Pembentukan Sikap Toleran Melalui Interaksi Simbolik Dalam Pembelajaran PAI Multikultural

Abstract

Formation of Tolerant Attitudes Through Symbolic Interaction in Multicultural PAI Learning

This study aims to analyze the forms of symbolic interaction in multicultural Islamic Religious Education (IRE) learning, examine how students interpret the symbols, language, and actions that emerge during the learning process, and explain their contribution to the development of students' tolerant attitudes. The study employed a qualitative approach using an interpretative phenomenological design. The research participants consisted of Islamic Religious Education teachers and students who were purposively selected based on their active involvement in the learning process. Data were collected through participant observation, in-depth interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings reveal that symbolic interaction in multicultural Islamic Religious Education learning is reflected through the use of inclusive language, teachers' exemplary behavior, dialogic communication, and learning activities that promote respect for diversity. These symbols are interpreted by students as representations of respect, empathy, openness, and acceptance of differences. The continuous process of meaning-making contributes significantly to the development of tolerant attitudes in students' social interactions, both within and beyond the school environment. This study contributes theoretically by enriching the discourse on multicultural Islamic Religious Education through the perspective of symbolic interaction. Practically, it provides insights into strengthening learning strategies that emphasize not only knowledge transfer but also the cultivation of tolerant character and multicultural awareness among students.