Strategi Pembelajaran Diferensiasi dalam Mengembangkan Nilai-Nilai Multikultural pada Pembelajaran PAI di SMK Muhammadiyah Bontang

Pendidikan pada era keberagaman saat ini dituntut untuk tidak hanya berfokus pada aspek pengetahuan, tetapi juga pada pembentukan karakter siswa yang mampu hidup harmonis dalam masyarakat multikultural. Penelitian ini bertujuan untuk menganalisis strategi pembelajaran diferensiasi dalam mengembangkan nilai-nilai multikultural pada pembelajaran PAI di SMK Muhammadiyah Bontang. Fokus penelitian ini mencakup tiga hal, yaitu: (1) nilai-nilai multikultural pada pembelajaran PAI di SMK Muhammadiyah Bontang, (2) strategi pembelajaran diferensiasi dalam mengembangkan nilai-nilai multikultural pada pembelajaran PAI, dan (3) implikasi nilai-nilai multikultural terhadap sikap toleransi siswa.
Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Subjek penelitian meliputi guru PAI dan siswa di SMK Muhammadiyah Bontang. Data dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan untuk memperoleh gambaran yang komprehensif mengenai penerapan strategi pembelajaran diferensiasi dalam konteks pendidikan multikultural.
Hasil penelitian menunjukkan bahwa nilai-nilai multikultural seperti toleransi, saling menghargai, keadilan, empati, dan sikap inklusif telah diintegrasikan dalam pembelajaran PAI, meskipun tingkat internalisasinya pada siswa masih beragam. Strategi pembelajaran diferensiasi diterapkan melalui penyesuaian materi, metode, media, serta pengelompokan siswa berdasarkan kebutuhan dan karakteristik belajar mereka, sehingga pembelajaran menjadi lebih inklusif dan partisipatif. Penerapan nilai-nilai multikultural dalam pembelajaran PAI memberikan implikasi positif terhadap sikap toleransi siswa. Siswa menjadi lebih terbuka terhadap perbedaan, mampu bekerja sama dalam kelompok yang beragam, serta menunjukkan sikap saling menghargai dalam interaksi sehari-hari. Selain itu, pembelajaran yang memperhatikan kebutuhan individu juga meningkatkan rasa percaya diri siswa dalam proses belajar.

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Education in the current era of diversity is required to not only focus on the knowledge aspect, but also on the character formation of students who are able to live harmoniously in a multicultural society. This study aims to analyze the differentiation learning strategy in developing multicultural values in Islamic Religious Education learning at Muhammadiyah Bontang Vocational School. The focus of this study covers three things, namely: (1) multicultural values in Islamic Religious Education learning at Muhammadiyah Bontang Vocational School, (2) differentiation learning strategy in developing multicultural values in Islamic Religious Education learning, and (3) the implications of multicultural values on students' tolerance attitudes.
This study employed a qualitative approach with descriptive methods. Data collection techniques included observation, interviews, and documentation. Subjects included Islamic Religious Education (PAI) teachers and students at Muhammadiyah Vocational High School (SMK) Bontang. Data were analyzed through data reduction, data presentation, and conclusion drawing to obtain a comprehensive picture of the implementation of differentiated learning strategies in the context of multicultural education.
The results of the study indicate that multicultural values such as tolerance, mutual respect, justice, empathy, and inclusive attitudes have been integrated into Islamic Religious Education (PAI) learning, although the level of internalization among students still varies. Differentiated learning strategies are implemented through adjustments to materials, methods, media, and student grouping based on their learning needs and characteristics, so that learning becomes more inclusive and participatory. The application of multicultural values in Islamic Religious Education (PAI) learning has positive implications for students' attitudes of tolerance. Students become more open to differences, able to work together in diverse groups, and demonstrate mutual respect in daily interactions. In addition, learning that pays attention to individual needs also increases students' self- confidence in the learning process.