STRATEGI GURU PENDIDIKAN AGAMA ISLAM (PAI) DALAM MEMBINA SIKAP TOLERANSI ANTARUMAT BERAGAMA DI SMK SWASTA RAKYAT SEI GELUGUR KECAMATAN PANCUR BATU KABUPATEN DELI SERDANG

Abstract

                Fostering an attitude of tolerance between religious groups is an effort made to create an environment that gets along well, peacefully and away from disputes. In Islamic education, the development of religious tolerance attitudes can be done by instilling islamic educational values, ethics, Islamic religious education learning and moral education. This research aims to provide an explanation of pai teachers' strategies in fostering interfaith tolerance in Private Vocational School Sei Gelugur, with a research focus that includes (1) How the state of tolerance between religious groups in SMK Rakyat Sei Gelugur (2) How pai teachers' strategies in fostering interfaith tolerance attitudes at Sei Gelugur People's Vocational School (3) What are the supporting and inhibitory factors of PAI teachers in fostering interfaith tolerance attitudes in VOCATIONAL SCHOOL.  Sei Gelugur People This research uses a qualitative approach with this type of field research. The data collection methods used include: (1) Observation, (2) Interview, and (3) Documentation. The findings of this study show that: (1) The state of tolerance between religious communities in private vocational schools sei Gelugur is well established, it can be seen from the relationship of mutual respect, mutual respect, mutual acceptance of differences that exist in each individual. (2) The strategy of Islamic Religious Education (PAI) teachers in fostering tolerance between religious groups in Private Vocational School Sei Gelugur is to use affective learning strategies, strategies used, including: 1) utilization of learning resources, 2) preparation of selected materials, 3) application of method variations, and 4) implementation of continuous evaluation. The attitude of tolerance can be developed through two models, namely the action-reflection-action model and thegnacious model. Methods that are considered in accordance with the learning of Islamic religious education in fostering tolerance, namely the method of transparency and habituation methods. (3) supporting factors and among others: learning media, cooperation between teachers, students and parents and the availability of places of worship. Inhibiting factors include: inadequate learning books and internal factors or factors derived from within the student.