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All Journal Pedagogia: Jurnal Pendidikan Innovative: Journal Of Social Science Research
Syahri, Melani Purnama
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Humanities Computer Science & IT Education Law, Crime, Criminology & Criminal Justice Public Health Other

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Pendidikan Islam Multikultural dan Integrasi Bangsa, Model Pendidikan Islam Multikultural serta Peran Guru Dalam Pendidikan Islam Multikultural Supriyandi, Reno; Pratama, Katronaldo; Syahri, Melani Purnama; Asiyah, Asiyah
Innovative: Journal Of Social Science Research Vol. 4 No. 1 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i1.8838

Abstract

Dalam konteks pendidikan agama, paradigma multikultural menjadi landasan utama penyelenggaraan proses belajar mengajar. Pendidikan agama memerlukan lebih dari sekedar transformasi kurikulum, namun juga perubahan cara pandang agama dari pandangan eksklusif menjadi pandangan multikultural, atau paling tidak mempertahankan pandangan dan sikap yang inklusif dan pluralisme. Disadari atau tidak, kelompok-kelompok ini berbeda secara budaya dan etnis, seringkali menjadi korban rasisme dan dampaknya terhadap masyarakat yang lebih luas. Oleh karena itu, pendidikan agama Islam sebagai suatu disiplin ilmu yang termasuk dalam pendidikan nasional mempunyai tugas untuk menanamkan kesadaran akan perbedaan, mengingat Islam merupakan agama mayoritas di Indonesia, nota bene adalah negara multi agama. Menumbuhkan kesadaran akan keberagaman agama, diperlukan format baru dalam pendidikan agama Islam dengan pengajaran yang berwawasan multikultural. Pembelajaran pendidikan agama Islam mengusung visi multikultural pendekatan dialogis untuk menanamkan kesadaran hidup bersama dalam keberagaman dan perbedaan. Pembelajaran ini dibangun atas semangat hubungan kesetaraan, saling percaya, saling memahami dan menghargai persamaan, perbedaan dan keunikan, serta interdepedensi. Ini merupakan sebuah inovasi dan reformasi yang integral dan komprehensif dalam membidangi pendidikan agama yang bebas dari prasangka, rasisme, ambiguitas dan stereotip. Pendidikan agama memberikan pengakuan terhadap visi multikultural tentang pluralitas, alat pembelajaran untuk pertemuan lintas batas, dan transformasi indoktrinasi menjadi dialog.
Strategi Guru Akidah Akhlak Berbasis I2M3 dan Inkuiri: I2M3 and Inquiry Strategies in Akidah Akhlak Learning syahri, melani purnama; s, Zulkarnain; Riadi, Dayun
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.1985

Abstract

General Background: Learning processes in Islamic education require strategies that promote student engagement and critical thinking development within meaningful classroom interactions. Specific Background: The I2M3 learning approach interactive, inspirational, enjoyable, challenging, and motivating has been introduced in Akidah Akhlak education to support active participation and contextual understanding among students. Knowledge Gap: However, classroom practices in Akidah Akhlak often remain conventional, resulting in limited student involvement and underdeveloped critical thinking skills despite initial implementation of innovative approaches. Aims: This study aims to describe teacher strategies in implementing I2M3-based inquiry learning and examine their role in fostering student activeness and critical thinking skills at SMP Insan Kamil Islamic School Bengkulu. Results: Using a descriptive qualitative method through observation, interviews, and documentation, the findings show that teachers systematically apply inquiry-based strategies aligned with I2M3 principles, including interactive discussions, contextual learning, collaborative projects, and reflective activities. These strategies increase student participation, encourage analytical thinking, and support meaningful engagement with moral and religious concepts. Novelty: The study highlights the integration of inquiry strategies within the I2M3 framework as a structured approach in Akidah Akhlak learning. Implications: The findings suggest that such strategies contribute to developing active, critical, and character-oriented learners, while also identifying challenges related to student diversity, time constraints, and learning resources that require adaptive teaching practices. Highlights• Inquiry-based classroom practices structured sequential student engagement• Contextual moral case analysis strengthened reasoning processes• Collaborative activities supported participation across diverse learner abilities KeywordsTeacher Strategy; I2M3 Learning; Inquiry Learning; Active Learning; Critical Thinking
Co-Authors Asiyah, Asiyah Pratama, Katronaldo Riadi, Dayun S, Zulkarnain Supriyandi, Reno