. Faktor pendukung meliputi komitmen guru, fleksibilitas ruang kelas, dan kolaborasi antar guru, sementara faktor penghambat mencakup keterbatasan waktu, alat peraga, serta belum adanya SOP diferensiasi PAI. Persepsi guru dan siswa terhadap strategi ini umumnya positif, dengan peningkatan rasa dihargai dan efektivitas asesmen. Rancangan diferensiasi juga telah disesuaikan dengan budaya lokal, seperti kisah tokoh Sunda dan proyek berbasis batik atau lagu religi. Penelitian ini menyimpulkan bahwa strategi diferensiasi proses efektif diterapkan dalam pembelajaran PAI yang inklusif, namun memerlukan dukungan struktural dan pelatihan guru. Hasil ini memberikan kontribusi terhadap pengembangan praktik diferensiasi yang kontekstual dan responsif dalam pendidikan agama di sekolah menengah.
Ritualizing Tolerance: How Shared Imtaq Practices Govern Religious Coexistence in a Plural Secondary School Nuraeni; Mustain; Deddy Ramdhani
Journal of Religious Studies Vol. 1 No. 2 (2025): Journal of Religious Studies
Publisher : 2 issues per year (June and December)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64780/jors.v1i2.151

Abstract

This study explores how shared IMTAQ practices operate as an institutional mechanism for governing religious coexistence within a plural secondary school setting. Departing from dominant approaches that frame religious tolerance as a curricular objective or moral instruction, this research reconceptualizes tolerance as a ritualized social process embedded in everyday institutional routines. Using a qualitative case study design, the study was conducted in a multi-religious public secondary school where students from different faith traditions participate in IMTAQ activities simultaneously. Data were generated through in-depth interviews with school leaders, teachers representing different religious backgrounds, and students, supported by sustained participant observation and analysis of institutional documents. The findings demonstrate that IMTAQ functions as a form of soft governance through ritual synchronization, spatial openness, and normative regulation, allowing religious diversity to be managed through shared practices rather than formal theological dialogue. These ritual arrangements normalize interreligious presence, reduce symbolic boundaries, and cultivate a stable pattern of religious coexistence without requiring doctrinal alignment or explicit tolerance discourse. Tolerance, in this context, emerges as a lived disposition shaped through repeated participation in institutionally structured rituals rather than as an abstract value transmitted through instruction. The significance of this study lies in its contribution to the sociology of religion and religious governance by highlighting how everyday ritual practices within educational institutions can regulate pluralism and sustain social cohesion. By shifting analytical attention from religious teaching to ritual governance, this study offers a novel perspective on how tolerance is produced, embodied, and maintained in plural societies, extending current debates on lived religion and institutional responses to religious diversity.
Multicultural Islamic Education at Public Elementary School 27 Cakranegara: Strategies for Fostering Children’s Critical Reasoning and Tolerance Muhammad Hasan Basri; Syamsul Arifin; Mustain
Journal of Scientific Studies and Multidisciplinary Research Vol. 3 No. 2 (2026): September
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jssmr.v3i2.227

Abstract

Multicultural Islamic education has the potential to develop both students’ critical reasoning and tolerance, yet these outcomes are often examined separately in elementary education. This study investigated how multicultural Islamic education was implemented at Public Elementary School 27 Cakranegara and how its pedagogical strategies fostered students’ critical reasoning and tolerance. A qualitative case study was conducted involving 23 participants: five Islamic Religious Education teachers, 15 students, and three parents. Data were collected through eight participatory observations, semi-structured interviews, and analysis of five lesson plans, teaching materials, and student work. The data were analyzed thematically using inductive–deductive coding with NVivo 12, supported by source and method triangulation, member checking, peer review, and an audit trail. The findings showed that multicultural integration remained uneven. Three of five lesson plans did not explicitly formulate multicultural objectives, while classroom activities were frequently teacher-centered and textbook-based. However, open-ended questioning, teacher scaffolding, social-media analysis, show-and-tell activities, role-play, collaborative projects, and reflection on Islamic values created stronger opportunities for perspective-taking, critical evaluation, and respectful interaction. Students demonstrated increased willingness to develop cross-religious friendships and greater empathy toward minority peers, while some students also critically examined incomplete media information and inconsistencies between religious principles and social practices. The study proposes a critical-relational perspective in which Islamic values provide ethical orientation, multicultural encounters provide contextual experience, teacher scaffolding enables critical inquiry, and respectful interaction supports tolerance. Future research should examine this framework longitudinally and across more diverse school contexts.
Co-Authors Ati Rahmawati Muhammad Hasan Basri Nuraeni Ramdhani, Deddy Syamsul Arifin