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DOI: https://doi.org/10.19109/jip.v10i1.25306
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Innovation in Islamic Religious Education in The Digital Era for Students' Religious
Tolerance Character Building in Elementary School: An Implementation of Beyond the Wall
Learning Model
Elga Yanuardianto1*, Djoko Rohadi Wibowo2, Prima Cristi Crismono3
1,3Universitas Islam Jember, East Java, Indonesia
2Universitas Islam Negeri Raden Fatah Palembang, South Sumatera, Indonesia
*Correspondence adress: elgayanuardianto1987@gmail.com
Abstract
The digital era has brought significant changes to various aspects of life, including education. This
article explores innovations in Islamic religious education that leverage digital technology to foster
religious tolerance among students. Through the "Beyond the Wall" learning model, which includes
the use of educational applications, e-learning platforms, and augmented reality (AR) and virtual
reality (VR) technologies, the learning process becomes more interactive, personalised, and
contextual. This study uses a qualitative case study method at SDN Tempurejo 2 Jember, which has
integrated technology into Islamic religious education. The results indicate that the use of digital
technology not only enhances student engagement and understanding of the subject matter but also
effectively internalises values of religious tolerance. Interfaith interactions through collaborative
projects and dialogue forums help students understand and appreciate differences, build solidarity,
and develop a strong attitude of tolerance. The main challenges faced are the digital divide, the need
for teacher training, and issues of digital security and ethics. With the right strategies, this learning
model can be an effective solution for shaping students' character to be more tolerant and appreciative
of diversity in the digital era. This study uses data collection techniques involving in-depth interviews
with teachers, students, and parents, as well as direct observations of the learning process at SDN
Tempurejo 2 Jember. Additionally, documentation in the form of video recordings and field notes was
used to explore the dynamics of student interactions in a technology-based collaborative project. The
collected data were analyzed using a thematic analysis approach, where the data were grouped into
key themes related to understanding religious tolerance, the use of technology in learning, and the
challenges faced. This analysis also includes mapping student involvement in collaborative projects
and dialogue forums. To ensure the validity of the data, this study employed source triangulation,
which compares the results of interviews, observations, and documentation. Furthermore, member
checking was carried out by requesting confirmation from informants to ensure the accuracy of the
collected data. External validity was also tested by comparing the findings of this study with relevant
literature on the use of technology in Islamic religious education.
Keywords: Beyond the Wall Learning Model, Islamic Education Innovation, Religious Tolerance
Character
Abstrak
Era digital telah membawa perubahan signifikan pada berbagai aspek kehidupan, termasuk
pendidikan. Artikel ini membahas inovasi dalam pendidikan agama Islam yang memanfaatkan
teknologi digital untuk menumbuhkan toleransi beragama di kalangan siswa. Melalui model
JIP (Jurnal Ilmiah PGMI), Volume 10, No. 2, December 2024
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pembelajaran "Beyond the Wall", yang mencakup penggunaan aplikasi pendidikan, platform e-
learning, dan teknologi augmented reality (AR) dan virtual reality (VR), proses pembelajaran
menjadi lebih interaktif, personal, dan kontekstual. Penelitian ini menggunakan metode studi kasus
kualitatif di SDN Tempurejo 2 Jember, yang telah mengintegrasikan teknologi ke dalam pendidikan
agama Islam. Hasil penelitian menunjukkan bahwa penggunaan teknologi digital tidak hanya
meningkatkan keterlibatan dan pemahaman siswa terhadap materi pelajaran tetapi juga secara
efektif menginternalisasi nilai-nilai toleransi beragama. Interaksi antaragama melalui proyek
kolaboratif dan forum dialog membantu siswa memahami dan menghargai perbedaan, membangun
solidaritas, dan mengembangkan sikap toleransi yang kuat. Tantangan utama yang dihadapi adalah
kesenjangan digital, perlunya pelatihan guru, dan masalah keamanan dan etika digital. Dengan
strategi yang tepat, model pembelajaran ini dapat menjadi solusi efektif untuk membentuk karakter
siswa agar lebih toleran dan menghargai keberagaman di era digital. Penelitian ini menggunakan
teknik pengumpulan data yang melibatkan wawancara mendalam dengan guru, siswa, dan orang
tua, serta pengamatan langsung terhadap proses pembelajaran di SDN Tempurejo 2 Jember. Selain
itu, dokumentasi berupa rekaman video dan catatan lapangan digunakan untuk mengeksplorasi
dinamika interaksi siswa dalam proyek kolaboratif berbasis teknologi. Data yang terkumpul
dianalisis menggunakan pendekatan analisis tematik, di mana data dikelompokkan menjadi tema-
tema utama yang terkait dengan pemahaman toleransi beragama, penggunaan teknologi dalam
pembelajaran, dan tantangan yang dihadapi. Analisis ini juga mencakup pemetaan keterlibatan
siswa dalam proyek kolaboratif dan forum dialog. Untuk memastikan keabsahan data, penelitian ini
menggunakan triangulasi sumber, yaitu membandingkan hasil wawancara, observasi, dan
dokumentasi. Selanjutnya, pengecekan anggota dilakukan dengan meminta konfirmasi kepada
informan untuk memastikan keakuratan data yang dikumpulkan. Validitas eksternal juga diuji dengan
membandingkan temuan penelitian ini dengan literatur yang relevan tentang penggunaan teknologi
dalam pendidikan agama Islam.
Kata Kunci: Model Pembelajaran Beyond the Wall, Inovasi Pendidikan Islam, Karakter Toleransi
Beragama
INTRUDUCTION
The digital era has brought significant changes in various aspects of life, including education.
Islamic religious education, which is a crucial pillar in the formation of noble character, has also been
influenced by technological advancements. The development of information and communication
technology has transformed the methods and strategies of Islamic religious education, making the
learning process more interactive, effective, and enjoyable (Kurland 1968; E Yanuardianto and Fauzi
2022). Innovations in Islamic religious education during the digital era not only facilitate learning but
also present challenges in ensuring that religious messages and values are correctly conveyed. One
of the primary goals of Islamic religious education is the formation of noble character, including
religious tolerance, which teaches appreciation for differences in beliefs, cultures, and social pract
(Faqihatin 2021). By using the "Beyond the Wall" learning model, Islamic values can be conveyed
relevantly and contextually to the younger generation familiar with technology. It is hoped that
religious tolerance values can be internalized more effectively, enabling students to apply them in
daily life and become individuals who appreciate diversity.
This study aims to explore various innovations in Islamic religious education in the digital era
and how these innovations can play a role in shaping the character of religious tolerance. By
understanding various strategies and approaches in digital learning, it is hoped to find an effective
learning model that meets the needs of the times (Nur Irsyadiah dan Ahmad Rifa’i 2021; Crismono,
Suryaningrum, and Jatmikowati 2024). This study will also discuss the challenges and opportunities
in implementing digital-based Islamic religious education. One potential innovation is the "Beyond
the Wall" learning model, which emphasizes the use of technology to transcend physical and
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traditional boundaries in the teaching and learning process. Through this model, it is expected that
students will not only gain theoretical understanding of Islamic teachings but also be able to
internalize these values in daily life, thereby forming the desired character of religious tolerance (D.
Hariyani and Rafik 2021; Elga Yanuardianto 2021).
At SDN Tempurejo 2 in Jember, although efforts have been made to integrate technology into
Islamic education, there are still challenges in ensuring that the younger generation can internalize
religious values, particularly religious tolerance. As a school that emphasizes Islamic-based
education, it is crucial to ensure that technology is used as an effective tool for character building,
rather than just a medium for information. While digital applications and platforms have been utilized
in the learning process, there is still no learning model that specifically focuses on character building
for religious tolerance through technology. The appeal of this issue lies in the immense potential that
digital technology holds in addressing these challenges. At the research site, SDN Tempurejo 2
Jember, there is an opportunity to develop a learning model that combines technology with the
objectives of Islamic education, particularly in fostering the character of religious tolerance. The
"Beyond the Wall" learning model includes various digital learning strategies such as the use of
educational applications, e-learning platforms, social media, and augmented reality (AR) and virtual
reality (VR) technologies (Zhou et al. 2020). This approach allows for more dynamic interaction and
personalization in the learning process, enabling students to learn in ways that suit their needs and
learning styles. This study aims to explore and analyze the effectiveness of the "Beyond the Wall"
learning model in shaping the character of religious tolerance in Islamic religious education during
the digital era. Additionally, this research will identify the challenges and solutions in implementing
this learning model and evaluate its impact on the development of students' character (Holly et al.
2021).
The "Beyond the Wall" learning model presents a significant opportunity for integrating
advanced technology into Islamic religious education (Arifin and Ubaidillah 2018). By utilizing tools
such as augmented reality (AR) and virtual reality (VR), educators can create immersive learning
(Arifin and Ubaidillah 2018) environments that go beyond traditional classroom settings. This
immersive approach can help students better understand and internalize Islamic teachings by
providing them with experiential learning opportunities that are both engaging and memorable.
Additionally, the use of educational applications and social media platforms can facilitate continuous
learning outside of the classroom, allowing students to engage with religious content in their own
time and at their own pace. The combination of these technologies aims to create a holistic learning
experience that not only imparts knowledge but also fosters the development of a tolerant and
inclusive character. This research will further evaluate how these innovative strategies can overcome
existing challenges and contribute to the overall effectiveness of Islamic religious education in
nurturing well-rounded individuals who respect and appreciate religious diversity.
Several previous studies have investigated the use of technology in Islamic education and
character building, including (Hasriadi 2020) who states that technology can enrich the learning
process, making it more interactive and enjoyable. However, he also emphasizes the importance of
special attention to ensure that religious values are not lost in the process of digitalizing education.
(Faqihatin 2021) in her research, stresses the importance of character building for religious tolerance
through Islamic education in the context of a diverse society. Technology can be an effective means
of conveying tolerance messages to the younger generation if used wisely. (Nur Irsyadiah dan Ahmad
Rifa’i 2021) researched various innovations in Islamic education in the digital era, concluding that
technology can be used to enhance interactivity and effectiveness in learning. However, they also
note that the application of technology in religious education must be done cautiously to avoid
changing the essence of religious teachings. (Hariyani and Rafik 2021) developed a digital learning
model that integrates Islamic values with a technological approach. They showed that such a model
can help internalize religious values among young learners.
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This study shares similarities with previous research in terms of using digital technology to
support Islamic education. As explained by (Hasriadi 2020), (Faqihatin 2021), and others, the use of
technology in education can make the learning process more engaging and effective. However, the
main difference lies in the focus of this study, which is more specifically on the formation of religious
tolerance character through the "Beyond the Wall" learning model at the elementary school level,
particularly at SDN Tempurejo 2 Jember. The novelty of this research is the development of a learning
model that integrates the use of modern technologies such as AR, VR, and e-learning platforms within
the context of Islamic education, with an emphasis on building religious tolerance character.
Furthermore, this study also focuses on applying this model at the elementary school level, which
places greater emphasis on the internalization of religious values in the daily lives of students, an area
that has not been widely explored in-depth.
METHOD
The research method used in the study titled "Beyond the Wall: Innovation in Islamic
Religious Education in the Digital Era for Shaping Students' Religious Tolerance Character" is a
qualitative approach with a case study method. This approach was chosen to deeply explore how
innovations in Islamic religious education in the digital era can shape students' religious tolerance
character (Prihastanti and Taufik Hidayat 2023). The study employs a case study design to investigate
the phenomenon of innovation in Islamic religious education at several schools that have
implemented digital technology. The main focus is on how this technology is used and its impact on
the formation of students' religious tolerance character.
The research procedure begins with the identification of the research location and participants,
conducted at SDN Tempurejo 2 in Jember which has integrated digital technology in Islamic religious
education. Participants consisted of Islamic religious teachers, students, and principals who were
selected by purposive sampling to ensure the relevance of their experiences and knowledge. Data
collection was conducted through in-depth interviews with Islamic religious teachers and school
principals to understand the implementation of digital innovations in the curriculum and teaching
methods. Classroom observations were carried out to directly observe the use of digital technology
in teaching and students' responses to these methods. Additionally, focus group discussions (FGDs)
with students were held to discuss their experiences in digital-based Islamic religious education and
its impact on their understanding of religious tolerance. Documentation such as lesson plans, digital
materials, and student work were also collected for analysis (Crismono 2023).
The collected data was then analyzed using thematic analysis to identify the main themes
related to digital learning innovations and the formation of religious tolerance character. The validity
of the research were maintained through triangulation of various data sources, member checking with
participants, and an audit trail to ensure transparency in the research steps. The research results are
eported in the form of descriptive findings that illustrate the application of digital innovations and
their impact on students' religious tolerance character, along with a discussion of the implications of
the findings for the practice of Islamic religious education and recommendations for further
development.
RESULT AND DISCUSSION
Innovation in Islamic Religious Education in the Digital Era
Technology has brought about significant changes in the teaching of Islamic Religious
Education (PAI). The use of multimedia, educational applications, and e-learning platforms has
enhanced interactivity and accessibility to learning materials. This allows students to access various
resources anytime and anywhere, supporting independent and in-depth learning (Cheung and Slavin
2013). Innovations in Islamic Religious Education (PAI) learning in the digital age have led to
substantial changes at SDN Tempurejo 2 Jember. The utilization of technologies such as multimedia,
educational apps, and e-learning platforms has increased the interactivity and availability of learning
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materials, enabling students to access learning resources at any time and from any location. This
fosters independent and thorough learning. The use of interactive learning methods, including videos,
animations, simulations, interactive quizzes, educational games, and online discussions, has made
learning materials more engaging and easier to comprehend. Furthermore, technology also allows for
personalized learning, enabling students to learn at their own pace and in accordance with their
individual learning styles. According to available data, the use of technology in Islamic Religious
Education learning at this school shows that multimedia is utilized 40%, educational applications
30%, and e-learning platforms 30%. Technology facilitates the application of more interactive
learning methods such as videos, animations, and simulations, making the content more engaging and
easier to understand. The use of interactive quizzes, educational games, and online discussions also
enhances student engagement. (Hasriadi 2020a).
Personalised Learning at SDN Tempurejo 2 Jember: Technology allows for personalised
learning, where students can learn at their own pace and according to their individual learning styles.
Learning applications can be customised to meet the specific needs of each student (A. H. Arribathi
and Suwarto 2021).
Figure 1. Percentage of use of various types of technology in Islamic Education learning
The bar chart above shows the percentage usage of various types of technology in Islamic
Education learning, with Multimedia used at 40%, Educational Applications at 30%, and E-learning
Platforms also at 30%.
1. The "Beyond the Wall" Learning Model
Concept and Theory: The "Beyond the Wall" model is an innovative approach that leverages
technology to transcend physical and traditional boundaries in education. This approach includes the
use of educational applications, e-learning platforms, social media, and AR and VR technologies to
create dynamic and personalised learning experiences (Zhou, G., Wu and Zhang 2020).
Fostering Religious Tolerance: This model aims to teach students to collaborate with
followers of other religions to achieve peace and harmony. Interfaith interactions through
collaborative projects and dialogue forums help students understand and appreciate differences, build
solidarity, and develop a tolerant attitude.
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Figure 2. Interactive learning methods at SDN Tempurejo 2 Jember
The pie chart above shows the distribution of various interactive learning methods at SDN
Tempurejo 2 Jember. Both Videos and Animations each contribute 20%, while Simulations,
Interactive Quizzes, Educational Games, and Online Discussions each contribute 15%.
2. Implementation and Challenges
This study involves schools that have integrated digital technology into Islamic Religious
Education learning, specifically at SDN Tempurejo 2 Jember. Classroom observations and interviews
with teachers and students indicate that the use of technology enhances student engagement and
understanding of the subject matter.
Challenges: The digital divide in rural areas, the need for teacher training, as well as digital
security and ethics are major challenges in the implementation of technology in learning at SDN
Tempurejo 2 Jember. Strategies are needed to ensure that all students and teachers have adequate
access and the necessary skills (D. Bryant, Linan-Thompson, and Ugel 2020).
Figure 3. percentage of digital technology implementation in Islamic Religious Education learning
at SDN Tempurejo 2 Jember
The bar chart above shows the percentage of digital technology implementation in Islamic
Religious Education learning at SDN Tempurejo 2 Jember, with the highest implementation rate at
90%.
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Figure 4. The challenges in implementing technology in learning at SDN Tempurejo 2 Jember
The pie chart above illustrates the various challenges in implementing technology in learning
at SDN Tempurejo 2 Jember. The largest challenge is the digital divide, accounting for 40%, followed
by the need for teacher training at 35%, digital security at 15%, and digital ethics at 10%.
The advancement of information and communication technology (ICT) has brought
significant changes to various aspects of life, including the field of education. One area that has
greatly benefited from these advancements is Islamic Religious Education (PAI). Technology offers
numerous opportunities to create more interactive, engaging, and effective learning methods. With
the aid of technology, both students and teachers can access an unlimited range of learning resources.
Various websites, applications, and e-learning platforms provide Islamic religious education
materials that can be accessed anytime and anywhere. This enables students to learn independently
and deepen their understanding of the subject matter (Cheung, A. & Slavin 2011).
Technology facilitates the implementation of more interactive and engaging learning
methods. The use of multimedia such as videos, animations, and simulations can make Islamic
Religious Education materials easier to understand and more appealing to students. Additionally,
technology allows for interactive quizzes, educational games, and online discussions, which can
enhance student engagement in the learning process. Technology also enables more personalised
learning, allowing students to learn at their own pace and according to their individual learning styles
(Hasriadi 2020b). Learning applications can be tailored to the needs of each student, providing
additional practice for those who need it and extra challenges for those who have already mastered
the material.
Technology platforms such as online forums, social media groups, and communication
applications enable students and teachers to interact and collaborate more effectively. Students can
ask questions and discuss lesson material outside of class hours, while teachers can provide real-time
feedback and monitor students' learning progress (Abdul Hamid Arribathi et al. 2021). Technology
also facilitates distance learning, which is highly beneficial. Through e-learning platforms, video
conferences, and digital materials, the learning process can continue even if students and teachers are
not in the same location.
However, not all students have equal access to technology. The digital divide remains a
significant challenge, especially in rural areas or regions with inadequate technological infrastructure
(J. Bryant et al. 2020). This can hinder the integration of technology in Islamic Religious Education
(PAI). Additionally, not all teachers possess sufficient skills in using technology for teaching.
Professional training and development for teachers are crucial to effectively utilise technology in the
learning process. The use of technology in education also brings challenges related to digital security
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and ethics. Teachers and students need to understand the importance of maintaining privacy, data
security, and ethical behaviour in the digital environment. Not all available digital content is of high
quality, so it is essential for teachers to select and filter relevant, accurate, and curriculum-aligned
content. This ensures that students receive high-quality and beneficial learning materials (Irwanto
2020).
Governments and educational institutions need to develop curricula that integrate technology
into Islamic Religious Education (PAI). This digital curriculum should be designed to maximise the
potential of technology while preserving the essence and goals of Islamic religious education (Sahin
2018). Professional training and development for teachers are vital to ensure they have the skills
needed to use technology in teaching. Training programs should include the use of educational
software, digital content creation, and interactive learning strategies.
Governments and educational institutions must ensure that all students have adequate access
to technology. This includes providing hardware such as computers and tablets, as well as reliable
and affordable internet infrastructure. Educational institutions can collaborate with technology
providers to gain access to educational software, e-learning platforms, and high-quality digital
materials. Such collaborations may also involve teacher training and technical support to optimise
technology use. Digital literacy education for students and teachers is crucial to ensure safe and ethical
technology use. Digital literacy encompasses understanding data security, privacy, digital ethics, and
critical skills in evaluating digital content.
The Role of Teachers in the Digital Era
In this digital era, the role of teachers has undergone a significant transformation. Teachers
now serve not only as conveyors of information but also as facilitators, guides, and motivators for
students. As facilitators, teachers help students access and understand information, creating an
interactive and dynamic learning environment by leveraging technology. They must provide digital
learning resources such as e-books, videos, and educational applications, and guide students in their
effective use (Muflihin 2020). Additionally, teachers act as mentors and consultants, helping students
utilize technology for learning. They assist students in developing digital skills such as information
literacy, problem-solving, and critical thinking (Sutarman, Wardipa, and Mahri 2019). Teachers also
need to support students in addressing challenges that may arise from technology use, such as
cybersecurity and digital ethics.
In the digital age, teachers must become innovators constantly seeking new ways to enhance
the quality of education. They need to create creative and engaging learning content using technology,
such as making educational videos, infographics, or interactive modules that can be accessed anytime
and anywhere. Technology can be a powerful tool to motivate and inspire students. Teachers should
be able to use technology to create enjoyable learning experiences and motivate students to study
more diligently. They can use educational games, simulations, or online learning platforms to foster
students' interest and motivation in learning.
Teachers also act as mediators, connecting students with various learning resources and
experts in specific fields. In the digital era, teachers can invite guest speakers from around the world
to share knowledge with students via video conferences (Sutarman, Wardipa, and Mahri 2019).
Furthermore, teachers can connect students with relevant online learning communities to broaden
their horizons and learning networks. Managing a digital classroom requires a different approach
compared to a conventional classroom. Teachers need to develop effective classroom management
strategies to maintain student engagement and discipline in a digital learning environment. This
includes time management, monitoring online activities, and assessing student learning outcomes
(Septiana and Hidayati 2022).
The Beyond The Wall teaching approach is an innovative method in religious education aimed
at teaching students to collaborate with adherents of other religions to achieve peace, justice, and
harmony. This teaching model allows students to develop solidarity and understand that religious
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differences are not barriers to cooperation (Christiani 2005). Beyond The Wall teaches students to
collaborate with followers of other religions to achieve peace, justice, and harmony. This approach
helps students develop and strengthen solidarity with followers of different religions, as all religions
teach truth and goodness in the world (A. Nuryatno 1977).
The Beyond The Wall teaching model synergises between theory, knowledge, and the practice
of religious teachings themselves. If the foundation of faith is solid and the attitude of tolerance is
established, the concept of education with the Beyond The Wall model can be applied. In this model,
students are encouraged to communicate, discuss, and share with friends from different religious
backgrounds (A. Nuryatno 1977). Building high solidarity through the exchange of thoughts on
religious practices will help develop an attitude of tolerance and foster a humanistic generation.
For schools with students of diverse religions, this practice can be implemented in each school
but would be more effective if done in collaboration with other schools. For schools with students
from only one religion, cooperation with other schools of different religions is needed, such as
between Islam and Catholicism, Buddhism and Confucianism, or Hinduism and Protestantism. This
religious education addresses the monotony of religious teaching that has been focused only on one's
own religion without considering others (Maksum 2016). The theories underlying the Beyond The
Wall Learning Model are as follows:
Social Constructivism Theory
Social constructivism theory, pioneered by Lev Vygotsky, emphasises that learning is a social
process that occurs through interaction with others. In the context of the Beyond The Wall teaching
approach, this theory supports the importance of interfaith dialogue and collaboration among students
from various religious backgrounds. Through these interactions, students can develop a deeper and
broader understanding of the teachings of other religions (Tohari and Rahman 2024).
Collaborative Learning Theory
Collaborative learning theory stresses that knowledge is built through cooperation and
discussion with others. Beyond The Wall teaching encourages students to work together on interfaith
projects, allowing them to understand different perspectives and find common ground in their
teachings. This fosters solidarity and strengthens the sense of community among students
(Dillenbourg 2007).
Transformational Learning Theory
Transformational learning theory, introduced by Jack Mezirow, emphasises that learning can
fundamentally change an individual's perspective. Through interfaith interactions and collaborative
experiences, students can undergo paradigm shifts, broaden their horizons, and develop a more
inclusive and tolerant attitude towards religious differences (Taylor 2012).
Multiple Intelligences Theory
Howard Gardner's theory of multiple intelligences posits that each individual possesses
various types of intelligences. Beyond The Wall teaching employs diverse methods and media to
accommodate these different intelligences, such as discussions, collaborative projects, and
multimedia. This approach allows students to understand religious teachings in ways that align with
their learning styles (Gardner and Moran 2006).
Beyond The Wall teaching involves students in various projects that support peace, justice,
and harmony. These projects can include social activities, environmental campaigns, or public health
programs involving students from diverse religious backgrounds. By working together, students learn
to appreciate differences and find common goals. A crucial component of this teaching approach is
providing a platform for interfaith dialogue, through online forums or face-to-face discussions,
allowing students to share views, discuss religious teachings, and understand different perspectives
(Albana 2023). This helps reduce prejudice and stereotypes, fostering mutual respect.
The Beyond The Wall teaching model emphasizes experiential learning, where students can
apply religious teachings in real-world contexts, such as engaging in community service projects that
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reflect their religious values, like helping those in need or caring for the environment. This approach
integrates theory, knowledge, and practice from religious teachings (Budirahayu and Saud 2020).
Beyond The Wall teaching also helps students develop social and emotional skills such as
empathy, cooperation, and effective communication. These skills are essential for building
harmonious and inclusive relationships in a diverse society. Through collaborative experiences and
interfaith dialogue, students experience a transformation in attitudes and values, becoming more open,
tolerant, and inclusive, and more committed to promoting peace and justice (Indah Wahyu Ningsih,
Annisa Mayasari 2022). However, challenges such as the digital divide, the need for teacher training
in technology use, online classroom management, and data security and privacy remain. Teachers
need adequate skills to use technology in interfaith teaching and effective management strategies to
maintain discipline and engagement in digital environments. Addressing these challenges requires
appropriate strategies to ensure this teaching model can be implemented effectively and equitably.
Overall, Beyond The Wall teaching offers an innovative approach that leverages technology
to teach students to collaborate with followers of other religions for peace, justice, and harmony. This
model integrates theory, knowledge, and practice from religious teachings to build solidarity and
mutual respect. By combining interfaith projects, dialogue forums, experiential learning, and global
collaboration, Beyond The Wall teaching helps students develop essential social and emotional skills
and transform attitudes and values that support diversity and inclusivity. Despite the challenges, with
the right strategies, this teaching model can be an effective solution to enhancing the quality of
religious education in the digital era (Nasrudin et al. 2022).
CONCLUSION
This study shows that innovation in Islamic religious education at SDN Tempurejo 2 Jember
through the "Beyond the Wall" model has significant potential in fostering religious tolerance among
students in the digital era. The use of digital technology such as educational applications, e-learning
platforms, augmented reality (AR), and virtual reality (VR) has proven to enhance interactivity,
engagement, and students' understanding of Islamic religious education. Interfaith interactions
through collaborative projects and dialogue forums help students to understand and appreciate
differences, build solidarity, and develop a strong attitude of tolerance.
However, several challenges remain, such as the digital divide in rural areas, the need for
teacher training, and issues of digital security and ethics. With the right strategies, the "Beyond the
Wall" learning model can be effectively implemented to create a generation that is more tolerant and
appreciative of diversity. This approach not only provides theoretical understanding of Islamic
teachings but also internalises these values in students' daily lives, creating individuals who respect
differences and can live harmoniously in a diverse society.
Successful implementation requires support from all stakeholders, including the government,
educational institutions, teachers, and students, to ensure equitable access to technology and adequate
training for teachers. Therefore, this digital learning innovation can be an effective solution to
improving the quality of religious education in the digital era.
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