STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MENANAMKAN SIKAP TOLERANSI BERAGAMA SISWA DI SMP 1 NEGERI TUTUR PASURUAN

Abstract

The purpose of this study was to find out the teacher's strategy in instilling religious tolerance in students at SMP Negeri 1 Tutur Pasuruan.In this study using a descriptive qualitative approach because to obtain detailed and complete information through the acquisition of written or oral data from several informants. This study uses a type of phenomenological research to reveal the meaning of one's experience. This research is the result of interviews with school principals, PAI teachers and students. The results of this study indicate that: 1. The teacher's strategy of Islamic Religious Education in instilling tolerance in students of SMP Negeri 1 Negeri Tutur Pasuruan when teaching religion the strategy used by the teacher is an affective learning strategy, emphasizing students with efforts to form kindness. Attitudes that form attitudes can be done with habituation or by example. The strategies used by the teacher are: the teacher does not discriminate between students, the teacher gives an example, gives freedom, religious teachers play an important role in education, all teachers invite and guide students in religious activities, the school gives permission to celebrate holidays, and the teacher instills an attitude of tolerance inside and outside the classroom with habituation. 2. The attitude of religious tolerance of the students of SMP Negeri 1 Tutur Pasuruan is quite good, because the attitude of religious tolerance is described as follows: students live in harmony between religions, students help each other, respect and respect each other between religions, they are used to being tolerant in the school environment and the environment society and between one student and another student good friends. 3. The inhibiting and supporting factors for the PAI teacher's strategy in instilling an attitude of religious tolerance at SMP Negeri 1 Tutur Pasuruan consist of several things. The inhibiting factors were friends, self-awareness, lack of knowledge and not knowing the large number of students. Supporting factors include facilities and infrastructure, habituation, environment, teacher councils who always support.