Strategies of Islamic Education Teachers in Cultivating Interreligious Tolerance Among Students in Multicultural Schools: A Literature Review
DOI:
https://doi.org/10.59890/ijsas.v4i10.85Keywords:
Islamic Education Teacher Strategies, Interreligious Tolerance, Multicultural School, Literature Review, Wasathiyah, Social Contact TheoryAbstract
This study presents an expanded, systematic literature review analyzing the pedagogical, personal, and social strategies employed by Islamic Education (PAI) teachers in cultivating interreligious tolerance among students in multicultural schools. Utilizing a qualitative library research method adhering to rigorous content analysis protocols, data were synthesized from 45 high-impact academic publications, official policy documents, and classical/contemporary Islamic educational texts published between 2014 and 2024. Employing thematic analysis, the study synthesizes a comprehensive integrative four-dimensional framework: inclusive curriculum reconstruction, dialogical-reflective learning models, personal role-modeling, and cross-cultural collaborative school programs. By reinterpreting Islamic normative doctrines through the lenses of wasathiyah (religious moderation), tasamuh (tolerance), and karamah insaniyah (human dignity), PAI teachers effectively dismantle religious stereotypes and foster empathetic cross-faith interactions. Furthermore, this study proposes an expanded conceptual evaluation model for student affective engagement (IT) to systematically measure tolerance behavior and social cohesion in pluralistic educational settings. The findings provide an extensive theoretical foundation and actionable pedagogical guidelines for transforming Islamic religious instruction into an empowered medium for social integration and peacebuilding in multicultural societies.
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