Learning patterns in influencing attitudes of religious tolerance in Indonesian universities

Abstract

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.