Pai's Teachers Strategies in Shaping the Attitude of Tolerance of Junior High School Students in Barru City

This study aimed to analyze the strategies employed by Islamic Religious Education (Pendidikan Agama Islam, PAI) teachers to foster tolerance among students at SMP Negeri 1 Barru and SMP Negeri 2 Barru, examine the integration of tolerance values into Islamic Religious Education instruction, identify supporting and inhibiting factors, and explore students' perceptions of these strategies. The research was motivated by the ethnic, cultural, and religious diversity of Barru Regency, which presented potential challenges related to social segregation, friendship preferences based on shared backgrounds, and limited empathy across different social groups. The study employed a descriptive qualitative research design with a phenomenological approach. Data were collected through in-depth interviews, observations, and document analysis involving school principals, PAI teachers, and students. Data were analyzed using Miles and Huberman's interactive model of qualitative data analysis and systematic coding techniques. Trustworthiness was established through data triangulation, member checking, and prolonged observation. The theoretical framework incorporated Joyce and Weil's (2003) models of teaching and the theories of attitude formation associated with Allport, Fishbein, and Ajzen. The findings revealed that PAI teachers fostered tolerance through instructional lectures, habituation practices, mentoring, perspective-taking activities, group discussions, guidance, and role modeling. Tolerance values were reflected in students' respect for differing opinions, collaborative behavior, equitable treatment without discrimination, and acceptance of religious and ethnic diversity. These values were further demonstrated through students' participation in inclusive school activities and opportunities for interaction across diverse backgrounds. The study concluded that fostering tolerant attitudes required a comprehensive and sustained educational approach supported by collaboration among teachers, schools, families, and local communities.