Inclusive Islamic Education: A Model for Promoting Tolerance in Multicultural Schools
DOI:
https://doi.org/10.26811/peuradeun.v14i3.2438Keywords:
Islamic Religious Education, Multicultural Education, School Culture, Tolerance, Inclusive EducationAbstract
This study examined how Islamic Religious Education contributed to the formation of tolerance within a multicultural school through the interaction of curriculum, pedagogy, and school culture. A qualitative single-case study was conducted within the context of senior high school education in Medan City, Indonesia, with SMA Sultan Iskandar Muda purposively selected as the case. The study involved 20 informants, including school leaders, Islamic Religious Education teachers, students, and educational staff. Data were collected through semi-structured interviews, participatory observation, and document analysis and analyzed thematically using perspectives from Islamic Religious Education, multicultural education, and social interaction. The findings revealed three interconnected mechanisms: curriculum accommodation that institutionally recognized religious and cultural diversity, pedagogical mediation that connected Islamic values with inclusive learning experiences, and participatory school culture that provided recurring opportunities for constructive engagement across differences. The study advanced an integrative institutional model in which these mechanisms worked together to strengthen the development of tolerance, rather than functioning as separate educational practices. The findings suggest that tolerance-oriented religious education becomes more meaningful when inclusion is coherently embedded throughout curriculum, pedagogy, and everyday school life while maintaining differentiated religious identities.
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