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All Journal IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Al-Qiyam Jurnal Tana Mana
Yusni Dita Astika
Universitas Ma’arif Lampung, Indonesia
Religion Education Law, Crime, Criminology & Criminal Justice Social Sciences

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The Role of Islamic Religious Education Teachers in Developing Multicultural Values at SMK Negeri 1 Raman Utara, East Lampung Yusni Dita Astika; Dedi Setiawan; M. Zainal Arifin; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1354

Abstract

This study aims to describe the role of Islamic Religious Education (PAI) teachers in developing multicultural values at SMK Negeri 1 Raman Utara, East Lampung. This study used a qualitative approach with data collection techniques including non-participatory observation, semi-structured interviews, and documentation. Subjects included the principal, Islamic Religious Education (PAI) teachers, and 10th-grade students. The results indicate that Islamic Religious Education (PAI) teachers act as facilitators, mentors, motivators, learning managers, and role models in instilling the values of tolerance, justice, anti-discrimination, and brotherhood. Multicultural values are developed through the integration of tasamuh (tolerance) material into learning, group discussions, case studies, and the promotion of mutual respect. Supporting factors include a conducive school culture and cooperation among school members, while inhibiting factors stem from differences in student understanding and the influence of the external environment. In conclusion, this study highlights that the active role of Islamic Religious Education teachers is crucial in shaping students’ multicultural awareness and tolerant attitudes. The findings contribute to the development of inclusive and value-based learning practices in Islamic education, particularly in strengthening character education and fostering harmonious relationships within diverse school communities.
The Role of Islamic Religious Education Teachers in Developing Multicultural Values at SMK Negeri 1 Raman Utara, East Lampung Yusni Dita Astika; Dedi Setiawan; M. Zainal Arifin; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1354

Abstract

This study aims to describe the role of Islamic Religious Education (PAI) teachers in developing multicultural values at SMK Negeri 1 Raman Utara, East Lampung. This study used a qualitative approach with data collection techniques including non-participatory observation, semi-structured interviews, and documentation. Subjects included the principal, Islamic Religious Education (PAI) teachers, and 10th-grade students. The results indicate that Islamic Religious Education (PAI) teachers act as facilitators, mentors, motivators, learning managers, and role models in instilling the values of tolerance, justice, anti-discrimination, and brotherhood. Multicultural values are developed through the integration of tasamuh (tolerance) material into learning, group discussions, case studies, and the promotion of mutual respect. Supporting factors include a conducive school culture and cooperation among school members, while inhibiting factors stem from differences in student understanding and the influence of the external environment. In conclusion, this study highlights that the active role of Islamic Religious Education teachers is crucial in shaping students’ multicultural awareness and tolerant attitudes. The findings contribute to the development of inclusive and value-based learning practices in Islamic education, particularly in strengthening character education and fostering harmonious relationships within diverse school communities.
The Role of Islamic Religious Education Teachers in Developing Multicultural Values at SMK Negeri 1 Raman Utara, East Lampung Yusni Dita Astika; Dedi Setiawan; M. Zainal Arifin; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1354

Abstract

This study aims to describe the role of Islamic Religious Education (PAI) teachers in developing multicultural values at SMK Negeri 1 Raman Utara, East Lampung. This study used a qualitative approach with data collection techniques including non-participatory observation, semi-structured interviews, and documentation. Subjects included the principal, Islamic Religious Education (PAI) teachers, and 10th-grade students. The results indicate that Islamic Religious Education (PAI) teachers act as facilitators, mentors, motivators, learning managers, and role models in instilling the values of tolerance, justice, anti-discrimination, and brotherhood. Multicultural values are developed through the integration of tasamuh (tolerance) material into learning, group discussions, case studies, and the promotion of mutual respect. Supporting factors include a conducive school culture and cooperation among school members, while inhibiting factors stem from differences in student understanding and the influence of the external environment. In conclusion, this study highlights that the active role of Islamic Religious Education teachers is crucial in shaping students’ multicultural awareness and tolerant attitudes. The findings contribute to the development of inclusive and value-based learning practices in Islamic education, particularly in strengthening character education and fostering harmonious relationships within diverse school communities.
Co-Authors Dedi Setiawan M. Zainal Arifin Suhono Suhono, Suhono