Wajah Multukuralisme Islam yang Tersingkirkan (Analisis Struktural Fungsional Kurikulum Mata Pelajaran Sosiologi Pada Madrasah)
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Abstract
This study examined behavioral approach in dealing with students’
indiscipline behavior at SMP Diponegoro Depok Sleman Yogyakarta whose family
background of divorce. Qualitative descriptive methodwas applied to reveal the above
phenomenon and the data were collected by observation and in-depth interview. It
revealed that there were three main steps in applying this behavior approach. Firstly,
assessment was essentially conducted in advance to investigate the underlying factors
which cause indiscipline to happen. The second step was a goal setting; discussing with
students about the consequences that might be faced when they engage in undisciplined
behavior. At this stage, the researcher along with the students had succeeded in devising
a plan to solve the problem. The last stage was that carrying out the research to assess
students followed by counseling contract, relaxation, modeling, reward and punishment,
encouragement, time-out, home assignment and ending with the evaluation phase. The
results found that behavioral technique was one of effective approaches in guidance
and counseling to handle maladaptive on adaptive behavior, and this approach was
very appropriate to handle undisciplined students in school.
الهدف الرئيسي من تعليم تعددية الثقافات عن طريق تعليم مادة علم الاجتماع في المدارس الإسلامية
هو إعداد الطلاب ليعيشوا بين المجتمع متراحمين فيما بينهم طبقا للقيم في بنتشاسيلا. وإن حالة مجتمعهم
جيدة لايفرّقون فيما يعتقدون به من الأديان، وهذا الأمر بضاعة لابد من اثباتها في نفوسهم. والواقع إن تعليم
علم الاجتماع في المدارس الإسلامية يضيع فيه روحه. وأصبح تعليم هذه المادة عِبئا جعل المنهج الدراسيّ
سمينا وأصبحت المادة مجملة في سطور لكنها أصبحت مادة قديمة حين علمها المدرس نحو الطلاب. لذا
فإنه مهم للمدرس جعل المفهوم في “ كيف بناء التواصلات الاجتماعية “ المساعدة له في أداء عمله. ومما
ينبغي – على المدرس – القيام به : 1( بدأ المدرس يبحث عن شكل العلاقة القوية والقريبة بمن في بيئة
المدرسة. هذه العلاقة يمكن أن تكون في شبكات اجتماعية متجانسة، 2( حاول المدرس الحصول على شكل
التواصل الاجتماعي المتفتّح والموسّع وعلى الجميع. هذه التواصلات يمكن أن تكون في شبكات اجتماعية متنوّعة
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