Internalisasi Pendidikan Multikultural dalam PAI Berbasis Project-Based Learning untuk Memperkuat Nilai Toleransi di Sekolah

Abstract

This study is driven by the urgent need to strengthen tolerance within Indonesia’s diverse national framework, particularly at the junior high school level a critical phase for adolescent character development. Despite its role as a character-building hub, the educational sector still frequently grapples with challenges such as intolerance and bullying. This research aims to analyze the mechanisms, practical implementation, and impact of internalizing multicultural values through Project-Based Learning (PjBL) in Islamic Religious Education (IRE) at SMPN 2 Sumberjamber. Adopting a qualitative approach with a field research design, data were gathered through participant observation, in-depth interviews with the principal, IRE teachers, and students, and comprehensive documentation studies. The data were analyzed inductively through reduction, display, and conclusion-drawing, utilizing triangulation techniques to ensure the credibility and objectivity of the findings. The findings reveal that the internalization of multicultural values occurs through a systematic three-stage cycle: value transformation (conceptual understanding), value transaction (interaction and negotiation within heterogeneous groups), and trans-internalization (the integration of values into personal character). The implementation of PjBL successfully converted theoretical religious ethics into concrete social actions through collaborative projects. Significant results are evident in the shift toward more inclusive social behavior, a decrease in verbal bullying, and an increase in the spirit of ta’awun (mutual cooperation) and tafahhum (mutual understanding). Furthermore, students demonstrated the moral courage to oppose discrimination, indicating that the principles of religious moderation have been deeply ingrained.