Ratna Aprilia , 3101415030 (2019) PERSEPSI SISWA TENTANG TOLERANSI DALAM PEMBELAJARAN SEJARAH SUBMATERI INDONESIA MASA HINDU-BUDDHA (KERAJAAN MAJAPAHIT) PADA KELAS X SMK AL-ASROR SEMARANG TAHUN PELAJARAN 2018/2019. Under Graduates thesis, UNNES.

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Abstract

SMK Al-Asror Semarang is an Islamic education foundation which in the implementation of its learning follows the national curriculum, for example in historical subjects contained in Indonesian-Hindu-Buddhist history material. The purpose of this research was to determine students' understanding and perceptions of tolerance in learning Indonesian history during the Hindu-Buddhist period and to describe the implementation of tolerance in daily life by students. This research used a descriptive qualitative research with data collection techniques through the related literature sources, observations, interviews, and documentation that aimed to discover the perception and understanding of the students about tolerance in history learning of Indonesia Hindu-Buddhist period (Majapahit Kingdom) material. The focus of the research in this study consisted of two focuses, namely students perceptions of tolerance and historical learning of the main subject of Indonesian Hindu-Buddha era (Majapahit Kingdom). The findings of this research were: (1) Students understood and comprehended the tolerance value without knowing the true meaning of tolerance, (2) students had a positive perception toward history learning of sub-material Hindu-Buddhist Period (Majapahit Kingdom) in embedding tolerance value, (3) the history learning in SMK Al-Asror Semarang still limited to delivering materials without emphasizing the values that can be taken by the students from the various historical materials especially Indonesia Hindu-Buddhist period in Majapahit material. Conclusions from the research indicate that historical learning has only reached the operational delivery stage, students have a positive outlook and implement tolerance in their daily lives. Suggestions that researchers propose in the form of emphasis on values and concepts in each history learning by the teacher and active and critical learning efforts by students, both through classroom learning and independent learning.

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