Strategi Pembelajaran PAI Berbasis Interaksi Dialogis dalam Menanamkan Nilai Toleransi di SMP Negeri 05 Rejang Lebong

Abstract

This study aims to analyse in depth the architecture of micro-learning strategies in the classroom through the application of dialogic pedagogy, which focuses on the PAI teacher's stimulation tactics and students' verbal interaction patterns in the internalization of tolerance values. Using a qualitative approach with a classroom-based intrinsic case study design, this research observed the interactions of a senior PAI teacher and eighth-grade students at SMP Negeri 05 Rejang Lebong for three months. Data were collected through passive participant observation of eight class sessions, semi-structured in-depth interviews, and curriculum documentation, which were then analyzed using condensation models, narrative presentation, and interactive conclusion drawing. The results revealed that the formation of a dialectical classroom is driven by three teacher micro-tactics: posing dialectical questions based on local problematic case studies, persuasive discursive mediation that deconstructs exclusive textual understandings, and the construction of a psychologically safe space. This tactical orchestration successfully shifted the classroom communication structure from the traditional unidirectional Initiation-Response-Evaluation (IRE) pattern to a pattern of independent, multidirectional interactions among students. These dynamic activated students’ critical agency and cultural empathy, fostering a sharp conceptual separation between the realms of personal theology and socio-humanitarian ethics based on the empirical reality around them. The scientific novelty of this research formulates a practical model of "Inclusive Discursive Citizenship," proving that the local cultural heterogeneity of students in a suburban transitional area actually transforms into rich socio-pedagogical capital. This study recommends restructuring Islamic Religious Education (PAI) teaching modules based on local dilemmas to transform religious education classes into inclusive and emancipatory spaces for negotiating meaning.