Learning patterns in influencing attitudes of religious tolerance in Indonesian universities
This study investigates the influence of learning patterns on religious tolerance. Variable learning patterns are divided into three aspects: (1) cognitive patterns, (2) socio-affective patterns, and (3) practical-empirical patterns. The variable of religious tolerance is divided into attitude-formi...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI
2023
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| Subjects: | |
| Online Access: | http://eprints.utm.my/106589/1/ZainudinHassan2023_LearningPatternsinInfluencingAttitudesofReligious.pdf http://eprints.utm.my/106589/ http://dx.doi.org/10.3390/educsci13030285 |
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| Summary: | This study investigates the influence of learning patterns on religious tolerance. Variable learning patterns are divided into three aspects: (1) cognitive patterns, (2) socio-affective patterns, and (3) practical-empirical patterns. The variable of religious tolerance is divided into attitude-forming components, including: (1) knowledge of religious tolerance, (2) feeling of religious tolerance, and (3) actual act of religious tolerance. This research is a quantitative type using multiple linear regression analysis models. Data was collected through a survey of 320 research respondents and data analysis used descriptive statistical analysis and inferential statistical analysis. The analysis results with the simultaneous test (F-test) showed that the three learning patterns significantly influence religious tolerance, which can be seen from the p-Value (0.00) < alpha (0.05)), (F > F table)). The partial test results (t-test) show, First, the understanding of religious tolerance is dominantly influenced by cognitive learning patterns with a value (p-Value (0.00) [removed] t table (1.97)). Second, the feeling of religious tolerance is dominated by the influence of cognitive and socio-affective learning patterns with each having (p-Value (0.000) [removed] t table (1.97) and (p-Value (0.000) < alpha (0.05)), (t (3.65) > t table (1.97)). Third, cognitive, socio-affective, and practical-empirical learning styles had the same influence on tolerant behavior specifically (p-Value = 0.00 alpha = 0.05) (p-Value (0.00) < alpha (0.05)). These findings can be used as a basis for compiling educational regulations so that learning is carried out with strategies that support student learning patterns. |
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