STRATEGI GURU PAI DALAM MENGINTERNALISASIKAN NILAI TOLERANSI DAN MODERASI BERAGAMA DI MA HIDAYATHUL MUBTADI’IN KECAMATAN WAY LIMA KABUPATEN PESAWARAN, LAMPUNG TAHUN PELAJARAN 2025/2026

Abstract

This study aims to describe the strategies employed by Islamic Education (PAI) teachers in internalizing the values of tolerance and religious moderation at MA Hidayathul Mubtadi’in, Way Lima District, Pesawaran Regency, in the 2025/2026 academic year. This research is grounded in the importance of shaping students’ personalities to be inclusive, moderate, and respectful of diversity amidst rising tendencies of intolerance and radicalism among adolescents. The study uses a qualitative approach with a descriptive design. The research subjects consist of PAI teachers, the school principal, and students, selected using a purposive sampling technique. Data were collected through in-depth interviews, participatory observations, and documentation, and analyzed using Miles & Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing.

The findings reveal that PAI teachers implement several strategies to internalize tolerance and religious moderation values, such as dialogic teaching, integrating moderation values into the curriculum, project-based learning, contextual learning, and cooperative learning methods. Teacher modeling also plays a crucial role in shaping students’ moderate attitudes. Teachers demonstrate inclusive behavior, respect students’ opinions, and create a healthy space for dialogue. The school's environment and positive habits, such as greeting culture, mutual respect, and harmonious social interaction, further strengthen the internalization process. Extracurricular activities such as social service, scientific discussions, and religious programs also help students practice tolerance in real-life contexts.

The study concludes that the strategies applied by PAI teachers at MA Hidayathul Mubtadi’in are effective in instilling the values of tolerance and religious moderation. These findings have important implications for developing an inclusive school culture and for strengthening moderation-based Islamic education. The study is expected to serve as a reference for developing moderate and socially responsive Islamic Education learning models.