<![CDATA[This article examines the practice of tasamuh (tolerance) as social capital in strengthening social cohesion among students from different religious backgrounds in senior high schools through the perspective of the sociology of educational institutions. The study focuses on the argument that tasamuh functions as social capital by fostering interaction, mutual recognition of differences, and social cooperation among students. Using a qualitative approach, the research is conducted in educational institutions that demonstrate inclusive social practices, including schools, madrasahs, and Islamic boarding schools. Data are obtained through observations of collaborative activities involving students from diverse religious and social backgrounds, interviews with teachers, students, and school administrators, as well as documentation of institutional policies and programs. The study examines three key dimensions: collaborative learning across different backgrounds, school regulations that prevent discrimination and exclusivism, and teaching practices that promote respect for diversity. The findings are expected to demonstrate how social relations, institutional norms, educational authority, and the experiences of students, teachers, and parents shape everyday educational practices. Furthermore, the study contributes to the development of theoretical discussions on how educational institutions function as social arenas that cultivate trust, solidarity, identity formation, discipline, and social change. The findings are also expected to enrich the discourse on the sociology of Islamic education in Indonesia and provide recommendations for strengthening inclusive educational governance.]]>
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