Islamic Religious Education Learning Model In Developing Tolerance Attitudes: A Systematic Literature Review (SLR)

Abstract

The development of tolerance among students has become an increasingly urgent educational priority in pluralistic societies, yet the effectiveness of existing pedagogical approaches in Islamic Religious Education (PAI) remains insufficiently synthesized and critically evaluated. This study aims to identify and analyze various models of Islamic Religious Education (PAI) learning that contribute to the development of students’ tolerance through a Systematic Literature Review (SLR) approach. The review examined ten articles published between 2019 and 2025 in Scopus-, DOAJ-, and Sinta-indexed journals that are relevant to Islamic education and religious moderation. The findings indicate that inclusive, dialogical, reflective, and culturally responsive learning models are effective in fostering tolerance, empathy, and respect for diversity among learners. Approaches such as authentic learning and intercultural philosophy significantly contribute to shaping moderate character and strengthening the values of Rahmatan lil ‘Alamin within educational settings. Furthermore, reconstructing the Islamic Religious Education curriculum based on universal humanistic values is essential to reduce the dominance of cognitive aspects and to emphasize affective and social dimensions. This study concludes that pedagogical innovation in PAI must continuously evolve to address multicultural challenges in the global era and reinforce Islamic education as an instrument for nurturing a tolerant, moderate, and morally grounded generation.