PENDIDIKAN ISLAM MULTIKULTURAL BERPARADIGMA INTEGRATIF-INTERKONEKTIF (STUDI PEMIKIRAN AMIN ABDULLAH)

The background of this research is the jargon of UIN Sunan Kalijaga Integration-Interconnection M. Amin Abdullah wants to instill multicultural attitude in this Islamic Higher Education institution, how the concept and its implementation in PAI, it becomes a big duty for PAI students to implementate the concept of Integration-Interconnection as the foundation for creating multicultural education in Islamic educational institutions. This research is a qualitative research Bibliografic research (research that focuses on the ideas contained in the theory). The approach used in this study is to use a philosophical approach. The following research will specifically examine the Multicultural Islamic Education of M. Amin Abdullah, the observed religious expressions can be symbols used in M. Amin Abdullah's thought. Researchers will examine in detail the main issues of the main structure of kajiaan object. Data presented in the form of narrative-descriptive, so that the data presented can be used as a source of analysis in a study. The results of the study include: (1) Multicultural Islamic Education berparadigma Interconnection Integration according to M. Amin Abdullah is a "peace" education based on absolute tolerance must be done and carefully taught the students as a provision to face the existing plurality, in order to avoid conflicts resulting from differences be it differences of religion, culture, ethnic race and so forth. Some views of M. Amin Abdullah on education include: first, learning must be contextual. Second, education must follow the times. Third, PAI is not taught doctrinally. Fourth, educational attainment should include both cognitive and psychiatric aspects. Fifth, public morality is more effective than individual morality. (2) Multicultural Islamic Education on Islamic Education Curriculum is first, the method of learning as a form of Implementation of multinational concept M. Amin Abdullah, there are three models of learning, Cooperative learning, Dialogue, Problem Based Learning, Second, the competence of PAI teachers who belleaskan multicultural. (3) Interreligious Islamic Educational Material with Interreligious Paradigm is the time for Islamic religious subject matter, but also need to study religious material of other religions, so that students can not easily blame other religions. (4) Teachers or Lecturers of Multicultural Islamic Education are expected not to consider the truth only belong to teachers or lecturers, and not accept the truth from others