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All Journal Southeast Asian Journal of Islamic Education Asian Journal of Social and Humanities
Afrian, Nurfahmi
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Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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Internalization of Multicultural Education Values in Fiqh Learning at Madrasah Aliyah Afrian, Nurfahmi; Hakim, Dian Mohammad; Mustafida, Fita
Southeast Asian Journal of Islamic Education Vol 8 No 1 (2025): Southeast Asian Journal of Islamic Education, June 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i1.9977

Abstract

This study aims to examine the process of internalizing multicultural education values in Islamic jurisprudence (fiqh) learning at MA DDI Darun Najah Kaloling, situated within a multiethnic community. The research focuses on planning, teacher strategies for internalization, and evaluation and its impacts on students. The subjects of this study were the Head of the Madrasah, the Fiqh subject teacher, and students. A qualitative approach was employed, using interviews, observations, and documentation, with data analyzed through collection, condensation, presentation, and verification stages. Data validity was ensured through triangulation of sources, techniques, and time. The findings reveal that multicultural value internalization was systematically carried out through the synergy of institutional policies, curriculum enhancement, and teacher training. The madrasah’s vision, which emphasizes Qur'anic character and religious moderation, served as a foundation for instilling tolerance values. Teachers applied a phased strategy of transformation, transaction, and transinternalization using active learning approaches such as discussions and case studies. Evaluation indicated improved tolerant attitudes, a more inclusive classroom environment, and reduced conflict potential. These findings produced an internalization model that can serve as a reference for other madrasahs in fostering a multicultural and harmonious learning environment. This indicates that multicultural education can be effectively integrated into religious instruction. A holistic educational design is needed, encompassing policy, instructional strategies, evaluation, and teacher training alongside further research to explore broader contexts and identify enabling and inhibiting factors in the internalization of multicultural values across diverse madrasah settings.
The Effect of Using The Snowball Drilling Learning Model In Learning Islamic Religious Education (PAI) Class XI MA DDI Mattoanging Students Afrian, Nurfahmi
Asian Journal of Social and Humanities Vol. 2 No. 5 (2024): Asian Journal of Social and Humanities
Publisher : Pelopor Publikasi Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59888/ajosh.v2i5.243

Abstract

This research aims to determine the effect of using the Islamic Religious Education learning model for class XI students at MA DDI Mattoanging. This research is a type of classroom action research, with the Snowball Throwing learning method. The research subjects were 20 class XI students at MA DDI Mattoanging and what was observed was student activity and student learning outcomes. The data collection technique in this research uses observation and documentation sheets. Based on the research results, it has provided concrete evidence regarding the use of the Snowball Drilling learning model in the learning process. Therefore, this model can help teachers to make it easier for students to easily understand Islamic Religious Education learning. This was obtained from the results of direct interviews conducted with class XI MA DDI Mattoanging students. After the researchers analyzed several research results, the researcher concluded that Islamic Religious Education learning is a teaching and learning process carried out by teachers to achieve a learning goal
Co-Authors Fita Mustafida Hakim, Dian Mohammad