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Penelitian ini mengkaji strategi Kepala Madrasah MA Bali Bina Insani Tabanan dalam membentuk toleransi siswa melalui penguatan moderasi beragama di tengah masyarakat Hindu dengan guru lintas agama. Tujuannya: (1) mendeskripsikan strategi kepala madrasah, (2) menganalisis pengaruh moderasi beragama terhadap toleransi siswa di lingkungan multikultural, dan (3) mengidentifikasi faktor pendukung serta hambatan.Metode yang digunakan adalah kualitatif fenomenologi melalui observasi, wawancara, dan dokumentasi, dengan triangulasi untuk uji keabsahan data.Hasil penelitian menunjukkan: (1) Strategi kepala madrasah mencakup pembelajaran, pengembangan karakter, kemitraan, lingkungan inklusif, dan evaluasi partisipatif. (2) Moderasi beragama tercermin pada komitmen kebangsaan, sikap anti kekerasan, serta penghormatan tradisi lokal yang membentuk toleransi siswa. (3) Faktor pendukung meliputi keterlibatan guru Hindu, praktik toleransi sehari-hari, dan dukungan masyarakat. Hambatan muncul dari perbedaan latar siswa, keterbatasan fasilitas, serta keraguan orang tua terhadap guru non-Muslim, namun diatasi dengan komunikasi persuasif, keteladanan, dan kolaborasi pasca Bali Democracy Forum 2016.

Penelitian ini bertujuan untuk menganalisis implementasi strategi manajemen kesiswaan berbasis nilai Kristiani serta kontribusinya terhadap pembentukan karakter peserta didik dalam lingkungan pendidikan multikultural di SDS Unity Primary School. Latar belakang penelitian ini didasarkan pada meningkatnya kompleksitas keberagaman di lingkungan sekolah yang menuntut adanya pengelolaan peserta didik yang tidak hanya berorientasi administratif, tetapi juga mampu membangun sikap toleransi, penghargaan terhadap perbedaan, dan karakter yang kuat. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus. Data diperoleh melalui observasi partisipatif, wawancara, dan analisis dokumentasi sekolah, kemudian dianalisis menggunakan kerangka SWOT (Strengths, Weaknesses, Opportunities, Threats). Hasil penelitian menunjukkan bahwa manajemen kesiswaan di SDS Unity Primary School diimplementasikan melalui integrasi nilai-nilai Kristiani, seperti kasih, integritas, tanggung jawab, kerendahan hati, dan pelayanan ke dalam berbagai kebijakan dan program kesiswaan. Keberagaman peserta didik yang terdiri atas berbagai agama dan etnis dikelola melalui pendekatan inklusif yang mendorong interaksi lintas budaya dan lintas agama. Analisis SWOT menunjukkan bahwa identitas spiritual sekolah, program pembinaan rohani, kegiatan ekstrakurikuler, serta dukungan orang tua menjadi kekuatan utama dalam pembentukan karakter peserta didik. Di sisi lain, keterbatasan pembina rohani dan tantangan sekularisasi menjadi faktor yang perlu diantisipasi. Temuan penelitian juga menunjukkan bahwa harmonisasi program kerohanian, ekstrakurikuler, dan program anti-perundungan berbasis pendekatan restoratif berkontribusi terhadap terciptanya iklim sekolah yang aman, toleran, dan harmonis. Penelitian ini menyimpulkan bahwa strategi manajemen kesiswaan berbasis nilai Kristiani efektif mendukung pembentukan karakter peserta didik serta dapat menjadi model pengelolaan pendidikan multikultural yang inklusif dan berorientasi pada pengembangan karakter secara holistik.

Indonesia’s multicultural diversity poses serious challenges in maintaining social harmony, marked by increasing cases of intolerance driven by differences in ethnicity, religion, and culture. Education, particularly civics (PPKn), plays a strategic role in instilling tolerance values from an early age. This study aims to analyze the strategies used by elementary school teachers in cultivating tolerance attitudes through PPKn  learning, identify the implementation of tolerance values in classroom activities and student social interactions, and reveal the challenges faced by teachers along with effective and contextual learning strategies. This study employed a qualitative descriptive approach based on library research, collecting data from accredited scientific journals published between 2021 and 2025, sourced from databases including google scholar, DOAJ, and sinta- indexed journals. Data were analyzed using descriptive qualitative analysis through stages of data reduction, data presentation, and conclusion drawing, with source triangulation appliet to ensure validity. The findings reveal that affective teachers employ a holistic approach encompassing cognitive, affective, and psychomotor domains, consistent with Bloom’s revised taxonomy. Teachers serve not only as knowledge transmitters but also as moral role models, as supported by Bandura’s Social Learning Theory. Implementation is carried out through three channels: intracurricular, co-curricular, and extracurricular activities. Key challenges include dominance of cognitive approaches, limited understanding of multicultural education, and negative influencesof social media. This study implies the urgent need for continuous professional training for PPKn teachers, differentiated and inclusive learning design, and active collaboration between schools and families to strengthen the internalization of tolerance values in elementary school students.

This research used a qualitative approach with a descriptive analytical research type through a literature study method. The research data were obtained from various written sources such as scientific journals, books, research articles, and other documents relevant to the research topic. Data collection techniques were carried out through documentation by reading, recording, and classifying data according to the focus of the research. Data analysis was conducted descriptively and qualitatively through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that Civic Education has an important role in instilling tolerance values in students through materials related to diversity, democracy, human rights, and Pancasila values. Civic Education learning helps students understand the importance of respecting differences in ethnicity, religion, culture, and opinions in everyday life. In addition, teachers also play an important role in fostering tolerance through group discussions, teamwork, and presentation activities that train students to respect and cooperate with one another. However, there are still obstacles in implementing tolerant attitudes, such as environmental influences and the lack of awareness among some students. Therefore, cooperation between teachers, schools, and parents is needed to continuously foster students’ attitudes of tolerance.

The rapid transformation of education driven by globalization and technological advancement demands adaptive learning approaches that align with the characteristics of Generation Z learners. This generation is known for its curiosity, independence in thinking, and openness to diverse perspectives, yet it is also vulnerable to misinformation and negative online influences. Within the context of Islamic education, learning is not solely oriented toward cognitive development but also emphasizes the cultivation of moral values, particularly tolerance. This study aims to explore how contextual teaching methods can contribute to fostering tolerant attitudes among Generation Z students in Islamic educational settings. The research employs a qualitative approach through library research, utilizing a descriptive-analytical framework. Data were collected from various sources, including academic journals, books, and previous studies related to contextual learning, multicultural education, and Generation Z characteristics. The data collection technique involved document analysis, followed by content analysis procedures such as data reduction, categorization, and conclusion drawing. The findings indicate that contextual learning effectively promotes tolerance by engaging students in discussion, problem-solving, reflection, and real-life experiences. The integration of multicultural values and the role of teachers as facilitators and role models further strengthen this process. However, challenges remain, including limited teacher understanding, the persistence of conventional methods, inadequate supporting facilities, and the influence of social media. Overall, contextual learning presents a relevant strategy for developing open-minded, balanced, and socially adaptive Generation Z learners.

 Penelitian ini mengkaji peran media sosial dalam membentuk pemahaman keagamaan dan toleransi antarumat beragama di kalangan generasi muda Indonesia, yang semakin intens berinteraksi dengan wacana keagamaan melalui platform digital dalam kehidupan sehari-hari. Media sosial tidak hanya berfungsi sebagai sarana untuk mengakses pengetahuan agama, tetapi juga sebagai ruang interaksi lintas iman yang memungkinkan pertemuan berbagai perspektif. Namun, peluang tersebut berjalan beriringan dengan tantangan berupa misinformasi, konten provokatif, serta echo chamber berbasis algoritma yang berpotensi mendistorsi penafsiran ajaran agama dan memperkuat polarisasi. Penelitian ini berfokus pada dua permasalahan utama, yaitu bagaimana generasi muda menafsirkan pesan-pesan keagamaan yang ditemui di media sosial, serta faktor digital dan sosial apa saja yang memengaruhi apakah keterlibatan tersebut mendorong sikap toleran atau justru memicu kesalahpahaman. Penelitian ini menggunakan pendekatan kualitatif dengan teknik wawancara mendalam yang didukung oleh observasi awal untuk menggali pengalaman hidup pemuka agama dan generasi muda yang aktif dalam kegiatan keagamaan serta penggunaan media sosial. Hasil penelitian menunjukkan bahwa pesan keagamaan yang positif, kemampuan berpikir kritis, serta keteladanan figur agama dan publik berperan penting dalam memperkuat perspektif keagamaan yang moderat dan meningkatkan keterbukaan antariman. Sebaliknya, rendahnya literasi digital dan paparan informasi yang homogen berkontribusi terhadap kesalahpahaman serta terbatasnya dialog lintas agama. Kebaruan penelitian ini terletak pada analisis terpadu antara praktik digital generasi muda dan perspektif otoritas keagamaan, sehingga memberikan pemahaman kontekstual mengenai dinamika komunikasi keagamaan di ruang digital. Penelitian ini menyimpulkan bahwa media sosial dapat mendorong harmoni antarumat beragama dan pendalaman pemahaman agama apabila didukung oleh produksi konten yang etis dan literasi digital yang kuat.

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.

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 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.

This research is library research or research using library methods. The data collection technique used is to use sources originating from books and journals that are related to religious moderation. The type of research used is qualitative research, namely describing how religious moderation is in Indonesia. This paper will discuss the concept of intolerance that is developing in the lives of high school students, especially at SMAN 4 Tana Toraja. This research aims to provide understanding to behave tolerantly and avoid intolerant attitudes and it is important to provide understanding related to religious moderation to the nation's next generation in the era of digitalization.

This study explores the implementation of respect and tolerance through akhlak mahmudah (noble morals) in the multicultural environment of SD Fransiskus Bukittinggi, Indonesia. Using a qualitative descriptive approach, data were collected via classroom observations, interviews with teachers and stakeholders, and document analysis. Findings indicate that integrating akhlak mahmudah values—such as honesty, justice, and compassion—into the curriculum significantly enhances positive interactions among students from diverse cultural and religious backgrounds. Key success factors include active teacher roles as moral exemplars, participatory learning methods (e.g., group discussions and collaborative projects), and parental engagement. Challenges identified include resource limitations and varying teacher perceptions. The study underscores the effectiveness of holistic, value-based education in fostering inclusive attitudes and reducing social conflicts. Recommendations emphasize teacher training, innovative pedagogical strategies, and community collaboration to strengthen character education in multicultural settings.

Harmonis adalah keselarasan atau keserasian. Harmoni dalam keberagaman menunjukan kondisi Masyarakat yang selaras dan serasi ditengah perbedaan. Lingkungan memegang peranan penting dalam menciptakan kerukunan. Lingkungan keluarga menjadi pembentuk karakter anak. Keluarga mengajarkan arti penting menjalin kerukunan orang lain. Harmoni penting dalam kehidupan Masyarakat yang beragam karena :menjaga persatuan dan solidaritas,menghindari konflik,menciptakan lingkungan yang damai dan Sejahtera. Masyarakat yang memiliki keberagaman diperlukan adanya harmoni agar tidak terjadi konflik. Konflik ini dapat memecah belah persatuan dan kesatuan bangsa. Adanya sikap toleransi dan saling menjaga kerukunan,membuat Masyarakat dapat hidup berdampingan walaupun ada perbedaan. Pencapaian harmoni social dalam Masyarakat yang hidup berkelompok seperti kita merupakan tantangan yang bisa diwujudkan melalui usaha Bersama.

Harmonis adalah keselarasan atau keserasian. Harmoni dalam keberagaman menunjukan kondisi Masyarakat yang selaras dan serasi ditengah perbedaan. Lingkungan memegang peranan penting dalam menciptakan kerukunan. Lingkungan keluarga menjadi pembentuk karakter anak. Keluarga mengajarkan arti penting menjalin kerukunan orang lain. Harmoni penting dalam kehidupan Masyarakat yang beragam karena :menjaga persatuan dan solidaritas,menghindari konflik,menciptakan lingkungan yang damai dan Sejahtera. Masyarakat yang memiliki keberagaman diperlukan adanya harmoni agar tidak terjadi konflik. Konflik ini dapat memecah belah persatuan dan kesatuan bangsa. Adanya sikap toleransi dan saling menjaga kerukunan,membuat Masyarakat dapat hidup berdampingan walaupun ada perbedaan. Pencapaian harmoni social dalam Masyarakat yang hidup berkelompok seperti kita merupakan tantangan yang bisa diwujudkan melalui usaha Bersama.

This research aims to examine the influence of culture-based Social Sciences (IPS) learning on students' intercultural tolerance attitudes. The background to this research is the importance of increasing understanding and attitudes of intercultural tolerance in the context of multicultural education in Indonesia. The research method used was quasi-experimental with a pretest-posttest control group design. The research sample consisted of class VII students at one of the junior high schools in Jakarta, who were chosen randomly. The experimental group received culture-based social studies learning for one semester, while the control group received conventional learning. The research instrument was an intercultural tolerance attitude questionnaire which had been tested for validity and reliability. Data were analyzed using the t test to see the differences in pretest and posttest scores between the experimental and control groups. The results showed that there was a significant increase in intercultural tolerance attitudes in the experimental group compared to the control group. Culture-based social studies learning has proven effective in increasing students' attitudes of intercultural tolerance. These findings indicate that the integration of local cultural values ​​in the social studies curriculum can be a potential strategy for developing attitudes of intercultural tolerance and harmonization in schools. This research recommends the wider application of culture-based learning in education to support the creation of an inclusive and tolerant school environment.

This article discusses the importance of Pancasila education in shaping tolerance and social awareness among Indonesian university students. Based on the nation's five core principles, Pancasila education plays a crucial role in developing the character of the younger generation. By instilling strong moral and ethical values, this education aims to equip students with the ability to face social challenges wisely and responsibly. This study employs a qualitative method with a descriptive-analytical approach through library research. The findings indicate that Pancasila education can create a conducive learning environment for students' self-development, encompassing not only intellectual aspects but also the formation of moral character. The implementation of this education includes interactive teaching methods, practical experiences, and character education development. Effective methods include group discussions, case studies, community service programs, and student organization activities. In conclusion, Pancasila education must be an integral part of the higher education curriculum to ensure that students thoroughly understand and apply Pancasila values in their daily lives. This is expected to produce a young generation with strong character, tolerance, and social awareness, contributing to the formation of a harmonious and just society.

Pancasila education in Indonesia aims to shape the character of a diverse society into a cohesive unity with a focus on the value of tolerance in a multicultural community. This article examines the role of Pancasila education in promoting a tolerant attitude amidst a culturally diverse society, with values such as social justice, unity, equality, and cooperation as the foundation of harmony amidst differences. Studies also indicate the potential to strengthen tolerance values through intercultural interactions, such as in the activity of hunting for takjil, which symbolizes togetherness among various community groups. By strengthening the understanding of Pancasila values, society can be more open and appreciative of differences, creating harmonious intercultural relationships.

The simulation method is a teaching approach that uses mock situations to understand certain concepts, skills and principles. Its use aims to train skills, gain understanding, solve problems, increase learning activity, provide motivation, develop cooperation, encourage creativity, and understand and respect other people's opinions. In the context of Islamic Religious Education, the simulation method requires educators who are professional and have expertise in the material being taught. A conducive learning environment can be created when educators act as active facilitators in creating supportive interactions between students, educators and the classroom environment. Good support from educators is very important for the success of learning Islamic Religious Education.

Tolerance is very important among students so that they can respect and accept differences, religious tolerance means understanding and respecting the customary beliefs of others. Tolerance is an attitude or human behavior that does not deviate from religious rules, in which a person respects, respects, and provides wide space for followers of religions to embrace their respective religions without any element of coercion from adherents of other religions.This study used a qualitative descriptive research approach using field research. Sources of data obtained came from the Principal of SD Negeri 1 Sungai Benai, Islamic Religious Education Teachers, Non-Muslim Religious Teachers and Homeroom Teachers. Data obtained through interviews, observation, and documentation. While data analysis includes data reduction, data presentation, and drawing conclusions. The results showed that the teacher's efforts to teach religious tolerance at Sungai Benai I Public Elementary School, students at Sungai Benai I Public Elementary School did not question religious differences in interacting and respecting and respecting one another. Teachers at SD Negeri I Sungai Benai are always fair and never discriminate between students. It can be seen from the point of view of the same facilities between Muslims and non-Muslims.

Christian Religious Education plays an important role in Forming an Attitude of Tolerance and Appreciating Diversity in Society because it is in the Religious Education Process that the process of forming an attitude based on the values of Christ continues to be echoed. This writing method uses literature studies, namely collecting various sources concerning theories that are studied based on existing topics and problems. The results of the research show that Christian Religious Teachers hold the basic principles of teaching based on the Bible. Christian Religious Teachers are the main pillars in the process of forming an attitude of Tolerance and Respect for diversity. The things that can be done by religious teachers in this case are teachers can become coaches, Friends, Facilitators to instill this attitude so that later we will see diversity in a circle that plural social  

Penelitian ini bertujuan untuk: (1) untuk mendeskripsikan implementasi pembelajaran PPKn dalammeningkatkan karakter toleransi. (2) untuk mendeskripsikan peran guru PPKn dalam membentukkarakter toleransi. (3) untuk menganalisis kesulitan apa saja yang dialami guru PPKn dan pesertadidik dalam upaya tersebut.Penelitian ini dilaksanakan di SMP Muhammadiyah 8 Kebakkramat. Subjek dalam penelitian iniadalah Kepala sekolah, Wakil Kepala Sekolah, Guru PPKn, dan siswa kelas VII yang berjumlah 11siswa di SMP Muhammadiyah 8 Kebakkramat. Metode yang digunakan dalam penelitian ini adalahmetode deskriptif kualitatif dengan jenis penelitian studi kasus. Teknik analisis data yang dilakukanyaitu dengan reduksi data, penyajian data, dan verifikasi data.Hasil penelitian menunjukkan bahwa: (1) Guru tidak hanya serta mengajar memberikan materi sajanamun juga memberikan contoh-contoh untuk di implementasikan dengan peserta didik, memberimotivasi menjadi penggerak menjadi mentor dan menyemangati untuk terus mengembangkankarakter yang baik. (2) Upaya atau peran guru PPKn dalam membentuk sikap toleransi melaluikompetensi dasar yang sesuai dengan materi Kebaragaman Masyarakat Indonesia di integrasikandengan RPP. (3) Faktor pendorong dan faktor penghambat yang dapat membentuk karakter toleransipada siswa kelas VII SMP Muhammadiyah 8 Kebakkramat: a) Faktor pendorong: Kebjikan sekolah,memiliki rasa peduli, dan menghargai perbedaan. b) Faktor penghambat: Mementingkan diri sendiridan memilih dalam berteman.