Sosiologi Lembaga Pendidikan: Praktik Tasamuh dalam Pembelajaran Pendidikan Agama Islam di MTs Ma’arif NU 1 Patikraja

Abstract

Praktik keberagamaan yang inklusif menjadi salah satu tantangan penting dalam pendidikan Islam di tengah meningkatnya kompleksitas masyarakat multikultural. Penelitian ini bertujuan menganalisis implementasi nilai tasamuh dalam pembelajaran Pendidikan Agama Islam (PAI) di sekolah berbasis Ma’arif serta kontribusinya terhadap pembentukan sikap keberagamaan peserta didik. Penelitian menggunakan pendekatan kualitatif dengan perspektif sosiologi pendidikan. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis secara tematik berdasarkan konsep tasamuh, karakteristik pendidikan Ma’arif, dan keberagamaan inklusif. Hasil penelitian menunjukkan bahwa nilai tasamuh diinternalisasikan melalui materi pembelajaran yang membahas perbedaan mazhab, tradisi keagamaan, dan etika sosial, serta melalui strategi pembelajaran dialogis yang mendorong keterbukaan terhadap perbedaan. Praktik tersebut berkontribusi pada terbentuknya sikap moderat, penghargaan terhadap keragaman, dan kemampuan siswa dalam membangun interaksi sosial yang harmonis. Temuan ini menegaskan bahwa pembelajaran PAI tidak hanya berfungsi sebagai sarana transmisi pengetahuan keagamaan, tetapi juga sebagai ruang pembentukan budaya toleransi. Penelitian ini memberikan implikasi bagi pengembangan pendidikan Islam yang moderat, dialogis, dan responsif terhadap dinamika masyarakat multikultural. 

The development of inclusive religious attitudes has become a significant challenge for Islamic education within increasingly multicultural societies. This study aims to examine the implementation of tasamuh (religious tolerance) in Islamic Religious Education (PAI) learning in Ma’arif-based schools and its contribution to students’ religious attitudes. Employing a qualitative approach within the sociology of education perspective, data were collected through in-depth interviews, observations, and document analysis. The study was analyzed using the concepts of tasamuh, Ma’arif educational characteristics, and inclusive religiosity as analytical frameworks. The findings reveal that tasamuh values are internalized through learning materials addressing differences in Islamic schools of thought, religious traditions, and social ethics, as well as through dialogical teaching strategies that encourage openness toward diverse perspectives. These practices contribute to the development of moderate attitudes, respect for diversity, and students’ capacity to establish harmonious social relationships. The findings indicate that Islamic Religious Education serves not only as a medium for transmitting religious knowledge but also as a space for cultivating a culture of tolerance. This study provides practical implications for strengthening moderate, dialogical, and socially responsive Islamic education in multicultural contexts.