<![CDATA[Penelitian ini bertujuan untuk menganalisis implementasi, hambatan, serta dampak pembelajaran Pendidikan Agama Islam (PAI) bagi peserta didik non muslim di SMKS YPKP TIK Sentani. Menggunakan pendekatan kualitatif deskriptif dengan desain penelitian lapangan (field research), data dikumpulkan melalui wawancara mendalam, observasi partisipan, dan studi dokumentasi. Subjek penelitian meliputi guru PAI, peserta didik non muslim, dan manajemen sekolah. Analisis data dilakukan menggunakan model Miles dan Huberman: reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi PAI diwajibkan bagi seluruh peserta didik tanpa memandang agama, sesuai kebijakan yayasan. Guru berupaya berhati-hati dalam penyampaian materi, namun proses pembelajaran masih cenderung eksklusif pada standar teologis Islam (rukun iman, fiqh) tanpa adaptasi signifikan bagi kebutuhan non muslim. Akibatnya, peserta didik non muslim cenderung pasif, mengalami keterputusan psikologis, dan kebingungan identitas agama. Penelitian ini mengidentifikasi kurangnya pelatihan pedagogi multikultural bagi guru dan kurikulum yang kaku sebagai hambatan utama. Direkomendasikan adanya rekonstruksi kurikulum menuju pedagogi lintas iman (interfaith pedagogy) yang menekankan nilai universal untuk membangun toleransi yang autentik. This study aims to analyze the implementation, challenges, and impacts of Islamic Religious Education (PAI) learning for non-Muslim students at SMKS YPKP TIK Sentani. Employing a descriptive qualitative approach with a field research design, data were collected through in-depth interviews, participant observation, and documentation study. The research subjects included PAI teachers, non-Muslim students, and school management. Data analysis was conducted using the Miles and Huberman model: data reduction, data display, and conclusion drawing. The findings reveal that PAI is mandatory for all students regardless of religious background, in accordance with the foundation’s policy. Teachers attempt to exercise caution in delivering the material; however, the learning process remains predominantly exclusive to Islamic theological standards (such as the pillars of faith and fiqh) without significant adaptation to the needs of non-Muslim students. As a result, non-Muslim students tend to be passive, experience psychological disengagement, and face religious identity confusion.The study identifies the lack of multicultural pedagogical training for teachers and a rigid curriculum as the main obstacles. It recommends curriculum reconstruction toward an interfaith pedagogy that emphasizes universal values to foster authentic tolerance]]>
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