Internalizing Religious Tolerance Values through Multicultural Islamic Religious Education in Diverse Secondary School Environments
Abstract
This study aims to examine the effectiveness of multicultural Islamic Religious Education (IRE) in internalizing religious tolerance values among students in culturally and religiously diverse secondary schools. A mixed-method explanatory sequential design was employed involving 275 students, 15 IRE teachers, and four school principals from multicultural educational institutions. Quantitative data were collected using tolerance attitude scales and intercultural competence questionnaires, while qualitative data were obtained through classroom observations, interviews, and focus group discussions. The findings indicate that multicultural IRE significantly enhances students' respect for religious diversity, empathy, peaceful conflict resolution, and intercultural communication skills. Students demonstrated greater openness toward differences without compromising their Islamic identity. Teachers successfully integrated Quranic values of justice, compassion, and coexistence into classroom discussions and collaborative learning activities. The novelty of this study lies in proposing a Multicultural Islamic Religious Education Model integrating Islamic theological perspectives, intercultural education, and collaborative learning strategies to strengthen social harmony and religious moderation in pluralistic educational settings
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