| dc.description.abstract | Family in Balun Turi Lamongan has significant role in the construction of
tolerant attitudes. Children living in interreligious family has being identified for
possessing the higher tolerance than who those are living in mono religious family.
Variety of children’s tolerant attitudes are results of long education in their family.
Therefore, education in interreligious family has played great roles in constructing
the tolerant attitudes to the children of Balun. Referring to this, the researcher is
really interested to study Islamic Multicultural Education in interreligious family in
the construction of Children’s tolerant attitudes in Balun.
Three main questions in this research are (1) how to externalize the tolerant
attitudes towards the children in interreligious family in the context of Islamic
Multicultural Education?, (ii) how to objectivize the tolerant attitudes towards the
children in interreligious family in the context of Islamic Multicultural Education?,
and (3) how to internalize the tolerant attitudes towards the children in interreligious
family in the context of Islamic Multicultural Education?, The goals of this research
are (1) to describe the externalization of tolerant attitudes of the children in
interreligious family through Islamic Multicultural Education till accepted in the
middle of life of Balun society, (2) to elaborate and explain the objectivity of tolerant
attitudes of the children in interreligious family through Islamic Multicultural
Education till growing and be model in the middle of life of Balun society, and (3) to
analyze the internalization of tolerant attitudes growing in the middle of life of Balun
society.
This research used qualitative approach, post-positivistic paradigm,
phenomenological design, transcendental empirical, and case study model. Sources
of data in this research are primary, secondary and complement; emic and etic data.
To collect the data, the researcher used (i) participant observation, (ii) deep
interview, and (iii) documentation. The researcher used Spreadly model to analyze
the data including: (a) domain analyses, (b) taxonomy analyses, (c) component
analyses, and (d) thematic analyses.
The results of this research showed that individuals including the parents of
the children in Balun unintentionally used Lev Vygotsky’s constructionism approach
and Berger and Luckmann’ social construction to construct the tolerant attitudes to
the children. Every process of the construction has been mirrored in three dialectical
moments such as (i) externalization, (ii) objectivity, and (iii) internalization. This
research also found that zone of proximal development, inner speech, socio-culture,
[x]
scaffolding, language and thought involved in every dialectical moment. Within the
externalization, the parents of interreligious family tried to suit their lives in Balun’s
social reality. The main purpose of education in the interreligious family is to
internalize good moral and attitude to the children. To embody the purpose of such
education, the parents in the interreligious family used exemplary, dialogue,
narrative, and suggestive methods. In the objectivity, the parents in the interreligious
family tried to institutionalize the tolerant attitudes into their life, then making them
be habit in parts of their lives. To make the tolerant attitudes habit in their lives, the
parent used language or socio-cultural symbols, then getting any legitimation for the
making of objective of the social realities. In the objectivity, the parents used habit,
exemplary model, narrative, suggestive methods. While in the moment of
internalization, the parents in the interreligious family formed and had values of the
social reality (tolerant attitudes) back into their consciousness, then giving subjective
new interpretations or argumentations based on their experiences and positions in
Balun’s society. Within internalization, the parents used internalization and
comparative methods in the construction of tolerant attitudes toward the children. | en_US |
