Developing Islamic Religious Course Teaching Materials with Intercultural Competence-Based in High Schools in East Kalimantan, Indonesia

Islamic education and multiculturalism are connected each other where the content of multiculturalism in national scale includes religious character as one of the core components, whereas in Islamic education relies on commands and prohibitions regarding multiculturalism

Furthermore, research conducted by previous studies regarding multicultural and intercultural competence were quite vary. In this case, focus of study regarding multicultural aspect conducted by previous researchers were also diverse e.g. related to curriculum model development in PAI learning with multicultural-based (Pahrudin, 2010), building multicultural characteristics among students (Budirahayu & Saud, 2020), materials development of Islamic text in higher education context (Firman et al., 2021), intercultural development in non-PAI learning (Haerazi et al., 2018;Hossain & Aydin, 2011) , intercultural communication performed by PAI teachers (Inayah & Raisuddin, 2019), intercultural sensitivity through Arabic language coursework (Karkour, 2020), value of multicultural Islamic education and implementation of multicultural PAI learning (Mustafida, 2020), and developing intercultural competence through short story Rezaei & Naghibian (2018).
Other than above studies, research regarding Research and Development were also quite diverse even though still limited to material development of PAI learning which represents intercultural competence e.g. Ardiyanto (2018), Basid (2016), Fadli & Sudrajat (2020), Harianti (2018), Haniati (2018), Junarni et al. (2020), Mahmudah & Yahya (2019), Mawardi et al. (2021), Nurdiana et al. (2018), and Qamariah (2015). In this case, the previous studies above showed how an exploration on Research and Development on PAI teaching materials with intercultural competence based is still needed. Specifically to this research, considering the diversity of social community in East Kalimantan, Indonesia, as well as the potential position of PAI learning as a bridge in promoting multiculturalism, the researchers believe that investigating the aspect of intercultural competence of students related to the materials used in PAI learning is a must. Therefore, the aim of this research is proposing Research and Development (R&D) on PAI learning materials with intercultural competencebased in the context of high schools in East Kalimantan, Indonesia.

B. Literature Review Essential Importances of Intercultural Competences in PAI Learning
Intercultural learning is the process of culture and religion learning in order to to train an ability to be religious and respectful individuals. Particularly in education, an effective teaching and learning process should foster creativity, reasoning ability, curiosity, ability to find new possibilities, openness, democracy, and tolerance (Kosenkova et al., 2021). Other than that, importance of intercultural learning is in terms of developing attitudes and communication skills in multicultural exchange in everyday life among various condition of different ethnic groups. Additionally, the skill of multicultural encounter drive to positive characters where students will become more open-minded and tolerant to different perspectives from other people (Ilie, 2019).
Moreover, there are several pedagogical principles in intercultural learning i.e. firstly, active construction where students are be able to construct religious and cultural knowledge by the guidance of teachers. Secondly, students should actively seek information by reading, asking questions, as well as observing other cultures and religions. Thirdly, students should be able to analyze and make connections as well as interacting to other people in social relationship. Forthly, the ability of practicing to direct interaction to people with different ethnic groups (Liddicoat et al., 2003). In conclusion, those pedagogical principles reveal the importance of having intercultural learning to be existed in teaching and learning process.
Specifically, in Indonesian context, the development of intercultural learning is based on the curriculum of 2013 competencies which contain religious attitudes, social attitudes, knowledge, and knowledge reinforcement. From those core competences, students are expected to increase their knowledge of religion and cultures then practice those aspects in real life situation especially to society with different background of religion and cultures. In this case, religious and social understanding of students are expected to be developed. Furthermore, multicultural education in Indonesia includes three types of transformation i.e. self-transformation, school transformation, and society transformation (Nadlir, 2013). To conclude, the concept of multiculturalism and Islamic education are connected each other where their existence complete one to another in national education.
Furthermore, the concept of multiculturalism in Islamic education is based on the ideas of social justice and equal rights in pursuing proper education. The model of multicultural education is an alternative solution for exclusive and intolerant attitudes in society (Junaidi, 2018). It is because the concept of multiculturalism in Islamic education is to bring peace and tolerance in the middle of plural citizenship (Mubarok, 2008). Islamic education relates to multiculturalism due some elements which include religious understanding, social economic, customs, gender, and regional origin whether in rural or urban area (Sutiah, 2020). In this case, Islamic education is an important component in contibuting to the successful of national education in terms of multicultural education, civic education, and character education (Abdullah, 2015). In addition, multicultural education should be included in education system in order to build students' sensitivity in various ethnic, race, and religion (Syaikhu, 2016). In conclusion, positive characters such as being respectful and appreciative to people from other ethnic groups and other positive attitudes of students will be built and developed when they are given sort of intercultural competence during the learning process.
Moroever, there are some reasons on why it is important to develop a learning model of Islamic education with multicultural values based, i.e. multicultural is not a specific subject, the existence of multiculturalism promote equality between students with different background, diversity of students' background including race and religion are possible to appear the tendency of misunderstanding among peer friends (Amiruddin et al., 2019;Akbar, 2020). Multicultural Islamic education can be used as an alternative solution to change the way of thinking or people's perspectives and behavior in plural society (Waston, 2020). Particularly, internalizing the values of multicultural Islamic education is from Tarbiyah (education) and Taklim (teaching) model with habituation, exemplary, emotional, rational and functional approaches (Muizzuddin, 2021). In short, Islamic teaching promotes multicultural values and its existence gives major contribution in developing multicultural attitudes in Indonesia (Astuti, 2019).

C. Research Methodology
This research employed Research and Development Method (R & D) which aim is to improve the quality of education product or what so called by product-oriented research (Gall et al., 2003). Additionally, R & D is not merely about evaluating theories in education, but also to develop how a product can be useful and effective for institutional programs such as media and teaching and learning materials (Gay, 2006). The development model used in this research was ADDIE model which stands for Analyze, Design, Develop, Implement, and Evaluate (Branch, 2009). Specifically to this research, the researchers investigate the product-oriented applied in Grade XI of High Schools in East Kalimantan particularly to PAI teaching materials which performed intercultural competence. Additionally, a set of questionnaire was distributed to 1030 high school students in East Kalimantan in order to analyse the implementation regarding the intercultural competence and PAI teaching materials for the students. Finally, 19 product assessment items were validated by material expert and 15 assessment items were validated by media experts. Moreover, interval score criteria was used to measure the mean score (Mustofa, 2009)

D. Findings & Discussion 1. Analysis Stage
In analysis stage, the researchers conducted semi-structured interview to the representative High School teachers in order to assemble information related to their needs in the development of PAI teaching materials with intercultural competence content (Deardorff, 2009). The following chart indicated the result from teachers' interview:

Design Stage
In this stage, the researchers gathered information related to the product design where it was adjusted from high school Curriculum of 2013 for Grade XI with the following core competencies and basic competencies.

Development Stage
This stage is the realization of the previous stage where the researchers developed the materials based on material and media experts validation.

Implementation Stage
After the process of validation from material and media experts, the implementation stage was done to acknowledge students' responses towards PAI material product.

Evaluation Stage
In the evaluation stage, the researchers diplayed the result of questionnaire distributed to 1.030 high school students in East Kalimantan. In this case, items of questionnaire represent intercultural competence proposed by Deardorff (2009).

73.64%
93.30% The findings from development stage indicated that the overall score from the validation of material and media experts showed positive result from the criteria "good" to "excellent" from the products being tested. Moreover, findings from implementation stage also appeared to be positive where the students' responses are limited to "good" and "excellent" to every aspect being asked. Other than that, the result from evaluation showed that overall result from questionnaire indicate positive result towards all of assessment aspects. However, one point regarding their understanding towards the Holy Qur'an verses particularly related to multiculturalism commands and prohibition is still low. Similar to the previous aspect, the point of involvement in cultural actitivities and undertanding towards multiple context seem to be in medium to low level. Nevertheless, from the implementation and overall evaluation stages, the result indicate that the product design has already categorized as feasible to be used in PAI teaching and learning. In short, it can be said that the the product design is appropriate with the teachers and students' needs. As what has been researched by Qamariah (2015) that it is highly important to be relied on the need analysis of the subject researched in conducting the Research and Development study.

M ATE R I A L & M E DI A VA L I DATI ON
Furthermore, the point highlighted as a novelty of the research is that none of previous studies specifically discussed the research focus as what the researcher done, not exactly the similar one just like what the researchers had explained on the introduction part. The nearest focus of study which done by the previous researchers was on the development of curriculum model in PAI teaching (Pahrudin, 2010). Another case is that the research from Mustafida (2020) investigate the implementation of multicultural aspect in PAI learning was done by respecting multicultural diversity. In this case, although the design of research conducted by Mustafida (2020) is different with the this study, the result from part of this study also confirm to similar result where the the point of assessment from cultural diversity and respect as well as appreciate other cultures were in high percentage. Similar with this research, the research from Mawardi et al. (2021) regarding the development of PAI teaching materials, even though without the essence of intercultural competence, indicated the product design was effective and feasible for students. Therefore, the data obtained above drive to a pedagogical implication of the research where the research and developement related to PAI teaching and learning which contained intercultural competence still needs to be developed, whether the content of the teaching materials or by using certain media to develop the teaching and learning process of PAI. Specifically, content materials with extra multicultural activities and highlighting point on the theoretical concept from Alqur'an and Hadits remains to be demanding for designing PAI materials for high school context.

E. Conclusion
The research findings above can be concluded to several points i.e. (1) the design product can be used for materials of PAI teaching due good validation from material expert and excellent validation from media expert, (2) there are positive responses with excellent criteria from students related to the product design of PAI materials with intercultural-based, (3) overall evaluation stage indicates high result even though there are some assessment points that lead to medium to low score. Afterall, the research findings indicate that the material product is feasible and effective to be used in PAI teaching and learning in senior high school level in East Kalimantan especially in grade XI. It is demanded for further deeper research regarding the development of PAI teaching materials with intercultural competence-based by the use of certain tehnique or media in order to ease the teahing and learning process.