ENGLISH:
This study examines the role of Islamic Religious Education (PAI) teachers in instilling the values of religious tolerance at SMP Negeri 1 Tempilang, a school characterized by religious diversity in Bangka Belitung, with students from four different religious backgrounds: Islam, Christianity, Buddhism, and Confucianism. The study aims to describe the role of PAI teachers in fostering religious tolerance, analyze the learning methods employed, and identify the supporting and inhibiting factors in the process of internalizing religious tolerance values at SMP Negeri 1 Tempilang.

This study employed a qualitative research design using a case study approach, which is intended to investigate a phenomenon within its natural setting. The data collection techniques utilized in this study included observation, interviews, and document analysis. Data were gathered through in-depth interviews with 25 participants, participatory observations of 12 classroom learning sessions and 8 extracurricular activities, as well as document analysis covering 24 lesson plans (RPP), school programs, and School Self-Evaluation Reports (EDS). Data were analyzed using the interactive data analysis model developed by Miles and Huberman, which consists of three main processes: data reduction, data display, and conclusion drawing/verification.

The findings identified six integrated dimensions of the PAI teacher's role, conceptualized as the IPETAB Model (Internalization of Six Role Types for the Actualization of Religious Tolerance): Educator, Role Model, Counselor, Facilitator, Motivator, and Evaluator. Five effective instructional methods were identified: cross-perspective dialogue, exemplary behavior (ing ngarso sung tulodo), Contextual Teaching and Learning (CTL), habituation, and participatory-collaborative learning. Key supporting factors include the visionary leadership of the school principal, Tempilang's historically tolerant local culture, and the professional commitment of PAI teachers. Major inhibiting factors include the influence of exclusive religious content on social media, inconsistencies between family and school values, limited instructional time for PAI (three hours per week), and the less-than-optimal involvement of non-PAI teachers in tolerance education programs.

INDONESIA:
Penelitian ini mengkaji peran guru Pendidikan Agama Islam (PAI) dalam menanamkan nilai-nilai toleransi beragama di SMP Negeri 1 Tempilang, sebuah sekolah yang memiliki keragaman beragama di Bangka Belitung dengan siswa dari empat latar belakang agama berbeda (Islam, Kristen, Buddha, dan Konghucu). Penelitian ini bertujuan untuk mendeskripsikan peran guru Pendidikan Agama Islam (PAI) dalam menanamkan nilai-nilai toleransi beragama, menganalisis metode pembelajaran yang digunakan, serta mengidentifikasi faktor pendukung dan penghambat dalam proses internalisasi nilai toleransi beragama di SMP Negeri 1 Tempilang.

Penelitian ini menggunakan desain penelitian kualitatif dengan pendekatan studi kasus (case study approach), jenis penelitian yang mempelajari fenomena dalam lingkungannya yang alamiah, adapun teknik pengumpulan data yang digunakan dalam penelitian ini meliputi observasi, wawancara, dan dokumentasi. Data dikumpulkan melalui wawancara mendalam dengan 25 partisipan, observasi partisipatif terhadap 12 sesi pembelajaran dan 8 kegiatan ekstrakurikuler, serta analisis dokumen meliputi 24 RPP, program sekolah, dan Laporan Evaluasi Diri Sekolah (EDS) dan penelitian ini menggunakan teknik analisis data interaktif model Miles dan Huberman, yang meliputi tiga kegiatan utama: reduksi data (data reduction), penyajian data (data display), dan penarikan kesimpulan/verifikasi (conclusion drawing/verification).

Temuan mengidentifikasi enam dimensi peran guru PAI yang terintegrasi, yang dirumuskan sebagai model IPETAB (Internalisasi Peran Enam Tipe untuk Aktualisasi Toleransi Beragama): Pendidik, Teladan, Pembimbing, Fasilitator, Motivator, dan Evaluator. Lima metode pembelajaran yang efektif teridentifikasi: dialogis lintas perspektif, keteladanan (ing), Pembelajaran Kontekstual (CTL), pembiasaan, dan partisipatif-kolaboratif. Faktor pendukung utama meliputi kepemimpinan visioner kepala sekolah, budaya lokal Tempilang yang historis toleran, dan komitmen profesional guru PAI. Faktor penghambat utama meliputi pengaruh konten keagamaan eksklusif di media sosial, inkonsistensi nilai antara keluarga dan sekolah, keterbatasan waktu pembelajaran PAI (3 jam/minggu), dan keterlibatan guru non-PAI yang belum optimal.