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All Journal Jurnal Ikhtibar Nusantara Jurnal Pendidikan Nusantara Madrasa : Jurnal Ilmu Pendidkan dan Teknologi
Misnan
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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INTERNALISASI NILAI TOLERANSI MELALUI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Misnan
Jurnal Pendidikan Nusantara Vol. 10 No. 1 (2025): Jurnal Pendidikan Nusantara
Publisher : lembaga Sepercenter

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Abstract

Indonesia is a plural society characterized by diversity in religion, ethnicity, culture, language, and social background. Such diversity is a national asset, but it may also become a space for prejudice, exclusivism, and intolerance when learners are not equipped with the capacity to respect differences. In this context, Islamic Religious Education (IRE) has a strategic position because it is not merely concerned with transmitting religious knowledge but also with developing students' attitudes and behavior. This study aims to analyze the internalization of tolerance values through IRE learning, the forms of tolerance that can be developed, relevant learning strategies, and supporting and inhibiting factors. This study employs a qualitative descriptive library research method. Data were obtained from scholarly journal articles, books, policy documents, and other relevant academic sources and analyzed through identification, selection, classification, interpretation, and thematic synthesis. The findings indicate that the internalization of tolerance in IRE can be developed through three main stages: introducing and understanding values, habituating and experiencing values, and practicing values in social behavior. Relevant values include tasamuh, justice, respect for differences, deliberation, balance, and social responsibility. Effective strategies include dialogical learning, case discussions, contextual learning, cooperative learning, teacher modelling, and the creation of an inclusive school culture. Internalization will not be optimal if it stops at the delivery of concepts; tolerance values need to be manifested in teacher-student interaction, learning methods, assessment of attitudes, and school culture. Therefore, IRE can serve as an important instrument for developing students who are religious while also being open-minded, fair, and capable of living harmoniously in a plural society.
STRATEGI GURU PAI DALAM MEMBENTUK KARAKTER DISIPLIN DAN TANGGUNG JAWAB SISWA Misnan
Madrasa : Jurnal Ilmu Pendidikan dan Teknologi Vol. 2 No. 2 (2026): Madrasa : Jurnal Pendidikan dan Teknologi
Publisher : Lembaga Sepercenter

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This study aims to analyze Islamic Religious Education (IRE/PAI) teachers’ strategies for developing students’ discipline and responsibility through a literature review. The study employs a qualitative approach with a library research design. Sources include scholarly journal articles, academic books, and educational documents related to character education, Islamic Religious Education, discipline, responsibility, teacher modelling, habituation, school culture, and family involvement. Sources were selected based on thematic relevance, bibliographic clarity, publisher credibility, and direct relevance to the research focus. Data were analyzed through identification, selection, critical reading, thematic classification, interpretation, and synthesis. The findings indicate that discipline and responsibility cannot be developed effectively through conceptual instruction or sanctions alone. More consistent strategies include teacher modelling, religious and academic habituation, gradual assignment of responsibilities, clear classroom rules, positive reinforcement, educational sanctions, character assessment, contextual learning, and school–parent collaboration. PAI teachers act as educators, mentors, motivators, facilitators, role models, and evaluators. The synthesis proposes a KNOW–VALUE–HABITUATE–ACT model in which value knowledge, value acceptance, habituation, and action form an integrated process. The effectiveness of these strategies depends strongly on consistent school culture and continuity of character reinforcement at home.
IMPLEMENTASI NILAI WASATHIYAH DALAM PEMBELAJARAN PAI DI SEKOLAH MENENGAH Misnan
Jurnal Ikhtibar Nusantara Vol 5 No 3 (2026): Jurnal Ikhtibar Nusantara
Publisher : STAI Nusantara Kota Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62901/j-ikhsan.v5i3.742

Abstract

This study analyzes the implementation of wasathiyah values in Islamic Religious Education (PAI) learning at secondary schools through a library research approach. Relevant scholarly articles, academic books, and policy documents concerning wasathiyah Islam, religious moderation, PAI curriculum, and educational practices were reviewed and analyzed thematically. The findings indicate that wasathiyah should not merely be taught as a topic but embodied as a pedagogical orientation and school culture. Values such as tawassuth, tawazun, i’tidal, tasamuh, musawah, syura, and islah can be integrated through PAI materials, dialogue, discussion, case studies, problem-based learning, teacher modelling, and social-religious habituation. Implementation is influenced by teacher competence, school support, curriculum quality, opportunities for dialogue, and students’ digital religious literacy. Major challenges include textual teaching, limited instructional time, diverse student backgrounds, and exposure to exclusive religious content online. Therefore, wasathiyah-based PAI requires an integrative, contextual, dialogical, and sustainable approach.
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