Toleransi Beragama Pada Anak Usia Dini: Implementasi dan Strategi Guru di TK PGRI 88 Semarang

  • Rahayu Nila Fadlilah Universitas Islam Negeri Walisongo Semarang
  • Mursid Universitas Islam Negeri Walisongo Semarang
Abstract views: 245 , PDF downloads: 123
Keywords: Religious Tolerance; Early Childhood; Implementation and strategies;

Abstract

This research aims to identify and analyze the implementation and strategies for teaching religious tolerance to early childhood students at TK PGRI 88 Semarang, an educational institution in a suburban environment designed to support character education in the context of religious diversity. A qualitative field method was employed, with data collection through observation, interviews, and document analysis. The results show that TK PGRI 88 Semarang has successfully created an educational environment conducive to developing tolerant attitudes in young children through inclusive facilities and a holistic learning approach. Teachers at this school implement strategies such as the use of stories, songs, and games, as well as interfaith activities integrated into the children's daily routines. Active involvement of parents and the community also plays a crucial role in reinforcing the values of tolerance taught at school. The conclusion of this study is that religious tolerance education for early childhood at TK PGRI 88 Semarang represents an important step in shaping an inclusive generation that appreciates diversity, relevant to the needs of Indonesia's multicultural society. The findings of this research contribute significantly to understanding the practices of religious tolerance education and offer recommendations for further development in similar educational institutions.

Downloads

Download data is not yet available.

References

Aboud, F. E., Tredoux, C., Tropp, L. R., Brown, C. S., Niens, U., & Noor, N. M. (2012). Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: A systematic review. Developmental Review, 32(4), 307–336. https://doi.org/10.1016/j.dr.2012.05.001

Andreas Heri Kurniawan. (2021). MORAL VALUES IN THE ENGLISH CHILDREN’S SONG LYRICS. Jurnal Pendidikan Dan Sastra Inggris, 1(3), 09–17. https://doi.org/10.55606/jupensi.v1i3.47

Beckerlegge, G. (1988). Evaluating an educational visit to a place of worship. British Journal of Religious Education, 10(2), 97–101. https://doi.org/10.1080/0141620880100207

Blazevic, I. (2016). Family, Peer and School Influence on Children’s Social Development. World Journal of Education, 6(2), p42. https://doi.org/10.5430/wje.v6n2p42

Deng, Q., Trainin, G., Rudasill, K., Kalutskaya, I., Wessels, S., Torquati, J., & Coplan, R. J. (2017). Elementary preservice teachers’ attitudes and pedagogical strategies toward hypothetical shy, exuberant, and average children. Learning and Individual Differences, 56, 85–95. https://doi.org/10.1016/j.lindif.2017.04.007

Hardiansyah, F. (2022). THE IMPLEMENTATION OF TOLERANCE CHARACTER EDUCATION THROUGH SOCIAL SCIENCE LEARNING IN ELEMENTARY SCHOOL. AULADUNA: Jurnal Pendidikan Dasar Islam, 9(2), 168–180. https://doi.org/10.24252/auladuna.v9i2a5.2022

Kärtner, J., Schuhmacher, N., & Giner Torréns, M. (2020). Culture and early social-cognitive development. In Progress in Brain Research (Vol. 254, pp. 225–246). Elsevier. https://doi.org/10.1016/bs.pbr.2020.06.011

Khalfaoui, A., García-Carrión, R., & Villardón-Gallego, L. (2021). A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education. Early Childhood Education Journal, 49(1), 71–81. https://doi.org/10.1007/s10643-020-01054-4

Langenhoff, A. F., Dahl, A., & Srinivasan, M. (2021). Preschoolers Learn New Moral and Conventional Norms from Direct Experiences. https://doi.org/10.31234/osf.io/xpe7v

Lichterman, P. (2015). Religion and Social Solidarity: A Pragmatist Approach. In L. Hustinx, J. Von Essen, J. Haers, & S. Mels (Eds.), Religion and Volunteering (pp. 241–261). Springer International Publishing. https://doi.org/10.1007/978-3-319-04585-6_12

McCowan, T. (2017). Building bridges rather than walls: Research into an experiential model of interfaith education in secondary schools. British Journal of Religious Education, 39(3), 269–278. https://doi.org/10.1080/01416200.2015.1128387

Muniroh, S. M. (2023). Psychological Approach to Prevent Religious Radical Behavior in Children. JURNAL PENELITIAN, 95–108. https://doi.org/10.28918/jupe.v20i1.1146

Remiswal, R., Kustati, M., Zulmuqim, Z., Ritonga, M., Perrodin, D. D., & Firman, A. J. (2022). Religious Education for Schools Within Conflict-Prone Zones: An Inclusive Multicultural Approach. Journal of Innovation in Educational and Cultural Research, 3(3), 412–421. https://doi.org/10.46843/jiecr.v3i3.127

Rubtsov, V. V. (2020). Two Approaches to the Problem of Development in the Context of Social Interactions: L.S. Vygotsky vs J. Piaget. Cultural-Historical Psychology, 16(3), 5–14. https://doi.org/10.17759/chp.2020160302

Rusmin, L., Hasan, S., Rabani, L., M., M., & Suardika, I. K. (2020). The Role of Civic Education in the Student Moral Development in Elementary School: A Descriptive Study. Universal Journal of Educational Research, 8(12), 6405–6414. https://doi.org/10.13189/ujer.2020.081206

Sari, M., Aisyah, S. A., Suryana, E., & Abdurrahmansyah, A. (2023). SOCIAL AND RELIGIOUS DEVELOPMENT IN EARLY CHILDHOOD; IMPORTANT IMPLICATIONS IN EDUCATION. Golden Age : Jurnal Pendidikan Anak Usia Dini, 7(1). https://doi.org/10.29313/ga:jpaud.v7i1.11848

Schiariti, V., Simeonsson, R. J., & Hall, K. (2021). Promoting Developmental Potential in Early Childhood: A Global Framework for Health and Education. International Journal of Environmental Research and Public Health, 18(4), 2007. https://doi.org/10.3390/ijerph18042007

Sinn Ow, S., Hwa Poon, C., & Wing Cheong, K. (2023). Cultivating 21st-Century Learning Skills: The Effectiveness of Song-based Music and Movement for Improving Children’s Social Skills. Pertanika Journal of Social Sciences and Humanities, 31(3), 1197–1218. https://doi.org/10.47836/pjssh.31.3.15

Sumadi, T., Yetti, E., Yufiarti, Y., & Wuryani, W. (2019). Transformation of tolerance values (in religion) in early childhood education. Jurnal Pendidikan Usia Dini, 13(2), 386–400.

Thambu, N. (2017). Storytelling and Story Reading: A Catalyst for Inculcate Moral Values and Ethics among Preschoolers. International Journal of Academic Research in Business and Social Sciences, 7(6), Pages 1116-1130. https://doi.org/10.6007/IJARBSS/v7-i6/3143

Tomasello, M. (2018). The Normative Turn in Early Moral Development. Human Development, 61(4–5), 248–263. https://doi.org/10.1159/000492802

Published
2024-07-20
Section
Articles