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Leny Marlina
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Penguatan Nilai Toleransi melalui Pembelajaran Pendidikan Agama Islam Berbasis Diferensiasi pada Kelas Inklusif: Studi Kasus di SD Negeri 33 Pangkalpinang Septia Fahiroh; Auliani Oktara; Fitri Oviyanti; Leny Marlina
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.425

Abstract

Low tolerance among students in inclusive classrooms is reflected in limited respect for differences in ability and learning backgrounds, while Islamic Religious Education (PAI) has not always adequately accommodated student diversity. This study aimed to analyze the strengthening of tolerance values through differentiated PAI instruction in an inclusive classroom at SD Negeri 33 Pangkalpinang. The study was grounded in differentiated instruction, moral development, and rights-based inclusive education perspectives. A qualitative case-study design was employed, involving the PAI teacher, school principal, and students selected through purposive sampling. Data were collected through classroom observations, in-depth interviews, and documentation and were analyzed interactively through data reduction, data display, and conclusion drawing. Data credibility was ensured through source and technique triangulation and member checking. The findings revealed that differentiated PAI instruction strengthened tolerance through needs-responsive planning, heterogeneous group learning, peer support, reflective activities, and teacher modeling. These practices enabled students with diverse learning profiles to participate meaningfully, develop empathy, cooperate, and respect differences. The findings indicate that differentiated PAI instruction functions not only as an inclusive pedagogical strategy but also as a mechanism for character formation by structuring equitable participation and social interaction among students. Therefore, differentiated PAI instruction offers a relevant pedagogical pathway for integrating inclusive education with tolerance development, while future studies should employ more systematic documentation and standardized measures of tolerance.
Co-Authors Afra Nabilah Putri Aida Imtihana Alda Monika Aldyandra Aldyandra Alihan Satera Alvin Choirul Wafi Astuti, Resti Tri Auliani Oktara Bambang Irawan Choiriah Choiriah Choiriah Duski Duski Elsa Cindrya Etrie Jayanti Fahmi Febriyanti Febriyanti Febriyanti Febriyanti Febriyanti Fitri Oviyanti Fuaddilah Ali Sofyan Hafizatul Ilma Izza Fitri Juanda Firzal Kemas Badaruddin Kurnia Dewi Kurnia Dewi Lidia Oktamarina Lini Suryani Lisyah Dwi Cahyani Mardiah Astuti Maryance Masariel Miftahul Abidin Moh. Ismail Sholeh Monita Hafiza Muhtarom Munawaroh Munawaroh Mustofa Kamal Mutia Syaputri Nadilah Nadilah Nova Damayanti Nyanyu Soraya Nyimas Atika Nyimas Atika oktamarina, lidia Pipit Ridiana Putri Regina Putri, Yecha Febrieanitha Rahmah Handayani Raja Naufal Nabhan Ravensky Yurianty Pratiwi Ria Purwanti Rika Hasmayanti Agustina Rini Nopita Sari Rinto Pardika Riska Miranda Riski Lestari Riza Kurnia Rizky Ayu Putri Sekar Pangestuti Septia Fahiroh Syfa Nadya Winda Andini Yecha Febrienitha Putri Yuniar Zahratul Musfiroh