Strategi Penanaman Toleransi Beragama Anak Usia Dini

Abstract

Sekolah PAUD Widya Dharma merupakan satu satunya lembaga pendidikan tingkat TK (Taman Kanak-Kanak) yang mempunyai siswa yang berlatar berlakang agama lebih beragam dari sekolah TK. PAUD lainnya di Kota Banjarmasin. Latar belakang agama siswanya tersebut meliputi: agama Islam, Kristen, Katolik, Budha dan Hindu. Prosentasi siswa dari beragam agama tersebut tidak ada jumlah siswa dari beragama yang mendominasi lebih dari 50%. Selain itu juga walaupun para pendiri sekolah ini kebanyakannya dari orang yang beragama Budha, tetapi siswa yang berlatar belakang agama Budha tidak mendominasi secara kuantitas, sedangkan siswa yang beragama Kristen Protestan yang lebih banyak. Secara urutan kuantitas jumlah siswa berdasarkan latar belakang agama terbanyak ialah (1) Kristen Protestan, (2) Islam, (3) Katholik, (4) Budha, dan (5) Hindu. Berdasarkan latar belakang singkat tersebut, maka sangat perlu dan manfaat secara kajian ilmiah untuk diteliti tentang kehidupan toleransi beragama anak dengan anak lainnya yang mempunyai agama berbeda-beda ditingkat TK. PAUD. Oleh karena itu, peneliti memfokuskan penelitian ini kepada strategi penanaman toleransi beragama anak di PAUD Widya Dharma Kota Banjarmasin. Pendekatan Penelitian menggunakan metode penelitian kualitatif yang dilakukan dengan penelitian lapangan, informan dalam menggali penelitian ditujukan kepada guru-guru agama, dan objek penelitian ini untuk mengetahui bagaimana strategi penanaman toleransi beragama kepada anak-anak yang berbeda-beda agamanya. Teknik penelitiannya dengan melakukan wawancara, observasi dan dokumentasi. Kemudian untuk memvalidasi tingkat kebenaran data tersebut maka dalam hal ini menggunakan teknik triangulasi metode dan sumber. Hasil penelitian menyatakan bahwa strategi penanaman toleransi beragama pada anak usia dini melalui 5 (lima) kegiatan, yaitu (1) Guru mengenalkan sifat-sifat baik. (2) Guru mengenalkan sifat toleransi beragama. (3) Guru memberikan stimulus agar anak berpikir tentang sifat-sifat baik, 4) Guru memberikan stimulus agar anak berpikir tentang toleransi beragama. (5) Guru membuat anak merasakan manfaat sifat toleransi beragama. Kata kunci: Strategi Penanaman, Toleransi Beragama, Anak Usia Dini. Abstract PAUD Widya Dharma School is the only kindergarten level educational institution (Kindergarten) which has students with more diverse religious backgrounds than kindergarten schools. Other PAUD in Banjarmasin City. The students' religious backgrounds include: Islam, Christianity, Catholicism Buddhism and Hinduism. The percentage of students from various religions does not have the number of students from that religion which dominates more than 50%. In addition, even though the founders of this school were mostly Buddhist, students with Buddhist backgrounds did not dominate in quantity, while students who were Protestant Christians were more numerous. In order of quantity, the highest number of students based on religious backgrounds is (1) Protestant Christianity, (2) Islam, (3) Catholic, (4) Buddhist, and (5) Hinduism. Based on this brief background, it is very necessary and beneficial in a scientific study to study the religious tolerance of children with other children who have different religions at the kindergarten level. PAUD. Therefore, the researcher focuses this research on the strategy of internalization children's religious tolerance in PAUD Widya Dharma Banjarmasin City. The research approach used qualitative research methods carried out by field research, informants in exploring research aimed at religious teachers, and the object of this study was to find out how to cultivate religious tolerance strategies for children of different religions. The research technique is by conducting interviews, observation and documentation. Then to validate the level of correctness of the data, in this case using the triangulation technique methods and sources. The results of the study state that the strategy of internalization religious tolerance in early childhood through 5 (five) activities, namely: (1) The teacher introduces good traits, (2) The teacher introduces the nature of religious tolerance; (3) The teacher provides a stimulus so that the child thinks about good traits; (4) Tthe teacher provides a stimulus so that the child thinking about religious tolerance, (5) Teachers make children feel the benefits of religious tolerance. Keywords: Strategy of Internalization, Religious Tolerance, Early Childhood

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