Pendidikan akhlak multikultur: studi kasus di Sekolah Dasar (SD) Inklusif Galuh Handayani

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Mukaffa, Zumrotul (2012) Pendidikan akhlak multikultur: studi kasus di Sekolah Dasar (SD) Inklusif Galuh Handayani. In: Conference Proceedings: Annual International Conference on Islamic Studies (AICIS) XII, 5 – 8 November 2012, Surabaya – Indonesia.

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Abstract

Multicultural moral education in inclusive schools is an effort to answer anxieties of society toward serious moral problems. Deviate practices of life, such as violence, corruption, robbery, murder, rape, destruction of public facilities, and bomb blast are more like a scapegoat that has to be paid. Mulicultures-based moral education is therefore expected to create virtuous human beings who love peace, realize their or others’ obligation and right, and are able to build multicultural society as it has been built by the Prophet Muhammad PBUH. (peace be upon him) This study uses a case study method in finding answers to why the multicultural moral education is developed. It also tries to answer how to develop a model of multicultural moral education that is able to bridge a gap between the desire to express religious attitudes that tend to be subjective and the awareness demands of the need to be objective in viewing the reality of diversity of religion, ethnic group, and learning skills possessed by students. Furthermore, this study deliberately takes social setting of the Elementary School of Galuh Handayani because it is a miniature of multicultural social reality. In addition, the study found the reason why the multicultural moral education is held in the Elementary School of Galuh Handayani. It is because the school consists of multi-cultures, ethnic groups, races and learning skills, thus, a full interpretation of multicultures-based moral values is early required. As a result, students are able to view the differences and the diversity as a "mercy". Moreover, the model of multicultures-based moral education is designed through three stages, Planning, Implementation, and Evaluation. The planning consists of curriculum, syllabus and lesson plan, developed with reference to the formal curriculum and the hidden curriculum. The formal curriculum is designed with four models: duplication, modifications, substitutions, and omissions. Whereas, the hidden curriculum is provided through the process of internalization of moral values obtained from the process of interaction among people in the school through regular and spontaneous activities, as well as exemplary figures. Learning implementation is conducted using the varied methods: socio-drama, problem solving, Picture and Picture, exemplification, and so on. Classes are designed with a pleasant, full of ornaments produced by the students, varied learning media, colorful tables and chairs, as well as adequate classroom library. Assessment carried out continuously and authentically during the process of learning by maximizing the use of techniques of observation in the form of anecdotal record instrument. Finally, the findings of this research in the context of Islamic-studies approach, illustrates that there is a dialogue between Islamic Studies and Science Studies which can be wholly viewed as in a pyramid of multicultural moral education.