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FOSTERING STUDENTS' SOCIAL TOLERANCE IN SOCIOLOGY

LEARNING IN HIGH SCHOOL HARAPAN MANDIRI

Fritz Hotman Syahmahita Damanik

Universitas Negeri Yogyakarta, Indonesia

Email: fritzho[email protected].ac.id

Abstract

This study aims to determine the fostering of students' social tolerance in sociology learning at SMA Harapan

Mandiri. The method used in this study is qualitative with a descriptive approach, data collected through

observation, interviews, and documentation at SMA Harapan Mandiri. Data analysis uses reduction,

presentation, and conclusions. The results showed that a holistic approach through an inclusive curriculum,

tolerance case studies, guided discussions, use of diverse learning resources, collaborative activities, empathy

skills training, tolerant behavior models, and personal guidance significantly contributed to the formation of

students' social tolerance attitudes at SMA Harapan Mandiri.

Keywords: Tolerance, Sociology, Learning

INTRODUCTION

In short, education is a product of society, because if we realize the meaning of

education as a process of transferring knowledge, attitudes, beliefs, skills, and other aspects of

behavior to the younger generation, then all these efforts have been made entirely by the forces

of society (Nurfuaji & Erihadiana, 2023). For the community itself, the nature of education is

very useful for the continuity and progress of his life. In order for society to continue its

existence, its young members must pass on the values, knowledge, skills, and other forms of

behavior that each member is expected to have (Mo’tasim et al., 2023).

Education is a deliberate and planned effort to create a learning environment that allows

students to actively explore their potential (Mahsun, 2019). The goal is for them to develop

religious spiritual strength, control themselves, shape personality, increase intelligence, instill

noble morals, and hone the necessary skills for themselves and society. Education encompasses

a wide range of activities, from improving technical skills to building strong and integral

character. Thus, education is not just a technical learning process, but also shapes the individual

as a whole (Asis, 2023).

In this sense, education has begun since an individual first interacts with the external

environment outside himself, namely the family (Sari et al., 2020). Only then, after being old

enough, are individuals also educated in a school environment. According to Webster (Nuhiyah

& Darmawan, 2021) School is a place or institution / institution specifically established to

organize the teaching and learning process and education. As an institution, a school is a place

to teach students, train and give instructions about a scientific field and certain skills to students

(Abdul Gamal et al., 2022).

Character education, as an integral part of education, can be realized through various

activities. One of them is through the cultivation of values, the development of ethics, the

strengthening of religious values, as well as learning and training related to moral values. This

process aims to shape the character of students in order to face life's challenges with a positive

attitude and high integrity. By involving students in these activities, character education not

only focuses on cognitive aspects, but also on the formation of positive attitudes, values, and

behaviors (Basyit et al., 2022).

Injuruty: Interdiciplinary Journal and Humanity

Volume 2, Number 11, November 2023

e-ISSN: 2963-4113 and p-ISSN: 2963-3397

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The importance of character education lies not only in the improvement of the capacity

of individuals, but also in their contribution to society. With good character, students are

expected to become members of society who contribute positively, uphold moral values, and

play an active role in social development. Therefore, character education is not only the

responsibility of the school, but also involves the active role of the family, the environment,

and the community at large (Ferdian & Alpizar, 2021). In this context, education is not only

about knowledge transfer, but also personality formation based on noble values to create a

quality generation.

The level of tolerance and social care, which was previously a distinctive identity of the

Indonesian nation, is now experiencing a significant decline. The decline in tolerance and

concern for others has a detrimental impact on various aspects of life. The decline in morality

of Indonesia's young generation is evident in the dynamics of daily life (Muntoha et al., 2023).

One striking example is the reduced sense of tolerance in the school environment. In this

context, we can see how students lack a sense of appreciation for differences, be it ethnic,

religious, or cultural differences. The presence of bullying and discriminatory behavior among

students can be a concrete example of this decrease in tolerance. Sometimes, students are less

able to appreciate diversity in the school environment, and this can create conflict between

them.

Social indifference is also reflected in the lack of concern for the social conditions

around. For example, students lack concern for classmates who have differences in ethnicity,

religion, and culture. They don't always show empathy or provide support to fellow students in

need. This can create a less inclusive school environment and result in social isolation for some

individuals (Wulandari et al., 2022).

The constructive potential of religion in the school environment can develop optimally if

each student is able to uphold the value of tolerance (Mastina & Imtihana, 2022). Tolerance

here is an attempt to exercise restraint so that potential conflicts, especially those based on

religious differences, can be suppressed. This attitude of tolerance is an important key to

creating a harmonious and inclusive school environment (Salmudin et al., 2023).

Conversely, the destructive potential of religion can arise in the school environment if

each student does not uphold the value of tolerance and harmony between religious

communities. When students consider their religion to be the most correct and denigrate other

religions, this can create tensions, conflicts, and even forms of discrimination among students.

Such a narrow view is often triggered by a lack of understanding of cultural and religious

diversity (Kartini et al., 2019).

SMA Harapan Mandiri is a school that upholds the values of diversity in the midst of

rich diversity. The school environment reflects ethnic, religious, racial, and inter-group

diversity. In it, students come from various cultural backgrounds, creating a mosaic of richly

colourful school life. Not only ethnic differences, but also diversity in beliefs and values

espoused by each student.

This situation provides unique challenges and opportunities for learning sociology at

SMA Harapan Mandiri. This diversity can be a valuable resource for understanding

sociological concepts in greater depth. However, in line with its positive potential, this diversity

can also be a sensitive point that requires a special approach so that students are able to uphold

the value of tolerance and inter-religious harmony.

The study of sociology has an important role in overcoming the destructive potential of

religion that can arise in the school environment. These subjects open students' horizons to the

social structure and dynamics of society, enabling them to understand the differences and

diversity that exist. In this context, understanding the diversity of society is crucial. Students

are invited to realize that society consists of various groups and individuals with different

backgrounds, beliefs, and values.

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In addition, case studies on social conflicts and efforts to resolve them become an integral

part of sociology learning. Students can see the negative impact of not appreciating differences,

and this opens up opportunities to discuss and understand the roots of conflict. Analysis of

stereotypes and prejudices is also in focus, helping students recognize and overcome narrow

views of specific groups or individuals.

Sociology learning also creates space for guided discussion and debate activities.

Students can talk about their own views, listen to other people's points of view, and come to a

common understanding. At this time, the values of tolerance and respect for differences can be

instilled more concretely. Here, the emphasis on the concepts of social justice and human rights

strengthens the foundation of learning, fostering a sense of justice and equality as the

foundation for an inclusive society.

The destructive potential of religion can arise in the school environment if students do

not uphold the value of tolerance and harmony between religious communities. When students

consider their religion to be the most correct and denigrate other religions, this can create

tension, conflict, and even discrimination between them. Such a narrow view is often triggered

by a lack of understanding of cultural and religious diversity. Therefore, a holistic approach to

sociology learning is key in forming students who are not only academically intelligent but

also full of tolerance and respect for diversity in the school environment and wider society.

Based on the background described above, the purpose of this study is to determine the

fostering of students' social tolerance in learning sociology at SMA Harapan Mandiri.

RESEARCH METHOD

This research uses qualitative methods with a descriptive approach. This approach was

chosen because it is suitable to explore a deep understanding of how students' social tolerance

is formed and developed in the context of sociology learning in the environment of SMA

Harapan Mandiri.

The main data sources of this study are teachers and students at SMA Harapan Mandiri.

Teachers have important insights into learning design, approaches used, and challenges faced

in fostering social tolerance in the school environment. Teacher insights can provide insights

on sociology learning strategies that are effective in increasing student tolerance. In addition,

students as direct participants of learning become a valuable source of information about their

experiences, perceptions, and understanding related to social tolerance.

A descriptive approach will be used to describe and analyze in detail the conditions,

practices, and phenomena associated with fostering social tolerance. Research will involve

classroom observation, interviews with teachers, and group discussions with students.

Observation will provide a direct picture of the dynamics of sociology learning and student

interaction in the classroom. Interviews with teachers will explore their perspectives on

challenges and strategies in fostering students' social tolerance. Group discussions with

students will provide a platform to listen to their voices, understand their perspectives, and

explore relevant experiences.

Data collection techniques in this study involve observation, interviews, and

documentation as complementary methods. Observation is an approach that involves direct

observation of the learning situation in the sociology class at SMA Harapan Mandiri. Through

these observations, researchers can gain an understanding of the dynamics of interactions

between teachers and students, see firsthand how sociology material is delivered, and identify

social interactions between students. The observations also provide an idea of whether

sociology learning in the school is able to create an environment that supports fostering social

tolerance.

Interviews were conducted with sociology teachers at SMA Harapan Mandiri. This in-

depth interview will explore information about the learning approaches applied, the challenges

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faced in fostering social tolerance, and strategies that have been or are being implemented to

achieve these goals. Teachers are key stakeholders in the learning process, and their views will

provide an invaluable perspective related to the effectiveness of social tolerance fostering

methods in the school environment.

Documentation includes data collection from a variety of written sources, such as syllabi,

lesson plans, and teaching materials used in sociology classes. This documentation helps

researchers to understand the curriculum structure, learning focus, and educational objectives

at SMA Harapan Mandiri. In addition, the documents can provide an idea of the extent to which

the values of social tolerance are integrated into learning materials.

Data analysis techniques in this study adopt a qualitative approach using methods of

reduction, presentation, and conclusions. First, the data reduction stage involves organizing,

simplifying, and maturing data gathered from observation, interviews, and documentation.

Qualitative data is often complex text, and at this stage, researchers will organize the data into

smaller, focused units. This process helps understand patterns, themes, and relationships

between information that emerge from data collection results.

Then, in the data presentation stage, the reduced information is presented in a systematic

and structured way. The presentation of data can be done through narration to facilitate

understanding and analysis. This technique provides a framework for a comprehensive look at

the key findings that emerged during the study.

The final stage is the drawing of conclusions. Once the data is reduced and presented, the

researcher evaluates the findings by formulating conclusions that reflect the answers to the

research questions. These conclusions are generated through interpretation and synthesis of

data, and can provide deep insight into the effectiveness of fostering students' social tolerance

in the sociology learning environment at SMA Harapan Mandiri.

RESULT AND DISCUSSION

Fostering students' social tolerance in learning sociology at SMA Harapan Mandiri is a

fundamental imperative. Social tolerance is the main foundation in forming individuals who

are able to live harmoniously and side by side with diverse communities. In the context of

globalization and plurality of societies, the ability to appreciate differences becomes a key skill

that every individual must possess.

Fostering social tolerance provides the foundation for the formation of an inclusive and

just society. By understanding and appreciating differences, students can be more open to the

diversity of cultures, religions, and other backgrounds. This avoids the inequality,

discrimination, and conflict that can arise from a lack of tolerance (Mastina & Imtihana, 2022).

In addition, fostering social tolerance also helps students develop the ability to

communicate and cooperate with different people. In an increasingly connected world,

adaptability and cooperation with individuals from diverse backgrounds are essential assets for

success in professional and social life.

The importance of fostering students' social tolerance in learning sociology at SMA

Harapan Mandiri is also reflected in its contribution to the formation of leadership character

and social care. Students who have good social tolerance tend to be better able to become

inclusive leaders and understand the needs and aspirations of various community groups.

Fostering social tolerance also plays a vital role in preventing radicalism and extremism.

By understanding and appreciating differences, students are more immune to influences that

can lead to narrow views and intolerant attitudes. School initiatives in building social tolerance

can be an effective bulwark against potential conflict and polarization among students.

Currently at SMA Harapan Mandiri there are various religious, ethnic, and political

backgrounds among students. This diversity, if not managed properly, can cause tension and

conflict in the school environment. By fostering social tolerance, students can become agents

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of change who are able to ease tensions and build constructive dialogue in the midst of these

differences. For example, students who have a good understanding of social tolerance may be

mediators in inter-student conflict or support activities that encourage inter-religious dialogue

in schools. This creates a conducive climate for healthy personal growth and makes diversity a

strength, not a source of conflict at SMA Harapan Mandiri.

As a concrete example, fostering social tolerance can result in social projects involving

cooperation between students with different backgrounds. For example, collaboration between

students of different faiths to organize joint charity activities or sustainability projects that

support social justice values. This kind of initiative not only strengthens social tolerance, but

also builds positive social networks among students.

Based on the results of research at SMA Harapan Mandiri, there are several ways teachers

foster students' social tolerance in learning sociology, namely:

Inclusive Curriculum

Develop a curriculum that includes material that stimulates students' understanding of

social, religious, ethnic, and cultural diversity. Sociology subjects can be directed to explain

the positive impact of diversity in society. The results of research at SMA Harapan Mandiri

show that the implementation of an inclusive curriculum in sociology learning has a significant

positive impact on fostering students' social tolerance. The curriculum is designed to include

materials that specifically stimulate students' understanding of social, religious, ethnic, and

cultural diversity in the school environment. The research concludes that this diversity is

thoroughly integrated in various aspects of the sociology curriculum, from understanding basic

concepts to applications in real-life situations.

A concrete example of the results of this research is the existence of a learning module

that highlights cultural and religious diversity at SMA Harapan Mandiri. This module includes

case studies, articles, and other learning resources that illustrate the success of society in

creating social tolerance. For example, students engage in analysis of the history of certain

communities that have successfully resolved conflicts and encouraged interreligious harmony.

In addition, the study noted that an inclusive curriculum provides a foundation for guided

discussion in the classroom. Teachers facilitate open dialogue where students can share their

views and experiences on diversity. This process helps students understand that community

diversity is a necessity, and this understanding becomes the basis for fostering social tolerance.

Research also highlights the use of diverse learning resources in the curriculum. Teachers

at SMA Harapan Mandiri utilize textbooks, articles, films, and multimedia materials that reflect

the diversity of society. These resources help students gain a broader perspective, avoid

stereotypes, and build a deeper understanding of differences.

Overall, the inclusive sociology curriculum at SMA Harapan Mandiri not only provides

academic knowledge, but also provides a strong foundation to form students who are tolerant

and respect diversity in the school environment and the wider community. This carefully

designed curriculum creates a foundation of deep learning and blends sociological concepts

with the practice of social tolerance in students' daily lives.

Tolerance Case Studies

Using concrete case studies about communities that have succeeded in creating social

tolerance as learning material. Emphasize how conflicts are resolved and diversity is valued in

a particular historical or societal context. The results of research at SMA Harapan Mandiri

show that the use of tolerance case studies in sociology learning has a real positive impact in

fostering students' social tolerance. These case studies are integrated into the sociology

curriculum to give students hands-on experience of challenges and solutions in dealing with

social differences and conflicts in society.

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One concrete example of the results of this research is the case study on religious

diversity in the school environment. Students are involved in exploring it, identifying

challenges that may arise and finding solutions that can increase social tolerance. Through this

case study, students can see how different religious beliefs can be a positive force in creating

an inclusive school environment.

In addition, research also shows that tolerance case studies focus on real experiences in

the community around SMA Harapan Mandiri. Teachers use case examples relevant to

students' lives, such as interfaith interaction in extracurricular activities, cooperation between

students from various backgrounds, and joint efforts in overcoming disagreements. Through

this kind of case study analysis, students can better understand how important social tolerance

is in building harmony in their surroundings.

The research notes that the use of case studies not only provides a conceptual

understanding of social tolerance, but also engages students actively in the learning process.

Discussion and analysis of case studies gives students the opportunity to participate, talk about

their views, and find solutions together. Thus, tolerance case studies not only provide

theoretical insights, but also shape students' social and problem-solving skills. Case studies of

tolerance in sociology learning at SMA Harapan Mandiri are not only part of the curriculum,

but also an effective means of fostering students' social tolerance. Through this approach,

students can experience for themselves the importance of tolerance in everyday life, and this

helps shape positive attitudes towards diversity in the school environment and the wider

community.

Guided Discussion:

Encourage guided class discussion on contemporary issues involving social tolerance.

Teachers at SMA Harapan Medan facilitate an open dialogue that students will use to share

their views and find solutions together. The results of research at SMA Harapan Mandiri

revealed that the use of guided discussions in sociology learning plays an important role in

fostering students' social tolerance. Guided discussion is not only an effective teaching method

but also creates a platform that allows students to dig deeper into differences and diversity.

In its implementation, guided discussions focused on social issues relevant to the context

of student life at SMA Harapan Mandiri. Teachers guide students to talk about differences in

religion, culture, and political views, and encourage them to express opinions respectfully and

openly. These discussions are designed to promote constructive dialogue and increase students'

understanding of diverse perspectives.

A concrete example of the use of guided discussion is when students are asked to discuss

racial issues. These discussions are geared towards creating an environment where students can

listen to each other, understand, and appreciate each other's points of view. Teachers act as

facilitators who steer the conversation in a direction that promotes tolerance and respect for

diversity.

The results of observations and interviews also show that guided discussions help

students identify stereotypes and prejudices they may have against certain groups or

individuals. By opening up spaces for sharing experiences and views, students can actively

overcome uncertainty and fear of the different. It provides opportunities for students to grow

as tolerant individuals and open to differences.

Overall, guided discussions in sociology learning at SMA Harapan Mandiri are an

effective strategy to foster students' social tolerance. By providing space to speak, listen, and

respond positively to diversity, students can develop the social and empathy skills necessary to

live harmoniously in a diverse society.

Use of Diverse Learning Resources

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Based on the results of research at SMA Harapan Mandiri, it was found that the use of

diverse learning resources in sociology learning can significantly shape students' social

tolerance. A curriculum that integrates a variety of learning resources from different cultural,

religious, and ethnic backgrounds provides students with opportunities to be exposed to the

true diversity of the world.

The use of textbooks, articles, videos, and other learning materials that include global

and local perspectives is an effective strategy. Teachers at SMA Harapan Mandiri present

materials that represent various points of view, describing history, culture, and diverse

community contributions. For example, in studying the concept of social conflict, students can

examine case studies from different countries that illustrate different forms of inequality and

how societies respond to them.

The importance of diverse learning resources lies in their ability to spare students from a

narrow or limited view. An understanding of diverse realities can open students' eyes to the

complexities of society and support the development of an open attitude towards differences.

In this context, the use of information technology can also be applied, for example, through

webinars or virtual guest lectures involving speakers from different backgrounds.

Diverse learning resources also create opportunities for students to understand the impact

of stereotypes and prejudices that can arise from a lack of information or knowledge about a

particular group. Through in-depth and diverse material, students can see that each individual

or group has a unique contribution in building society. The use of diverse learning resources at

SMA Harapan Mandiri supports the formation of students who are not only academically

intelligent but also socially educated, tolerant, and value diversity. The integration of diverse

learning resources is the foundation for creating an inclusive and reflective learning

environment to the complex realities of social life.

Collaborative Activities

One of the ways sociology teachers at SMA Harapan Mandiri foster students' social

tolerance is to carry out collaborative activities inside and outside the classroom involving

students from different backgrounds. Group projects can help students learn to work together

to achieve common goals, appreciate differences, and build positive relationships.

The results of observations and interviews at SMA Harapan Mandiri show that diverse

collaborative activities have an important role in the formation of students' social tolerance.

Collaboration between students with different cultural, religious, and ethnic backgrounds

creates opportunities for students to interact, work together, and understand each other's

differences. Through activities such as group projects, discussions, or extracurricular activities,

students have the opportunity to develop interpersonal skills and appreciate each individual's

uniqueness.

One example of successful collaborative activities at SMA Harapan Mandiri is a group

project that focuses on solving social problems. Each group consists of students with diverse

backgrounds. They are given the task of identifying social problems in their environment and

formulating solutions that involve the participation of all members of the group. This

collaborative process requires effective communication, a deep understanding of the issues,

and respect for diverse views.

In addition, group discussion activities or guided forums become a means to discuss

complex social issues. Teachers at SMA Harapan Mandiri facilitate discussions that invite the

participation of all students, ensuring that every point of view is valued and heard. For example,

students may discuss the impact of gender inequality, religious pluralism, or issues of

multiculturalism in the context of local communities.

The importance of diverse collaborative activities lies in their ability to open spaces for

dialogue and build mutual understanding. Students learn to see value in differences and to

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perceive the richness of diversity that exists in the school environment. Thus, collaborative

activities at SMA Harapan Mandiri not only support the development of social skills, but also

form an attitude of basic social tolerance.

Empathy Skills Training

SMA Harapan Mandiri also develops empathy skills through activities such as role-

playing, where students can experience life from the perspective of others. This helps increase

understanding and reduce prejudice. The results of research at SMA Harapan Mandiri show

that empathy skills training has a positive impact in fostering students' social tolerance. This

training program is designed to improve students' ability to understand and feel the feelings

and experiences of others, especially those from different backgrounds. This training is

conducted through various activities, simulations, and discussions that emphasize the

importance of seeing the world from the perspective of others.

One example of successful empathy skills training at SMA Harapan Mandiri is the "Walk

in My Shoes" program. In this activity, students are invited to put themselves in the shoes of

others with different cultural or religious backgrounds. Through this simulation, they can feel

what it's like to be in situations they may not experience on a day-to-day basis. The program

not only helps students understand the challenges and diversity that exists, but also stimulates

in-depth discussions about how to overcome prejudices and stereotypes.

In addition, empathy skills training is integrated into daily learning activities. Teachers

at SMA Harapan Mandiri use case studies, role-plays, and personal experience stories as tools

to develop students' empathy. For example, in a sociology class, students may be directed to

analyze the social impact of certain policies on a particular group of people, by placing

themselves in the shoes of members of that group.

Tolerant Behavior Model

Teachers can demonstrate openness, respect differences, and respond to conflict in ways

that promote dialogue and understanding. In the results of research at SMA Harapan Mandiri,

it was found that the application of tolerant behavior models in sociology learning has a positive

impact on fostering students' social tolerance. Tolerant behavior models encourage students to

internalize and apply tolerant values in their daily lives.

This model is applied through a variety of strategies, including role simulations, role

plays, and collaborative projects. One example of effective models of tolerant behavior is

through role simulations in which students are faced with imaginary situations that require

them to interact with differences and resolve conflicts in a tolerant way. For example, students

may be asked to assume the role of members of a society representing different religious or

ethnic groups. In this context, students learn to understand different points of view and look

for solutions that respect diversity.

In addition, role-playing is also an effective means of forming tolerant behavior. Through

role-playing, students can experience firsthand how differences can be a force in achieving

common goals. For example, students can participate in economic simulation games where

they have to collaborate with groups that have different skills and backgrounds. This process

provides hands-on experience of how diversity can enhance creativity and productivity. By

experiencing for themselves the benefits of a tolerant attitude, students at SMA Harapan

Mandiri can be a positive example for their surroundings and actively contribute to creating an

inclusive and harmonious environment.

Personal Guidance

SMA Harapan Mandiri teachers provide personal guidance to students who may have

difficulty understanding or appreciating diversity. Listening and providing support can help

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students grow as tolerant individuals. In the results of research at SMA Harapan Mandiri, it

was found that providing personal guidance has a crucial role in fostering students' social

tolerance. Personal guidance is conducted through counseling sessions specifically designed to

support students' personal development, including understanding and appreciating differences.

Personal guidance teachers act as facilitators who help students explore their values,

beliefs, and attitudes toward diversity. For example, in personal tutoring sessions, students are

directed to reflect on their personal experiences with diversity, identify potential biases or

prejudices, and develop strategies to increase social tolerance.

Personal tutoring also provides space for students to discuss interpersonal conflicts that

may arise as a result of differences. Examples of cases could include situations where students

feel uncomfortable or unfamiliar with a classmate's beliefs or culture. In personal tutoring

sessions, teachers can help students to seek better understanding, teach effective

communication skills, and design solutions to build better relationships. Through guided

dialogue and self-reflection, students at SMA Harapan Mandiri can develop deep empathy and

tolerance skills, creating a solid foundation for a more inclusive social life in the school

environment.

CONCLUSION

Based on the results of research at SMA Harapan Mandiri on fostering students' social

tolerance in sociology learning, it can be concluded that a holistic approach through an

inclusive curriculum, tolerance case studies, guided discussions, the use of diverse learning

resources, collaborative activities, empathy skills training, tolerant behavior models, and

personal guidance significantly contribute to the formation of students' social tolerance

attitudes. A curriculum that includes material on diversity, case studies that reflect on the

success of society in creating tolerance, guided discussions that promote constructive dialogue,

and the use of diverse learning resources, become the foundation for understanding and

appreciating differences. Collaborative activities through group projects, empathy skills

training, and models of tolerant behavior provide hands-on experience for internalizing the

values of tolerance. Meanwhile, personal tutoring assists students in overcoming interpersonal

conflicts and deepening understanding of diversity. Overall, this approach encourages the

formation of students who are not only academically intelligent, but also socially educated,

tolerant, and value diversity in the school environment and wider society.

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