Model Internalisasi Nilai Tasāmuḥ Melalui Program Sekolah Sisan Ngaji di Kabupaten Blora: Sebuah Inovasi Pendidikan Islam Inklusif

Abstract

The growing need for community-based religious education that strengthens social cohesion and religious moderation calls for locally grounded models of inclusive Islamic education. This study examines the internalization of tasāmuḥ (Islamic tolerance) through the Sekolah Sisan Ngaji (SSN) Program in Blora Regency, focusing on how tolerance moves beyond normative understanding to become social practice and civic competence within the school environment. Using an Islamic studies perspective, the research adopts a qualitative case study approach to explore the program’s contextual dynamics and its contribution to inclusive education. The findings indicate that the SSN Program integrates tolerance values through a curriculum rooted in local wisdom, connecting Islamic ethical principles with the social realities of a multicultural community. This integration positions tasāmuḥ as both a religious value and a practical orientation toward living with diversity. The program thus illustrates how locally situated religious education can translate religious moderation into educational practice while supporting inclusive social relations. The study concludes that the internalization of tasāmuḥ is strengthened when Islamic education connects normative teachings with local cultural contexts and everyday social practices. These findings suggest that the SSN model offers a potential reference for local governments and Islamic educational institutions seeking to develop inclusive educational policies, strengthen social cohesion, and respond constructively to societal diversity.