Wajah Multukuralisme Islam yang Tersingkirkan (Analisis Struktural Fungsional Kurikulum Mata Pelajaran Sosiologi Pada Madrasah)

Authors

  • Mohammad Miftahusyai`an UIN Malang

DOI:

https://doi.org/10.21154/cendekia.v15i2.1058

Keywords:

Sosiologi, kurikulum, multikultural

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.

الهد٠الرئيسي من تعليم تعددية الثقاÙات عن طريق تعليم مادة علم الاجتماع ÙÙŠ المدارس الإسلامية
هو إعداد الطلاب ليعيشوا بين المجتمع متراحمين Ùيما بينهم طبقا للقيم ÙÙŠ بنتشاسيلا. وإن حالة مجتمعهم
جيدة لايÙرّقون Ùيما يعتقدون به من الأديان، وهذا الأمر بضاعة لابد من اثباتها ÙÙŠ Ù†Ùوسهم. والواقع إن تعليم
علم الاجتماع ÙÙŠ المدارس الإسلامية يضيع Ùيه روحه. وأصبح تعليم هذه المادة عÙبئا جعل المنهج الدراسيّ
سمينا وأصبحت المادة مجملة ÙÙŠ سطور لكنها أصبحت مادة قديمة حين علمها المدرس نحو الطلاب. لذا
Ùإنه مهم للمدرس جعل المÙهوم ÙÙŠ “ كي٠بناء التواصلات الاجتماعية “ المساعدة له ÙÙŠ أداء عمله. ومما
ينبغي ”“ على المدرس ”“ القيام به : 1( بدأ المدرس يبحث عن شكل العلاقة القوية والقريبة بمن ÙÙŠ بيئة
المدرسة. هذه العلاقة يمكن أن تكون ÙÙŠ شبكات اجتماعية متجانسة، 2( حاول المدرس الحصول على شكل
التواصل الاجتماعي المتÙتّح والموسّع وعلى الجميع. هذه التواصلات يمكن أن تكون ÙÙŠ شبكات اجتماعية متنوّعة

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Published

2017-09-18

Issue

Vol. 15 No. 1 (2017)

Section

Articles

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