Forming Tolerant Students Through The Lecture of Islamic Religious
Education at Higher Education: A Reseach Based Teaching and
Learning Strategy
Saepul Anwar, Sofyan Sauri, Kama Abdul Hakam and Abbas Asyafah
Sekolah Pasca Sarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.228, Bandung, Indonesia
Keywords: Social Learning Theory, Diversity, Respect, Fundamental Value, and 21
st
Century Skills.
Abstract: In recent years, Islam has received international framing on terrorism, radicalism and intolerance issues. The
frame is widely spread also in Indonesia as the largest Muslim community in the world. A series of related
cases reported massively by some mainstream media in Indonesia further reinforce the assumption. On the
other hand, Islam, as a religion with the mission of rahmatan lil'âlamîn, away from that frame. Contrary to
the media frames, this article attempts to reveal different views on religion, especially Islam and its teachings,
which could or should be used as a means to internalize tolerant character to its adherents. Thus, the teaching
of Islam will become an enemy for terrorism and radicalism. Based on these assumptions, the lecture of
Islamic Religious Education in Indonesia University of Education, as one of the compulsory subjects in
Indonesian National Education System, have been designed to disseminate the Islamic mission of rahmatan
lil'âlamîn by internalizing the tolerant values within student. This research reinforces the idea that student
could learn a value through environments.
1 INTRODUCTION
Value cannot be separated from humans’ life. First,
value is considered as something important in
humans’ life (Fraenkel, 1977; Hakam, 2010). In a
special context, a value will be used by human as a
guidance to distinguish between the good and the evil
(Fraenkel, 1977), especially when the value itself has
been considered as a standard or social norms
(Türkkahraman, 2014; Khiker, 1977). Second, human
is believed to exist as a creature with potential to be
valuable (Hakam and Nurdin, 2016). The potential
cause human to be able to receive or to present a
certain value within themselves. This process,
according to social learning theory, is known as value
internalization (Hakam, 2010).
Related to the two statements above, this paper is
intended to elaborate the internalization process of
one specific value which is considered as an
important value to be presented in a human among
todays’ increasingly heterogeneous modern life. The
value meant in this paper is tolerance. The value,
according to Lickona (1992), is an expression of
comity as one of the two fundamental value in
human’s life along with behave responsibly.
In general, tolerance consists of two basic
significance, non-interference attitude (Cohen, 2004)
and recognizing the rights of others (which are
different from us) (Galeotti, 1997; Hansen, 2013).
The early form of this attitude are recognizing and
respecting the diversity as the right of others
(Turebayeva et al., 2013; Corneo and Jeanne, 2009)
which resulted in acceptance (Anwar, 2015) and
understanding (Shea, 1987) toward the diversity.
For Indonesian community, as a plural society,
respecting the diversity is indispensable. Without the
attitude of respect toward the diversity, the harmony
in living as one community can never be established.
Based on the assumption, Jackson, as cited in Raihani
(2011), sees tolerance as the key to create social
harmony in heterogeneous society like Indonesia and
as one of the most important skills in 21 century
(Trilling and Fadel, 2009) which should be possessed
by every person living in a society where the diversity
has been considered as commonality encountered in
human life. Furthermore, according to the results of
their research, Berggren dan Nilsson (2014) state that
the economic and social life will work well in a
tolerant society.
248
Anwar, S., Sauri, S., Hakam, K. and Asyafah, A.
Forming Tolerant Students Through The Lecture of Islamic Religious Education at Higher Education: A Reseach Based Teaching and Learning Strategy.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 248-255
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

Based on the thinking above, the cultivation of
tolerance value is non-negotiable. This can be done
through education process which one its mission is to
prepare the students to be able to live in harmony
among the world society which is very plural
(Sharma, 2015; Raihani, 2011; Jones, 2010; Almond,
2010; Sahin, 2011; Hansen, 2013). Therefore, the
education institution, including higher education
institution, is the best place to introduce, teach,
accustom, and even becomes a laboratory to look, feel
and practice tolerant attitude whether through the
learning process in the classroom (Demircioglu,
2008; Polak, 2010) or through the arrangement of
school environment. On the top of that, Stan (2013),
argues that the tolerance must be set as the priority in
todays’ education. Furthermore, the tolerance climate
should have been set as the standard to measure the
excellence of an education institution, as stated by
Sedini (2009) when she conducted her research in
Ontario, Canada.
As mentioned before, this paper elaborates the
way to design a learning process (through lecturing)
in higher education, which purposely design to
configurator a tolerant student. The internalization
process is conducted in an integrated manner within
an Islamic Religious Education (IRE) Course,
specifically in Islamic Religious Education Seminar
(IRES) Course in Indonesia University of Education
2 METHODS
Developing the lecture of IRE in the public college as
an effort to form tolerant students is the main focus of
this paper. In line with that, the writer chooses a
qualitative method with descriptive research design.
As a naturalistic approach, with qualitative design,
this paper is trying to illustrate how the cultivation of
the tolerance values occurred in the course naturally
(natural setting). (Creswell, 2012).
Fraenkel et al. (2012) state that the sample used in
a qualitative research is purposive sample. In the
purposive sample the researcher chooses the site and
the participant that may provide a wide-range of
information related the selected phenomenon
(Creswell, 2012). Therefore, the researcher selected
Indonesia University of Education (UPI) as the
research site with 43 semesters 6 students of
Mathematics Education class A in academic year
2016-2017 who took the IRES Course as the
participant of the study.
IRES course is a religious course given to every
Muslim students in Indonesia University of
Education during the third year of college (on the 5th
or 6th semester) and consists of 2 semester credits.
This course is the second religious course while the
first religious course has been given to the students
during the first year of college
The collection of the data is done through the
classroom observation where the researcher acted as
a lecturer designing and developing the learning
process of the religious course with help of an
assistant. Moreover, to discover the direct impact of
the study toward the tolerance value of the students,
the group interviews were administered by the
researcher, and the interviews were conducted in a
small group consists of 4 students for 20 minutes
each. Furthermore, the data collected is presented and
analyzed descriptively.
3 RESULT AND DISCUSSION
To ensure a lecturing process works well a teacher or
lecturer needs to notice and to prepare three important
steps, learning design, learning process, and learning
evaluation. In IRES course, those three steps are
designed and developed in order to create a certain
learning condition which directly or indirectly driven
the students to have better attitude toward tolerance.
I believe, based on some studies related to Social
Learning Theory (Ambrose and Hilliard, 1962;
Türkkahraman, 2014), University as an education
institution is a structured environment which is
appropriate to design and to conduct social learning
activities for the students. Especially for learning
about tolerance. Here is the first researchers’ general
view of study, who acted as a lecturer, in designing
the IRES course for the students of Mathematics
Education class A in academic year 2016-2017 in
order to configurator them as tolerant students.
3.1 Lecture Planning
Course designing is an important phase. For an
educator, the result of this activity will show his
readiness or even his competency to teach. The failure
in designing the course will affect the lecturing
activities in general. This activity should be prepared
at least 2 weeks before the class is started. In
Indonesia University of Education, the output of
course designing is a written document in a form of
Semester Study Plan (SSP)
SSP is a written document of lesson plan for a
whole semester. SSP for IRES course is designed to
create a learning environment which directly or
indirectly contribute to the learning of tolerance for
Forming Tolerant Students Through The Lecture of Islamic Religious Education at Higher Education: A Reseach Based Teaching and
Learning Strategy
249

the students. Therefore, in the assembling process of
RPS there are several parts that need careful attention,
those are:
 Formulating the objectives of the lesson
 Designing the learning process
 Designing evaluation activities; and
 Developing lesson materials.
The first thing that needs more attention in
designing classroom activities is formulating the
objective of IRES course. Related to the study, this
course is directed to shape students’ attitude of
tolerance toward diversity. ‘The diversity’ here is
limited by khilafiyah issue in Islam in the field of
Fiqih.
As we know, Indonesia is a country with the
largest Muslim population in the world thus having
various understanding of Fiqih. The diversity of those
understandings represented by at least three massive
religious mass organizations, namely Nahdhatul
Ulama (NU), Muhammadiyah, and Persatuan Islam
(Persis). For that reason, the IRES course as a part of
religious education plays a role in learning toleration.
At least, through IRES course the students are
introduced to the diversity of understanding in Islam
and taught to handle the matter wisely.
In the next step, the researcher designed a lecture
design which focused on students’ need in accordance
with the objectives of the course that have been
formulated before. The lecture design is developed by
combining Problem-Based Learning Model
(Barrows, 1986; Severy and Duffy, 1995), Discovery
Learning (Bruner, 1997), and Social Learning Theory
(Bandura, 1977) by integrating those three learning
models the IRES course is designed to be able to teach
students both independently and collectively in a
group. Moreover, the students are trained to think
critically by doing research about various religion-
based problems that occurs in the society and set the
massive mass organizations mentioned before as the
primary courtesy related to the religion-based
problems which became the main topic of the
research. The combination of the three learning
models is called by me as a Research Based Learning
(RBL). From three types of religious education
enforcement introduced by Grimmit (1981; 1987;
The International Association for Religious Freedom,
2002), this model is developed by using ‘learning
from religion’ approach. This approach put the
students as learners (Anwar, 2015) and religion
function as a tool to develop students’ attitude toward
diversity (Walshe and Teeceb, 2013).
After designing the course, the other thing that
needs to be noticed is the learning evaluation design.
In IRES course the learning evaluation embraces
overall aspect of the study and enforces as long as the
learning activity is in session. Each activity is
appreciated and becomes the object of evaluation
process. The students’ involvement form in the
evaluation process is designed in a form of self-
assessment and sociometrist.
The fourth thing that needs attention while
designing SSP is the lesson materials. In this phase,
the lesson materials are arranged in the form of multi-
theme studies related to the religion issues in society,
the themes are: education, culture, da’wah, politics,
law, technology, and science. As example the theme
can be about: Islam and Education, Islam and
Technology, etc. Those themes in the next phase will
be changed into many different research topics. The
process to convert the theme into specific topics is
conducted by involving the students.
3.2 Process and Lecture Steps
As a normal lecture, in a semester there are 16
meetings maximum including mid-term and final-
term exam. In a RBL model of IRES course, all of
those sixteen meetings are divided into three stages,
namely: research planning and design, research
implementation, and seminar and research reporting.
In table 2 we can see the process and steps in doing
IRES course using RBL.
3.2.1 First Phase: Planning and Designing
Research
The first stage of IRES course using RBL is research
planning and design. This stage was implemented in
the first four meetings at the beginning of the course.
However, before starting this stage, the lecturer must
have created the course timeline which has been
adjusted to the current calendar year. In addition, the
possibility of interrupted session by national holiday
or graduation ceremony, etc., should be considered
while composing the course timeline.
The first session of the course filled with the IRES
lecture orientation (see figure 1). All things related to
the course, especially the course design planning,
need to be informed to the students. The objective of
the orientation is to synchronize the perception about
IRES course among the lecturer and the students
which will be held in that semester. After completing
the course orientation, the lecturer randomly divided
the students into eight research groups. The session is
ended by giving the first group assessment in the form
of group discussion, the groups must discuss about at
least three research topics based on the course themes
available which will be discussed in the next meeting
ICSE 2017 - 2nd International Conference on Sociology Education
250

(see figure 2). All of the topics that will be introduced
are controversial topics related to religion-based
problems occur in the midst of society. Those topics
will be criticized and discussed academically by using
Islamic teaching as the solution to the problems. In
this stage, the students are trained to think critically
in order to capture fascinating phenomenon’s related
to the diversity issues in the society. Based on the
observation, each of the students may propose certain
research topic which he or she finds interesting to
discuss with logic argumentation in the group, the
discussion will be held until the topics proposed by
the students’ are converted into one research topic.
.
Figure 1: Lecture orientation of IRES.
In the next two meetings, after the research topics
are agreed by the group, the lecture session will be
focused on planning and finishing the research
proposal and research instruments. The classroom
session is only for consultation, while the finishing
process of the research proposal for research
instruments is discussed by the groups outside
classroom session. The attitude of respect,
responsibility, and harmonious collaboration among
the group members is absolutely necessary to
complete this stage.
The other thing that need to be noticed in this
stage is the making of research letter permit by the
faculty. The letter will be sent to all of the
interviewees of the research topic, especially from the
regional leader of Majelis Ulama Indonesia (MUI)
along with the leader of the three mass organization
in West Java Province; Nahdatul Ulama (NU),
Muhamadian, dan Persatuan Islam (Persis) as the
main source of the research interview.
Figure 2: Research topic discussion, and the process of
research proposal and research instruments guidance.
3.2.2 Second Phase: Conducting Research
The activity has been started since the fifth meeting.
In this phase each group conducting the field research
activity based on the chosen topic. There are two
main activities in this phase, data collection and data
analysis. Through the activities students’ were taught
to think critically, and to collaborate with each other
during the research process.
Figure 3: Data collection by interview.
The collection of the data administered by semi-
structured interview toward four main interviewees:
MUI, NU, Muhammadiah, and Persis alongside the
secondary source from either a formal institution or
an individual related to the need of research topic (see
figures 3). Other than the interviews, if needed, the
data can be collected through observation (see figure
4), questionnaire, or literature reviews. In the process,
the students will find various opinion of the chosen
research topic. From those activities the students are
expected to learn about the diversity of fiqih in
khilafiyah. At the end of the research the students are
expected to not only know but also understand the
meaning behind the diversity. On a special condition,
during the interview process the students will meet
Forming Tolerant Students Through The Lecture of Islamic Religious Education at Higher Education: A Reseach Based Teaching and
Learning Strategy
251

many expert with excellent thought and attitude of
tolerance. According to the view of Social Learning
Theory, each of the interviewee is considered as an
agent or role model to inspire the students the way of
thinking moderately and behaving tolerantly toward
every aspect of the diversity in understanding in
Islam, especially for the issues related to khilafiyah in
fiqih.
.
Figure 4: Data collection by observation (traditional market
in Bandung).
On the next phase, after all of the research data
collected, the analysis of the data will be conducted
descriptively. The result of the interviews from
different sources is compared and added by literature
reviews related to the topic of the research. In this
stage the students are trained to think critically and
objectively in presenting the result of the interview.
Eventually, the students will learn about having
moderate thinking and tolerant attitude.
The final activity from the second phase is
arranging draft of research report which will be used
as the research presentation material at a
dissemination event in the classroom in a form of
seminar. During the activity the students are taught to
deliver the result of the research objectively.
3.2.3 Third Phase: Disseminating and
Reporting Research Result
The dissemination of the research’s findings is the
first activity of the third phase of the course. The
research seminar is prepared by other group in turns.
The first group was the group providing the source of
the seminar, while the third group acted as the
committee of the seminar.
Figure 5: Dissemination of research result under topic:
Islamic point of view on problematics of marriage in
Indonesia.
Figure 6: Discussion sessions during dissemination of
research results in the class.
During seminar (see figure 5 and 6) the research
group focused in preparing seminar presentation.
There are some things need to be prepared by the
students; the draft of research report to be checked by
the lecturer, the presentation slide, and the handout
for classroom presentation which will be given to
each seminar participants. Meanwhile, the group
acted as the committee was given task to prepare
every technical aspect regarding the seminar:
preparing the classroom as the venue as well as the
tools needed for the event (laptop and projector), and
choosing the seminar staff (MC, moderator, registrar,
holy Al-Quran and prayer reader, operator and
documentation staff)
The second activity on the third phase of the
course is writing a report. The research group write a
report of the research findings. While the committee
group write a report of the research presentation
activities in the classroom. Both reports are given to
the lecturer a week after the seminar.
ICSE 2017 - 2nd International Conference on Sociology Education
252

Table 1: Lecture phases of IRES with research approach.
Lecture
phases
Lecture phase
details
Description
First phase:
planning and
designing the
research
- Introducing
course
orientation and
forming students’
research groups
- Discussing
research topic in
group
- Conducting
students’
research proposal
guidance
- Conducting
research
instruments
guidance
- Conducting early
observation
Planning
activity is
started from
the first to the
fourth
classroom
meetings
Second
phase:
conducting
the research
- Initiating
literature study
relate to the
research
- Conducting
literature study
related to the
research
- Conducting
research site
observation
- Conducting
interviews
The research
group
activity will
be started
after the
research
proposal is
already
finished. The
activity
should be
done before
the fifth
classroom
meeting.
Third phase:
dissemination
and reporting
of the
research
result
- Analyzing the
research data
- Writing group
research report
- Presenting the
research findings
in a form of
research seminar
The research
findings’
presentation
for the first
group will be
held at the
seventh
classroom
meeting
while the last
group will
present their
research
findings at
the
fourteenth
classroom
meeting.
3.3 Lecture Evaluation
Learning evaluation, even in the university level, is
an important matter which affects the whole learning
process. The learning evaluation is conducted for at
least measuring students’ development toward the
objective of the course, and to find out how far the
lecturing process is able to facilitate the students to
reach the ultimate goal of the course.
In the IRES course the evaluation process is
conducted throughout the entire course. The
evaluation not only aimed to measure the students’
development toward the objective of the course which
had been agreed upon before, but also to evaluate the
learning process to measure the performance of the
lecturer from students’ perspective. The first part
highlight the students’ performance, while the second
part highlight the lecturer performance.
The evaluation items in the first part, as seen in
table 2, are including cognition, affection, and
psychomotor aspect. The assessment of the cognition
aspect involving students’ basic religious knowledge
and their understanding toward the findings of their
research. Next, the assessment of the affection aspect
is focused on students’ attitude during the learning
activities in the classroom (their attitude to the given
task, and their management of conflict, especially
their behavior toward any form of diversity they faced
during the entire course)
Meanwhile, the students’ work rate (students’
independency as a learner, and their ability to
collaborate in a group) and their products (research
proposal, research instrument, research report, group
presentation slides, and seminar activities report) are
parts of assessment of their psychomotor aspect. The
first part of the evaluation is conducted during the
whole course.
Table 2: Lecture evaluation criteria.
Evaluation
Domains
Description
Cognitive
- Knowing basic religious
teachings
- Understanding of group
research results
Affective
Student's attitude during the
lecture:
- Attitude to the lecture
- Attitude to the assignment
- Tolerance attitude
psychomotor
Performance:
- Student learning independence
- Student collaboration
Products:
- Research proposal
- Research instrument
- Research report
- Research slide presentation
- Research result seminar report
Forming Tolerant Students Through The Lecture of Islamic Religious Education at Higher Education: A Reseach Based Teaching and
Learning Strategy
253

Whilst the second part of the evaluation directly
involves the students in the evaluation process. The
students are positioned as the evaluator. There are two
points that need to be evaluated, the work rate of their
group partner and the learning process in the
classroom. The evaluation result of the second point
in particular will be used as a constructive material
for the lecturer to improve and to create better IRES
course experience in the next semester. The
evaluation at this point is conducted using semi-
structured interview for 30 minutes for a round
involving 3-4 students as interviewees.
4 CONCLUSIONS
This study is a part of a dissertation research entitled
‘The Internalization of Tolerance Value through
Islamic Religious Education Course in Public
University as an Effort to Establish Moderate
Student.’ There are two important points that can be
deduced from the result of the study. First, ‘learning
from religion’ approach is more appropriate to be
applied in IRE course at the higher education level
compared to ‘learning religion’ and ‘learning about
religion’ approach. The approach puts the students as
active learners and religion as a meaningful aspect in
human development. Second, the tolerance is learnt
during the course. During the entire course the
students were inspired to notice the diversity in
humans’ life, especially the divergence of Islamic
teachings, and more importantly the students were
taught to not only know but also understand the nature
of the diversity itself.
5 SUGGESTIONS
Research about tolerance education and its
implementation in an education institution has been
conducted in many occasions, and one of those is this
research. The result of the study strengthens the idea
that the education institution, especially higher
education institution, is a structured environment
which can be designed as a place for students to learn
certain ‘value’, such as the sense of tolerance.
Unfortunately, this study did not find out the extend
of internalization process of the students. That empty
space cannot be answered in this study, therefore,
further research related to this issue should be taken
as consideration by other researchers.
ACKNOWLEDGEMENTS
On this occasion I would like to thank: (1) Islamic
Religious Education Program of The Faculty of
Social Sciences Education of Indonesia University of
Education that has provided the fund to support my
participation in the international seminar; and (2) The
Directorate of General Higher Education, The
Ministry of Research and Technology of Higher
Education of Indonesia that has provided this
dissertation with sufficient research grant.
REFERENCES
Almond, B., 2010. Education for tolerance: cultural
difference and family values. Journal of Moral
Education. 39(2), pp. 131-143.
Ambrose, E., Hilliard, P., 1962. A Setting for Effective
Social Learnings. Childhood Education. 38(5), pp. 220-
224.
Anwar, S., 2015. Tolerance Education Through Islamic
Religious Education in Indonesia. Atlantis Press.
Bandung.
Bandura, A., 1977. Social Learning Theory, Prentice Hall.
New York.
Barrows, H. S., 1986. A Taxonomy of problem based
learning methods. Medical Education. 20(6), pp. 481-
486.
Berggren, N., Nilsson, T., 2014. Market institutions bring
tolerance, especially where there is social trust. Applied
Economics Letters. 21(17), pp. 1234-1237.
Bruner, J. S., 1997. on Knowing: Essays for the left hand,
Harvard University Press. London.
Cohen, A. J., 2004. What Is Toleration Is. Ethics. 115(1),
pp. 68-95.
Corneo, G., Jeanne, O., 2009. A Theory of Tolerance.
[Online]
Available at: http://www.wiwiss.fu-
berlin.de/fachbereich/vwl/corneo/dp/TolerantPeopleJan
uary3009.pdf
[Accessed 24 Maret 2014].
Creswell, J. W., 2012. Educational Research : Planning,
Conducting, and Evaluating Quantitative and
Qualitative Research. Pearson Education, Inc. Boston,
4th
penyunt.
Demircioglu, I. H., 2008. Using Historical Stories to Teach
Tolerance: The Experiencesof Turkish Eighth-Grade
Students. The Social Studies. 99(3), pp. 105-110.
Fraenkel, J. R., 1977. How to Teach About Values: An
Analytic Approach, Prentice-Hall, Inc. New Jersey.
Fraenkel, J. R., Wallen, N. E. H. H. H., 2012. How to
Design and Evaluate Research in Education. Mc Graw
Hill. New York,
8th
penyunt.
ICSE 2017 - 2nd International Conference on Sociology Education
254

Galeotti, A. E., 1997. Contemporary Pluralism and
Toleration. Ratio Juris. 10(2), pp. 223-235.
Grimmitt, M., 1981. When is ‘commitment’ a problem in
religious education?. British Journal of Educational
Studies. 29(1), pp. 42-53.
Grimmitt, M., 1987. Religious Education and Human
Development: The Relationship between Studying
Religions and Personal, Social and Moral Education,
McCrimmon. Great Wakering.
Hakam, K. A., 2010. Bunga Rampai Nilai Moral dalam
Kajian Pendidikan, CV. Yasindo Multi Aspek.
Bandung.
Hakam, K. A., Nurdin, E. S., 2016. Metode Internalisasi
Nilai-Nilai: Untuk Memodifikasi Perilaku Berkarakter,
Maulana Media Grafika. Bandung.
Hansen, H. B., 2013. Promoting classical tolerance in
public education: what should we do with the objection
condition?. Ethics and Education. 8(1), pp. 65-76.
Jones, P. N., 2010. Toleration and Recognition: What
Should We Teach?. Educational Pholosophy and
Theory. 42(1), pp. 38-56.
Khiker, C. R., 1977. You and Values Education, Merrill
Publishing Company. Ohio.
Lickona, T., 1992. Educating for Character: How Our
Schools Can Teach Respect and Responsibility, Bantam
Books. New York.
Polak, K., 2010. Tolerance education in Morocco. ‘Anne
Frank: A History for Today’: learning about our past –
contributing to our future. Intercultural Education.
21(S1), pp. S51-59.
Raihani, 2011. A whole-school approach: A proposal for
education for tolerance in Indonesia. Theory and
Research in Education. 9(1), pp. 23-39.
Sahin, C., 2011. Perceptions of Prospective Teachers about
Tolerance Education. Educational Research and
Reviews. 6(1), pp. 77-86.
Sedini, C., 2009. Evaluating Higher Education Excellence
using the 3Ts: Creation and Attraction of Technology,
Talent and Tolerance by Ontario Colleges and
Universities. [Online]
Available at:
http://www.martinprosperity.org/media/pdfs/Evaluatin
g-Higher-Education-using-3Ts-CSedini.pdf
[Accessed 01 04 2015].
Severy, J. R., Duffy, T. M., 1995. Problem Based Learning:
An Instructional Model and its constructivist
framework. Educational Technology. 35(5), pp. 31-38.
Sharma, S., 2015. Peace and tolerance - Value Education
Discourse in India. International Schools Journal.
XXXIV(2), pp. 31-35.
Shea, W., 1987. Beyon Tolerance. [Online]
Available at:
http://www.bc.edu/content/dam/files/offices/mission/p
df1/cu14.pdf
[Accessed 01 April 2015].
Stan, L., 2013. Tolerance - A Priority Content of Current
Education. Secţ. Ştiinţele Educaţiei, Volume XVII, pp.
63-72.
The International Association for Religious Freedom, 2002.
Religious Education in Schools: Ideas and Experiences
from around the World. IARF. Oxford.
Trilling, B., Fadel, C., 2009. 21ST Century Skills: Learning
for Life in Our Times, Jossey-Bass. San Francisco.
Turebayeva, C. Z., Doszhanova, S. Y., Orazova, Z. O.,
Zhubatyrova, B. T., 2013. Education of Tolerant
Personality of a Future Specialistas the Social-
Pedagogical Phenomenon. Middle-East Journal of
Scientific Research, Volume 13, pp. 38-42.
Türkkahraman, M., 2014. Social values and value
education. Elsevier Ltd., pp. 633-638. Rome.
Walshe, K., Teeceb, G., 2013. Understanding ‘religious
understanding’ in religious education. British Journal of
Religious Education, 35(3), p. 313–325.
Forming Tolerant Students Through The Lecture of Islamic Religious Education at Higher Education: A Reseach Based Teaching and
Learning Strategy
255