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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Mambaul Ngadhimah
UIN Kiai Ageng Muhammad Besari Ponorogo
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Dialogical Approach: Strategies to Prevent Radicalism And Islamophobia in Schools Through Interreligious Dialogue Firda Azahra; Choirul Muttaqin; Mambaul Ngadhimah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.494

Abstract

Radicalism and Islamophobia have increasingly become important issues within educational environments because both influence how students understand religious diversity and interact with individuals from different backgrounds. The absence of constructive social interaction, combined with strong environmental influence and uncontrolled exposure to digital information, often contributes to the development of prejudice from an early age. This research focuses on examining how dialogue-oriented learning can function as an educational strategy to minimize prejudice and strengthen tolerant attitudes among junior high school students. A qualitative case study design was employed to capture students’ experiences and observe interaction patterns occurring in the school environment. Data were gathered through observation, interviews, and supporting documentation, then interpreted through an interactive qualitative analysis process. The findings reveal that students’ perceptions toward religious differences are gradually shaped by family influence, digital media exposure, and limited opportunities for direct interaction with diverse groups. Classroom dialogue activities were found to encourage openness, improve empathy, and help students develop more inclusive perspectives toward diversity. The study highlights the importance of dialogue-based educational practices as an effective effort to reduce intolerance while strengthening multicultural awareness within schools.  
Negotiating Tolerance and Belief Boundaries in Islamic Religious Education: A Case Study of a Plural Public School in Indonesia Dina Kurnia Al Rachimi; Adi Kasimiko; Alan Alda Nugroho; Mambaul Ngadhimah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.529

Abstract

In increasingly diverse school environments, Islamic Religious Education (Pendidikan Agama Islam/PAI) is supposed to foster tolerance while upholding students' religious beliefs. However, tolerance is frequently portrayed as a normative ideal without any pedagogical direction for dealing with actual interreligious interactions. In a multiple public school, this study explores how PAI serves as a pedagogical space for negotiating tolerance and defining the parameters of interreligious participation. A qualitative case study was conducted in class XI-9 at SMAN 1 Babadan, Indonesia. Data were collected through semi-structured interviews with a PAI teacher, written reflections from two Muslim students and one non-Muslim student, classroom and school observations, and supporting documents. The findings reveal that students develop tolerance not only through classroom instruction but also through everyday interreligious interaction within the school community. School activities strengthen cooperation and mutual respect, while the teacher plays a central role in distinguishing social respect, epistemic openness, and ritual participation when responding to interreligious issues. The study concludes that tolerance becomes educationally meaningful when translated into contextual pedagogical practices that help students navigate real interreligious experiences without compromising their religious beliefs. These findings contribute to multicultural Islamic education by highlighting belief-boundary negotiation as a key pedagogical dimension of tolerance education in plural schools.
Co-Authors Adi Kasimiko Alan Alda Nugroho Choirul Muttaqin Dina Kurnia Al Rachimi Firda Azahra