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Penelitian ini bertujuan untuk mengkaji bagaimana karakter pendidikan yang mengedepankan penghargaan terhadap keberagaman, pemanfaatan media digital, dan penerapan Kurikulum Berbasis Cinta Kasih dapat saling menguatkan dalam upaya meningkatkan kualitas proses pembelajaran di Madrasah Ibtidaiyah. Dengan menerapkan metode tinjauan pustaka, penelitian ini mengumpulkan berbagai sumber akademik yang membahas tentang nilai toleransi, pendidikan multikultural, inovasi teknologi dalam pembelajaran, serta pendekatan pedagogi berbasis kasih sayang dan empati. Hasil penelitian menunjukkan bahwa pendidikan karakter yang menitikberatkan pada keberagaman dapat membangun rasa saling menghormati antar siswa. Di sisi lain, media digital berperan penting dalam memberikan proses pembelajaran yang lebih menarik, interaktif, dan sejalan dengan perkembangan teknologi saat ini. Lebih lanjut, Kurikulum Berbasis Cinta memperkaya pendidikan dengan memperkuat aspek spiritual, emosional, dan moral, sehingga pembelajaran tidak hanya sebatas hasil akademik saja. Penggabungan ketiga pendekatan tersebut dinilai efektif untuk menciptakan lingkungan belajar yang inklusif, bersahabat, dan sesuai dengan tahap perkembangan siswa. Pada akhirnya, madrasah mempunyai peluang untuk melahirkan generasi yang religius, toleran, dan berkarakter kuat dalam menghadapi perubahan sosial budaya saat ini.

Indonesia’s diversity is a valuable asset that must be wisely managed to prevent potential conflicts. Article 29 Paragraph 2 of the 1945 Constitution guarantees freedom of religion, in line with Islamic teachings on tolerance. Ma’had Al-Zaytun serves as an example of an Islamic educational institution that instills Islamic and national values in a moderate and inclusive manner, shaping students to live harmoniously within a pluralistic society. This study aims to determine the role of Ma’had Al-Zaytun in shaping attitudes of tolerance based on Article 29 Paragraph 2 of the 1945 Constitution and Islamic Law. The research employs a descriptive approach with a library research method. Primary data were obtained from Article 29 Paragraph 2 of the 1945 Constitution and Hukum Islam by Sofyan Hasan, while secondary data were derived from journals, theses, dissertations, documents, and previous relevant studies. The results show that Ma’had Al-Zaytun plays an important role in fostering tolerance through two perspectives. Based on Article 29 Paragraph 2 of the 1945 Constitution, Al-Zaytun creates an educational environment that values diversity through curriculum design, exemplary teachers, social activities, and intercultural dialogue. From the perspective of Islamic Law, tolerance is reflected through the preservation of religion and intellect, emphasizing peace, respect for other religions, and freedom of thought and dialogue. The combination of these perspectives produces students who are religious, open-minded, and socially responsible in a pluralistic national life.

Penelitian ini menganalisis implementasi pendidikan karakter oleh Penyuluh dalam mata pelajaran Pendidikan Kepercayaan Terhadap Tuhan Yang Maha Esa dan Budi Pekerti di SMP Negeri 2 Sumowono. Fokus penelitian meliputi strategi pengajaran, metode penyampaian nilai karakter, tantangan, serta faktor pendukung dan penghambat. Metode kualitatif digunakan dengan wawancara, observasi, dan analisis dokumen. Hasil menunjukkan pendidikan karakter diterapkan melalui lima elemen utama yaitu Sejarah, Keagungan Tuhan, Budi Pekerti, Martabat Spiritual, Larangan dan Kewajiban dengan metode interaktif seperti diskusi kelompok, ceramah inspiratif, dan praktik langsung (role-play) untuk menanamkan nilai-nilai karakter dan keteladanan Penyuluh. Faktor pendukung berupa kepemimpinan kepala sekolah, keterlibatan orang tua, dan lingkungan sekolah yang kondusif, sedangkan penghambat meliputi keterbatasan sarana, waktu, dan pengaruh negatif pergaulan. Dampak positif terlihat pada peningkatan kejujuran, kedisiplinan, kesantunan, dan toleransi siswa. Kesimpulannya, pendidikan karakter berhasil membentuk peserta didik penghayat kepercayaan berakhlak mulia, namun perlu upaya berkelanjutan untuk mengatasi hambatan dan memperkuat kolaborasi sekolah, orang tua, dan masyarakat.

Penelitian ini bertujuan untuk melakukan telaah pustaka mengenai pemanfaatan media film dalam membentuk karakter peserta didik di tingkat Sekolah Dasar. Pendekatan yang digunakan adalah literature review dengan langkah-langkah berupa identifikasi, analisis, evaluasi, dan interpretasi terhadap sejumlah artikel ilmiah yang relevan. Sumber data diperoleh dari berbagai jurnal yang terindeks dalam Google Scholar, dengan kata kunci "film pendidikan", "pembentukan karakter", dan "Sekolah Dasar". Dari proses pencarian, ditemukan 15 artikel yang dijadikan dasar analisis. Hasil kajian menunjukkan bahwa penggunaan film sebagai media pembelajaran berkontribusi positif terhadap penguatan karakter siswa, seperti tanggung jawab, kejujuran, toleransi, dan kerja sama. Media film yang sesuai dengan usia anak dan konteks pembelajaran mampu meningkatkan keterlibatan siswa serta mempermudah guru dalam menyampaikan nilai-nilai karakter. Dengan demikian, media film layak dijadikan sebagai alternatif pendukung dalam pembelajaran karakter di Sekolah Dasar.

Students, as agents of change, play a significant role in instilling Islamic values and tolerance in a diverse society. One of the ways to implement these values is through the Student Creativity Week, which involves various educational, innovative, and collaborative activities. This study aims to analyze the effectiveness of the Student Creativity Week in realizing Islamic values and tolerance in Manik Maraja Village. The research uses a descriptive qualitative approach, involving the community participatively in the planning, implementation, and evaluation stages. The results show that the Student Creativity Week successfully enhanced religious understanding among the youth, strengthened social solidarity, and fostered an inclusive attitude among residents. This program proved to be effective in building harmonious relationships among villagers and creating a more tolerant environment. Therefore, the Student Creativity Week program can be a collaborative community service model, with potential to be replicated in other villages to achieve sustainable social harmony.

Christian Religious Education (PAK) plays a crucial role in building religious tolerance in a diverse society. PAK does not only focus on Christian teachings, but also seeks to shape students' morals, attitudes, and spirituality through an approach that is relevant to various age levels. Thus, this education provides a solid foundation for understanding universal human values. PAK emphasizes the importance of tolerance in a pluralistic society, respects religious diversity, and accepts differences as part of a complex social structure. In this context, PAK teaches students to see differences as a source of strength and cultural richness, not as a barrier. This education also encourages the development of empathy and concern for others, which are very important in building intergroup relationships.Furthermore, PAK actively seeks to expand understanding of the values ​​of commonality between religions through dialogue and seminars. These activities involve not only students but also parents and local communities and create constructive discussion forums. Using social media as a means to spread messages of taboos and respond quickly to religious issues is also an effective strategy given its broad impact. PAK also contributes to poverty alleviation and community empowerment, regardless of religion, with programs that focus on improving basic needs and quality of life.A commitment to justice and human rights is the foundation of all initiatives, and all stakeholders are asked to play an active role in creating positive change. Therefore, PAK aims to build a peaceful, harmonious, and inclusive society that values ​​differences and avoids conflict. Through continuing education and open dialogue, our goal is to equip future generations with an attitude of mutual respect and harmonious coexistence with diversity.

Introducing a sense of tolerance from an early age, especially in preschool, is crucial for building a harmonious society. This article discusses the importance of instilling the values ​​of tolerance and mutual respect among children, particularly in the context of religious diversity. The study, conducted at Telkom Kindergarten in Gorontalo, involved seven students aged 5-6 years. The data collection technique used a Guttman scale questionnaire with intervals (Yes-No). The results showed that 85% of children had demonstrated tolerant attitudes, which include accepting differences, respecting others, and appreciating the religion or beliefs of others. However, there were still 15% of children who were not fully tolerant. Therefore, it is recommended to further develop social tolerance skills in early childhood through various structured and systematic approaches, such as modeling, habituation, storytelling, outdoor activities, singing, and providing appropriate rewards and consequences. It is important to build strong synergy between parents and teachers in formal educational institutions to guide children in developing a tolerant character. In addition, efforts need to be made to increase students' awareness of good behavior, and parents' use of democratic education also plays a crucial role in developing tolerance skills in early childhood.

Penelitian ini mengkaji pelaksanaan layanan bimbingan klasikal dalam konteks multikultural melalui pendekatan studi kepustakaan. Layanan bimbingan klasikal berperan penting dalam membantu siswa menyesuaikan diri secara sosial dan akademik di tengah keberagaman budaya sekolah. Fokus kajian meliputi prinsip, teknik, tahapan pelaksanaan, tantangan yang dihadapi, serta strategi konselor dalam mengelola dinamika multikultural. Hasil kajian menekankan pentingnya kompetensi multikultural, komunikasi empatik, dan refleksi berkelanjutan untuk menciptakan layanan yang inklusif dan adaptif. Layanan ini juga menjadi sarana strategis dalam menanamkan nilai toleransi, empati, serta keadilan sosial kepada siswa. Kesimpulannya, layanan bimbingan klasikal dalam konteks multikultural perlu dirancang secara holistik agar mendukung terciptanya lingkungan belajar yang aman, terbuka, dan memberdayakan bagi semua siswa.

Pendidikan karakter menjadi fondasi yang sangat penting dalam membentuk kepribadian anak usia dini. Masa ini, yang sering disebut sebagai periode emas perkembangan anak, merupakan waktu yang ideal untuk menanamkan nilai-nilai moral dan etika melalui pendidikan yang terintegrasi dalam lingkungan keluarga, sekolah, dan masyarakat. Penelitian ini mengadopsi pendekatan deskriptif kualitatif yang berlandaskan studi literatur untuk menganalisis pentingnya pendidikan karakter serta metode yang tepat dalam pembentukan karakter anak. Hasil kajian menunjukkan bahwa pendidikan karakter perlu melibatkan tiga aspek utama: moral knowing (pengetahuan moral), moral feeling (perasaan moral), dan moral doing (tindakan moral). Selain itu, pendidikan ini harus didukung oleh nilai-nilai religius, kejujuran, toleransi, disiplin, kerja keras, kreativitas, dan kemandirian. Dengan pendidikan karakter yang konsisten dan kontekstual, anak diharapkan dapat tumbuh menjadi individu yang bermoral, memiliki integritas, dan mampu memberikan kontribusi positif bagi masyarakat.

This study explores the role of Hadith as a foundation for instilling the values of religious tolerance, with a focus on shaping the awareness of Generation Z in the contemporary era of technology and globalization. The Qur'an and the Hadith of Prophet Muhammad SAW emphasize respect for religious diversity and firmly prohibit intolerance, offering a strong theological basis for promoting harmonious coexistence. As a digitally active generation, Gen Z possesses significant potential to disseminate tolerance values through online platforms. Nevertheless, they face challenges such as disinformation, hate speech, and the spread of distorted religious interpretations, which may hinder the cultivation of inclusive attitudes. This research highlights that the integration of tolerance values requires methods aligned with Gen Z’s characteristics, including interactive discussions, the strategic use of social media, and educational approaches rooted in prophetic principles. By adopting such methods, religious teachings can be contextualized in a manner that resonates with Gen Z’s communication styles and digital literacy levels. The study employs a qualitative literature review to analyze relevant Hadith texts, their interpretations, and contemporary strategies for value transmission. The findings suggest that a combination of religious education, digital engagement, and community-based initiatives can effectively foster interfaith understanding and reduce intolerance among youth. Ultimately, this research offers a practical framework for educators, religious leaders, and policymakers to strengthen inter-religious tolerance by enhancing the comprehension and application of Hadith in addressing the unique challenges of the digital era.

This study explores the strategic role of Pancasila as a living ideology in addressing the rising challenges of radicalism and intolerance in the era of digital globalization. The increasing spread of radical ideologies through social media, along with the growing exclusivist attitudes within Indonesia’s multicultural society, demands an adaptive and applicable ideological approach. This research employs a descriptive qualitative method using literature review techniques. The findings indicate that collaboration among state institutions, civil society organizations, and educational institutions is crucial in grounding the values of Pancasila within public and digital spaces. Deradicalization strategies that emphasize ideological education, media literacy, and humanistic approaches have proven more effective in fostering tolerance and preventing the spread of extremist ideologies. This study affirms that Pancasila must continuously be revitalized through cross-sectoral, concrete actions to remain relevant and influential in preserving national unity.

Tebel Bareng Village is a clear example of how religious differences do not have to be an obstacle to social harmony. Through This research explores local cultural values through an ethnographic approach. that foster interfaith tolerance. The tradition of gotong royong and deliberation are key to maintaining harmonious social relations.The results demonstrate that local culture plays a pivotal role in instilling tolerance values into people's daily lives.These villagers prove that Different beliefs are not walls of separation but bridges that allow people to get to know each other.appreciate each other. This research describes inspiring stories from daily life where religious people help each other regardless of background. beliefs. Using a narrative qualitative approach, the study presents a vivid and inspiring portrait of tolerance and offering hope that Harmony can be achieved in a pluralistic society.

Education in elementary schools (SD) has a strategic role in shaping students' character, especially in instilling the values ​​of religious tolerance and moderation. Teachers, as the main agents in the education process, play an important role in internalizing these values ​​through a contextual, integrative, and sustainable learning approach. This article discusses the role of teachers in instilling religious tolerance and moderation through teaching strategies, habituation, role models, and extracurricular activities. Based on literature studies, this article identifies effective approaches used by teachers, challenges faced, and implications for education policy in supporting the formation of moderate and tolerant attitudes in elementary school students. This study emphasizes that teachers not only act as teachers, but also as facilitators, guides, and role models in shaping students' character that is inclusive and respects diversity.

This study examines the implementation of Pancasila values-based Civic Education (PKn) learning in enhancing tolerance attitudes among fifth-grade students at UPT SD Negeri 064016. Using a descriptive qualitative approach with a case study design, data were collected through participatory observation, in-depth interviews, document analysis, and tolerance attitude questionnaires involving 28 students. Results indicate that contextual strategies—such as classroom deliberation simulations and collaborative projects based on local wisdom—significantly improved students' tolerance attitudes. Conceptual understanding of diversity increased by 34.5%, empathetic attitudes rose by 29.5%, and inclusive practices grew by 23.7% (composite score +29%, Cohen’s d = 1.45). Key supporting factors included the school’s commitment to integrating Pancasila values into the curriculum and innovative media (e.g., multicultural congklak, AR cultural maps). Primary constraints were limited instructional time and student ability heterogeneity. The study concludes that Pancasila values-based learning models, supported by teacher consistency and active student participation, effectively foster inclusive school environments.  

This study aims to describe and analyze the intercultural communication experiences between Hindu and Muslim communities in fostering tolerance in Sekelor Village, Sidoarjo Regency. This village is notable as a minority Hindu community lives harmoniously with the Muslim majority. A descriptive qualitative approach was employed, using interviews, observations, and documentation for data collection. The findings show that communication between the two communities occurs intensively through daily social interactions, cooperation in religious and social activities, and mutual respect for differences. Forms of communication include verbal and non-verbal exchanges practiced within the context of local culture and communal values. Tolerance is reflected not only in accepting differences but also in active participation in each other’s religious events. Supporting factors for this tolerance include a strong awareness of peaceful coexistence, local cultural values, the role of community leaders, and openness to diversity. The study affirms that intercultural communication can serve as a vital bridge in strengthening a pluralistic and harmonious society.

This study examines acculturative symbolism and interfaith tolerance through the implementation of the Unan-Unan Ceremony in Tosari District, Tengger region, using a qualitative case study approach and Herbert Blumer's symbolic interactionism theory as an analytical tool. The Unan-Unan tradition, as a sacred five-year ritual of the Tengger Hindu community, not only carries spiritual meanings such as warding off evil and purifying nature but also serves as a space for social interaction actively involving the Muslim community, particularly in social, cultural, and logistical aspects. Cultural symbols such as offerings, mantras, and collective prayers are interpreted as the result of negotiations and the formation of cross-religious collective identity. The research findings indicate that the symbolism in this tradition represents values of tolerance, mutual aid, and teposliro, thereby strengthening an inclusive and harmonious social structure within a multicultural society. The Unan-Unan ceremony serves as tangible evidence that a cultural approach can create spaces for tolerance and harmony among religious groups without erasing their respective identities. Thus, this tradition is not only significant as a cultural heritage but also as a model of diversity and social peace in Indonesia.

This paper aims to explore the charismatic leadership model of Abdurrahman Wahid (Gus Dur) from the perspective of Pancasila Education, with an emphasis on the internalization of human values, tolerance, and democracy embedded in the national and cultural praxis. Using a approach based on literature study, this article shows how Gus Dur became a transformative leader who consistently realized the second, third, and fourth principles of Pancasila. His leadership not only defended the nation's plurality but also created interreligious dialogue spaces and protected minority groups as concrete manifestations of humanity and tolerance values. Furthermore, the deliberative democracy he pioneered remains a significant legacy for political education and national character development.  

This study aims to analyze the preaching strategy used by Habib Ja'far in building religious tolerance through the "Log In" content. In the digital era, online media has an important role in shaping public opinion and attitudes towards various issues, including interfaith tolerance. Habib Ja'far, as a religious figure who is active on social media, has great potential to influence public views on the importance of living side by side in harmony. This study uses a qualitative descriptive method with a framing analysis approach. Data were collected from the "Log In" video content featuring a dialogue between Habib Ja'far and other religious figures. The results of the study show that Habib Ja'far uses an inclusive preaching strategy, emphasizing the values ​​of kindness, compassion, and tolerance. He also encourages viewers to practice tolerance in everyday life. Through the "Log In" content, Habib Ja'far not only creates an inclusive interfaith dialogue, but also spreads a message of peace and harmony. This study concludes that Habib Ja'far's digital preaching is effective in building interfaith understanding in an increasingly pluralistic society, and has a significant influence on the understanding of religious tolerance among students.

This study aimed to examine (1) the methods of instilling tolerance attitudes and (2) the factors influencing the cultivation of tolerance in Social Science learning at Islamic Junior High School (MTs) Baiturrahman Tapung. The research was motivated by the lack of tolerance among students. A qualitative approach was employed, with data collected through observation, interviews, and documentation. Data analysis used qualitative descriptive techniques, supported by data validity checks and triangulation. The findings revealed that tolerance was fostered in eighth-grade students through school culture integration, including: (1) greetings in various languages and cultures, (2) forming discussion groups, (3) promoting respectful communication, (4) cultural exchange activities, and (5) celebrating significant religious and cultural events. Additionally, Social Science learning reinforced tolerance by (1) incorporating tolerance values into lesson plans and syllabi, and (2) connecting tolerance attitudes to learning approaches and subject matter. Supporting factors included teacher competence, curriculum design, learning materials, and evaluation methods. Conversely, obstructing factors involved parents' lack of awareness regarding the importance of tolerance. This study highlights the role of educational strategies and school culture in nurturing tolerance, emphasizing the need for collaboration between educators and parents to strengthen students' tolerance attitudes effectively.

Inter-religious tolerance is defined as an attitude of accepting, recognizing, respecting and appreciating the beliefs of others. The emergence of conflict is often caused by individualistic feelings that still arise in social relationships. This article aims to review in depth the role of Islamic cinema in presenting narratives that promote peace, harmony, and mutual understanding between religious communities in Indonesia. This analysis uses a qualitative analysis approach, the data collected contains data quotations from literature studies, books, films, articles, and literature. The results showed that there are 3 values of tolerance contained in the movie “Tanda Tanya”. First, it leads to efforts to provide freedom. Second, recognizing everyone's rights. Third, respecting other people's beliefs.