Integrating Religious Tolerance into Multicultural Islamic Education: A Multilayered Framework to Prevent Intolerance

Abstract

This study examines how religious tolerance is integrated into multicultural Islamic Religious Education (IRE) at SMA Negeri 1 Mamuju. Using an interpretive qualitative case-study design, the study draws on traceable interview data from nine informants: one principal, three IRE teachers, and five students in Grades X–XII with experience of interreligious interaction. Interviews were conducted from April to May 2025 and analyzed thematically through familiarization, initial coding, categorization, cross-source comparison, theme review, and interpretation. The findings show that tolerance was reported as a multilayered educational process: Islamic identity and respect for religious difference were linked to learning objectives and content, dialogical and collaborative pedagogy, teacher role modelling, inclusive school culture, and students' everyday social experiences. Teachers reported using discussion, case studies, role play, collaborative projects, contextual learning, reflection, and attitude assessment, while students associated tolerance with respect for worship, non-discriminatory speech, cross-religious cooperation, and dialogue in resolving differences. The study contributes to multicultural IRE by conceptualizing tolerance education as an interconnected normative, pedagogical, and institutional mechanism rather than as an isolated topic or method. Because original curriculum documents, complete interview transcripts, and raw observation records were unavailable in the source package, the findings are interpreted as reported practices rather than independently verified implementation or causal effects.