INTERNALISASI NILAI TOLERANSI DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMP NEGERI 1 PALANG TUBAN

Abstract

Tolerance is a crucial instrument in maintaining harmony within Indonesia’as pluralistic society: however, reality indicates that phenomena of intolerance are still frequently encountered among school-aged adolescents. Islamic Religious Education (PAI) occupies a strategic position in shaping inclusive character, although in practice, it often remains confined to the mere transfer of knowledge (knowing) without addressing the dimensions of appreciation (feeling) and practice (acting). This research aims to deeply examine the strategies for internalizing tolerance values in PAI learning at SMP Negeri 1 Palang, an institution characterized by a heterogeneous student background.

The methodology employed is a qualitative approach utilizing a case study design. Data collection was conducted through participant observation, in-depth interviews with the principal, PAI teachers, and students. Data analysis utilized the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The research findings reveal that the process of internalizing tolerance values at SMP Negeri 1 Palang is carried out through three systematic stages: First, value transformation through the provision of a one-way cognitive foundation regarding the boundaries of tolerance, based on the theological principles of Surah Al-Hujurat verse 13. Second, value transaction, which is dialogic and interactive, implemented through the habituation of the 3S culture (smile, greet, and salute) and collective religious activities. Third, trans-internalization of values, involving the integration of values into the students' personalities through teacher role-modeling (uswah hasanah) and a conducive school environment. The success of this internalization is supported by character-strengthening programs such as the Roots anti-bullying program, despite facing challenges from family backgrounds and social media influence. This study underscores the importance of a holistic strategy that combines intracurricular learning with an inclusive school culture to foster authentic tolerant attitudes.