Rainer Forst’s Concept of Tolerance and Its Implications towards Islamic Religious Education Learning

Abstract

Islamic Religious Education (PAI) should play a role in preventing cases of intolerance by instilling an attitude of tolerance. However, this role is sometimes tarnished by the behavior of some PAI teachers who exhibit intolerant attitudes. Based on a recent survey from the Center for the Study of Islam and Society (PPIM) UIN Jakarta, the majority of Muslim teachers in Indonesia tend to hold quite high intolerant and radical opinions. Teachers play a primary role in learning and have a significant influence on the learning process and design. Therefore, it is important for teachers to be tolerant figures and implement PAI that encourages the growth of an attitude of tolerance. The purpose of this research focuses on discussing the concept of tolerance according to Rainer Forst and how this theory can be implemented in PAI, both in the context of the teacher's role, materials, and learning models. The method used is a qualitative research with the Study Literature Research model. The findings: first, teachers have a role in fostering an attitude of active tolerance. Second, the learning materials are inspired by the concept of peace in Islam, which highly upholds a sense of tolerance (Islam rahmatan lil'alamin). Third, a relevant learning model for developing students' active tolerance is Problem-Based Learning. Tolerant Islamic Religious Education can be the answer to the problem of tolerance through an inclusive and tolerant religious education pathway.