PERSEPSI SISWA MTS NURUL HUDA DESA MASARAN TAHUN AJARAN 2024/2025 TENTANG IMPLEMENTASI NILAI KEBHINEKAAN TUNGGAL IKA DALAM KEHIDUPAN SEHARI-HARI

Abstract

Amidst the complex reality of Indonesia's diversity and the digital challenges that fuel polarization, internalizing the values ??of Bhinneka Tunggal Ika (Unity in Diversity) through education is crucial. This study focuses on analyzing the perceptions of students at MTs Nurul Huda in Masaran Village regarding the implementation of diversity values, with the aim of understanding the extent to which these values ??are internalized and identifying supporting and inhibiting factors from their perspectives. Using a descriptive qualitative approach, the study involved 20 purposively selected students. Data were collected through in-depth interviews, participant observation, and documentation, then analyzed using an interactive model and validated through triangulation. The results revealed a dichotomy: students had very positive perceptions and attitudes, with 90% respecting differences and 95% recognizing the vital role of teachers in instilling tolerance. However, these attitudes faced practical challenges, such as barriers due to cultural differences (35%) and the negative influence of social media, perceived by 65% ??of students. A crucial finding was the perception of 75% of students that the existing diversity curriculum lacked contextualization. It was concluded that the internalization of the values ??of diversity was successful at the attitudinal level thanks to the role of schools. However, its actual implementation was hampered by external factors and a curriculum that was less relevant to students' local realities.

ABSTRAK
Di tengah realitas keberagaman Indonesia yang kompleks dan tantangan digital yang memicu polarisasi, internalisasi nilai Bhinneka Tunggal Ika melalui pendidikan menjadi krusial. Penelitian ini berfokus menganalisis persepsi siswa MTs Nurul Huda Desa Masaran mengenai implementasi nilai-nilai kebhinekaan, dengan tujuan memahami sejauh mana nilai tersebut terhayati dan mengidentifikasi faktor pendukung serta penghambat dari sudut pandang mereka. Menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan 20 siswa yang dipilih secara purposif. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi, kemudian dianalisis dengan model interaktif serta divalidasi melalui triangulasi. Hasil penelitian menunjukkan adanya dikotomi: siswa memiliki persepsi dan sikap yang sangat positif, dengan 90% menghormati perbedaan dan 95% mengakui peran vital guru dalam menanamkan toleransi. Namun, sikap ini dihadapkan pada tantangan praktis, seperti hambatan akibat perbedaan adat (35%) dan pengaruh negatif media sosial yang dirasakan oleh 65% siswa. Temuan krusial adalah persepsi 75% siswa bahwa kurikulum kebhinekaan yang ada kurang kontekstual. Disimpulkan bahwa internalisasi nilai kebhinekaan berhasil pada level sikap berkat peran sekolah, namun implementasi nyatanya terhambat oleh faktor eksternal dan kurikulum yang kurang relevan dengan realitas lokal siswa.