Internalisasi Nilai-Nilai Toleransi dalam Pembelajaran Pendidikan Agama Islam di SMA Negeri 1 Lhokseumawe

Abstract

Diversity in Indonesia is part of the nation and should be embraced by its people. Managing diversity requires high tolerance. School is the best place to prepare the next generation for internalizing the values of tolerance and for respecting peace in the future. However, these values need all components of the society to properly achieve. When a school has pluralist conditions, it is important to pay attention to the students’ trust in order to successfully internalize tolerance values. Therefore, heterogenity will not produce the anti-tolerant generation. The study took place in SMA Negeri (public senior high school) 1 Lhokseumawe. The school was quite diverse and heterogenous where there were Muslim and non-Muslim students. The purposes of the study were to find out the tolerance values within Islamic education learning, to understand the internalization process, and to map the supporting and hindering factors of the internalization process of the tolerance values in SMAN 1 Lhokseumawe. This was a qualitative approach. Data were collected by interview, observation, and documentation of the school. This study resulted in some findings. Firstly, the values of tolerance received by the students included appreciation, brotherhood, freedom, cooperation, helping one another, non discrimination, and sharing. Secondly, the internalization process of the values was done in three ways: integration, the school customs, and extracurricular activities. Thirdly, the factors supporting the internalization were qualified and competent teacher, active student extracurricular activities, fair access of facilities, cooperation among teachers, support from school principal, heterogeneous awareness, active alumni, increased interest and state policy. Meanwhile, the factors hindering the internalization involved the unavailability of tolerance-based module, the unavailability of tolerance-based coaching, increased racism, religion, and other sensitive issues, and massive intolerant news from the media. It is recommended that learning module and teacher training should be tolerance specified in order to enforce the process of internalizing the tolerance values in school and reduce the intolerant issues widely spread in the mass media.

Factors Affecting the Economics Learning Outcomes: Discipline Character, Learning Motivation, and Teaching Variations

“…Diversity or in other terms called variation has a very strong influence in life. Especially in learning if the teacher in the teaching and learning process does not use variation, then the learning objectives are not achieved, in this case the teacher requires variation in teaching students (Asniar et al, 2022;Muhammad & Widyanto, 2019;Pappas et al, 2018). To be able to implement good teaching techniques, a teacher must master the skills of using variations in learning, both variations in teaching styles, variations in media and teaching materials and variations in interaction patterns and student activities for the benefit of their students so as to allow optimal development in accordance with learning objectives and students do not will get bored quickly.…”

Teaching Tolerance in Indonesia: A Study on the Ministry of Education Youtube Channel

“…The research uses a variety of perspectives. For example, research that uses the perspective of tolerance from the point of view of Islam (Said, 2017;Amin & Rosyidi, 2019;Usman & Widyanto, 2019;Hafidzi, 2019), Christianity (Harmadi, 2019;Mangantibe & Taliwuna, 2021), cross-religious (Fitriani, 2020), Inter-religious Diversity and Tolerance (Hutabarat & Panjaitan, 2016;Kaha, 2020), views of Gus Dur (a prominent figure in Indonesia. He was the fourth President of Indonesia and the leader of one of the biggest Islamic organization in the country) (Naim, 2016), certain levels of education and/or scholarship (Agung, 2013;Japar, Irawaty, & Fadhillah, 2019), certain communities (Fidiyani, 2013;Hermawati, Paskarina, & Runiawati, 2016;Rahmah & Amaludin, 2021;Djuniasih & Kosasih, 2019), community development which is influenced by certain aspects (Ali-Fauzi, et al, 2017;Supriyanto & Wahyudi, 2017;Sodik, 2020;Hadisaputra, 2020;Abror, 2020;Purwati, Darisman, & Faiz, 2022;Dianita, Firdaus, & Anwar, 2018;Jena, 2019;Mayasaroh & Bakhtiar, 2020) The idea of tolerance can be traced to the thoughts of two of the world's great philosophers, namely John Locke and Immanuel Kant.…”

Child Friendly Education and Its Implication in Establishing Humanist Teacher’s Profile: Considering ‘Abdullāh Nāshih ‘Ulwān’s Thought

“…This can minimize discrimination against students and be able to prevent violence against them. 31 If teachers are able to realize fair behavior and avoid violence against students, they will also feel safely and avoid deviant behavior, such as violence against other students. Thus, then a link in the chain of causes of violence perpetrated by students against others, due to the violence they do reflects what they experience.…”