Instilling Religious Tolerance Values at SMP Negeri 1 Angkola Barat, Tapanuli Selatan
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Abstract
This study investigates the instillation of religious tolerance values at SMP Negeri 1 Angkola Barat, Tapanuli Selatan, a school with 435 students (397 Muslims, 38 Christians), reflecting Indonesia’s diverse cultural landscape. Employing a qualitative approach, data were collected through interviews, observations, and documentation to explore the school’s strategies and their impact on social harmony. Findings reveal that classroom learning, celebrations of religious holidays such as Maulid Nabi and Easter, and extracurricular activities like scouting and arts foster inclusive cross-faith interactions. Teachers, through narrative discussions and role modeling, reinforce values of respect and empathy. School programs, with 80% participation in mixed-faith groups, have cultivated a harmonious environment, evidenced by zero incidents of intolerance over three years. This research underscores education’s role as a catalyst for social cohesion in multicultural settings, offering a replicable model for other institutions. The limitation of focusing on a single school suggests the need for comparative studies. The findings contribute to global discourse on multicultural education, with implications for educational policies promoting unity.
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Ikhsan, F. N., Yunan Harahap, M., & Pane, A. (2025). Instilling Religious Tolerance Values at SMP Negeri 1 Angkola Barat, Tapanuli Selatan. Edu Global : Jurnal Pendidikan Islam, 6(1), 6-11. https://doi.org/10.56874/eduglobal.v6i1.2196
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
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[2] Nurhadi et. al, “Relevansi Konsep Rahmatan Lil ‘Alamin,” Darajat.jpai, vol. 6, no. 1, pp. 1–9, 2023, [Online]. Available: https://ejournal.iai-tabah.ac.id/index.php/Darajat
[3] V. Tamaeka, “Penanaman Nilai-Nilai Toleransi Melalui Pendidikan Karakter di Sekolah Dasar,” Toler. Media Komun. Umat Beragama, vol. 14, no. 1, pp. 14–22, 2022.
[4] M. Hasanah, A. Zunaih, and M. Musbikhin, “Sikap Toleransi Beragama pada Generasi Milenial di Desa Tlogopatut Kecamatan Kebomas Kabupaten Gresik,” Proc. Annu. Conf. Muslim Sch., vol. 7, no. 1 SE-Articles, Dec. 2023, doi: 10.36835/ancoms.v7i1.535.
[5] A. Sunarno, Firman, A. Ikbal, and L. Indrawati, “UPAYA MEMINIMALISIR KASUS INTOLERANSI DALAM PENDIRIAN TEMPAT IBADAH DEMI TERCIPTANYA KOHESI SOSIAL PADA MASYARAKAT MULTIKULTURAL DI KALIMANTAN TENGAH,” J. Paris Langkis, vol. 3, no. 2 SE-, pp. 93–100, Mar. 2023, doi: 10.37304/paris.v3i2.8719.
[6] U. Wahidin, M. Sarbini, and I. Tabroni, “Evaluasi Penggunaan Media Pembelajaran Dalam Praktik Pengalaman Lapangan Mahasiswa Program Studi Pendidikan Agama Islam,” Edukasi Islam. J. Pendidik. Islam, vol. 11, no. 03, p. 831, 2022, doi: 10.30868/ei.v11i03.3175.
[7] I. Kamaruddin et al., “ANALYSIS OF THE INFLUENCE OF SCHOOL PRINCIPAL MANAGERIAL COMPETENCIES ON PERFORMANCE PUBLIC HIGH SCHOOLS,” J. Sci., vol. 12, no. 4, pp. 291–296, 2023.
[8] R. Abdul Gani, “Toleransi Menurut Al- Qur’an dan Hadits,” Al Ashriyyah, vol. 6, no. 2 SE-Articles, pp. 137–154, Oct. 2020, doi: 10.53038/alashriyyah.v6i2.134.
[9] Z. Zulyadain, “Penanaman Nilai-nilai Toleransi Beragama pada Pembelajaran Pendidikan Agama Islam (PAI),” Al-Riwayah J. Kependidikan, vol. 10, no. 1 SE-Articles, pp. 123–149, Apr. 2018, doi: 10.47945/al-riwayah.v10i1.146.
[10] A. Anzalman, T. Kamal, R. Hakim, J. Julhadi, T. Thaheransyah, and H. Hanafi, “Islam dan Humanism (When Muslim Learns From The West: A Cross Curtural Project),” J. Kaji. dan Pengemb. Umat, vol. 7, no. 1, pp. 52–71, 2024.
[11] M. Agustin and N. U. Nuha, “Integrasi Pendidikan Islam Dalam Pengelolaan Kelas Untuk Pembentukan Generasi Berkarakter,” Al-Qalam J. Kaji. Islam dan Pendidik., vol. 16, no. 1, pp. 114–125, 2024, doi: 10.47435/al-qalam.v16i1.2983.
[12] S. Sarnita and E. Titi Andaryani, “Pertimbangan Multikultural Dalam Pengembangan Kurikulum Untuk Menghadapi Keanekaragaman Siswa,” J. Pendidik. Indones., vol. 4, no. 11, pp. 1183–1193, 2023, doi: 10.59141/japendi.v4i11.2233.
[13] J. W. Creswell and C. N. Poth, “Qualitative inquiry and research design: Choosing among five approaches,” Sage Publ., 2018, [Online]. Available: https://www.sagepub.com/
[14] I. Seidman, Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. New York: Teachers College Press, 2013.
[15] J. P. Spradley, Participant Observation. New York: Holt, Rinehart, and Winston, 1980.
[16] Moleong, Metode Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya, 2018.
[17] M. K. Dhothar, “Medical School Negatively Affected Underrepresented Minority Student Wellness: A Rapid Review,” Undergrad. Res. Nat. Clin. Sci. Technol. J., vol. 8, no. 1–12, 2024, doi: 10.26685/urncst.655.
[18] R. M. Kyburg, H. Hertberg-Davis, and C. M. Callahan, “Advanced Placement and International Baccalaureate Programs: Optimal Learning Environments for Talented Minorities?,” J. Adv. Acad., vol. 18, no. 2, pp. 172–215, 2007, doi: 10.4219/jaa-2007-357.
[19] S. Oktariyati, “Management on the integration of tolerance at inclusion school,” Int. J. Sci. Technol. Res., vol. 8, no. 10, pp. 3390–3394, 2019, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074506871&partnerID=40&md5=7dfc7b3b9ae29e8241ed78c4a0ee3b44
[20] N. N. Padmadewi, I. M. S. A. Sukadana, L. P. Artini, and K. T. A. Ana, “Inclusive Education Practices with Balinese Local Values of ‘Menyama Braya’ in a Primary Bilingual School in North Bali,” J. Kaji. Bali, vol. 15, no. 1, pp. 258–284, 2025, doi: 10.24843/JKB.2025.v15.i01.p10.
[21] K. Khamzina, M. Jury, E. Ducreux, and C. Desombre, “The conflict between inclusive education and the selection function of schools in the minds of French teachers,” Teach. Teach. Educ., vol. 106, 2021, doi: 10.1016/j.tate.2021.103454.
[22] I. M. Pageh, I. W. Mudana, and I. K. Margi, “The Role of the Hidden Curriculum in Fostering Tolerance: A Case Study of Public High Schools in Mataram City,” Educ. Process Int. J., vol. 15, 2025, doi: 10.22521/edupij.2025.15.160.
[23] S. Suparjo, M. Hanif, I. S. Dimas, S. Suwito, and A. Efendi, “Inclusive religious education to develop religious tolerance among teenagers,” Cypriot J. Educ. Sci., vol. 17, no. 8, pp. 2861–2876, 2022, doi: 10.18844/cjes.v17i8.7135.
[24] A. K. Grljušić, D. Adžić, and A. G. Debeljak, “Inclusive education and the dimension of equality in the religious education,” Nov. Prisut., vol. 18, no. 1, pp. 73–86, 2020, doi: 10.31192/NP.18.1.6.
[25] F. Willems, E. Denessen, C. Hermans, and P. Vermeer, “Students’ perceptions and teachers’ self-ratings of modelling civic virtues: An exploratory empirical study in Dutch primary schools,” J. Moral Educ., vol. 41, no. 1, pp. 99–115, 2012, doi: 10.1080/03057240.2011.615827.
[26] M. Cohen-Malayev, E. P. Schachter, and Y. Rich, “Teachers and the religious socialization of adolescents: Facilitation of meaningful religious identity formation processes,” J. Adolesc., vol. 37, no. 2, pp. 205–214, 2014, doi: 10.1016/j.adolescence.2013.12.004.
[27] A.-M. McIlroy, “Assessment, curriculum and literacy practices to develop and support social relationships in a new zealand primary school,” Int. Perspect. Incl. Educ., vol. 13, pp. 139–149, 2019, doi: 10.1108/S1479-363620190000013011.
[28] G. Fakhretdinova, L. Dulalaeva, and E. Tsareva, “Extracurricular activities in engineering college and its impact on students’ tolerance formation,” in Advances in Intelligent Systems and Computing, 2020, pp. 143–150. doi: 10.1007/978-3-030-40274-7_15.
[29] R. M. Gillies, “Teachers’ and students’ verbal behaviours during cooperative and small-group learning,” Br. J. Educ. Psychol., vol. 76, no. 2, pp. 271–287, 2006, doi: 10.1348/000709905X52337.
[30] M. Esteban-Guitart, M. J. R. Damián, and M. R. P. Daniel, “Empathy and tolerance of diversity in an intercultural educative setting,” Univ. Psychol., vol. 11, no. 2, pp. 415–426, 2012, doi: 10.11144/javeriana.upsy11-2.etdc.
[31] O. M. Klimecki, “The Role of Empathy and Compassion in Conflict Resolution,” Emot. Rev., vol. 11, no. 4, pp. 310–325, 2019, doi: 10.1177/1754073919838609.
