Putri Angelina, Abdul Halim

Strategi Pembelajaran dalam Membentuk Karakter Toleransi Melalui Pendidikan Multikultural di SDN Pegadungan 08 Petang

Introduction

Strategi pembelajaran dalam membentuk karakter toleransi melalui pendidikan multikultural di sdn pegadungan 08 petang. Pelajari strategi pembelajaran inovatif guru SDN Pegadungan 08 Petang untuk membentuk karakter toleransi siswa melalui pendidikan multikultural. Pembelajaran kolaboratif terbukti efektif.

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya peran guru dalam membentuk karakter toleransi siswa melalui pendidikan multikultural di sekolah dasar. Tujuan penelitian ini adalah mendeskripsikan strategi guru dalam menumbuhkan karakter toleransi siswa kelas III melalui pembelajaran bermuatan multikultural. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara, observasi, dan dokumentasi, lalu dianalisis secara tematik. Hasil penelitian menunjukkan bahwa guru menerapkan strategi pembelajaran kolaboratif seperti inkuiri dan problem-based learning yang dipadukan dengan nilai-nilai toleransi dalam berbagai mata pelajaran. Guru berperan sebagai fasilitator dan teladan, menciptakan lingkungan belajar yang inklusif dan menghargai keberagaman. Temuan ini menegaskan bahwa integrasi pendidikan multikultural secara konsisten mampu menumbuhkan karakter toleransi siswa. Kebaruan penelitian ini terletak pada penekanan strategi aktif berbasis kolaborasi yang terbukti efektif di tingkat sekolah dasar. Implikasi praktisnya, pendekatan ini dapat diadopsi oleh guru lain dalam menciptakan iklim pembelajaran yang inklusif dan membangun generasi muda yang toleran.

Review

This study, "Strategi Pembelajaran dalam Membentuk Karakter Toleransi Melalui Pendidikan Multikultural di SDN Pegadungan 08 Petang," addresses a critically important topic: the development of tolerance character in elementary school students through multicultural education. The clear objective to describe teacher strategies in fostering tolerance in third-grade students using multicultural-laden learning is well-articulated. The qualitative descriptive approach, employing interviews, observation, and documentation, is highly appropriate for gaining an in-depth understanding of complex pedagogical practices within a specific school context. This research is particularly timely given the growing need for fostering inclusive values from an early age. The findings reveal practical and actionable insights into effective teaching strategies. The research highlights the successful implementation of collaborative learning approaches, such as inquiry-based and problem-based learning, which are effectively integrated with tolerance values across various subjects. Crucially, it underscores the teacher's pivotal role as a facilitator and role model in creating an inclusive learning environment that genuinely respects diversity. The paper’s stated novelty, focusing on the efficacy of active, collaboration-based strategies at the elementary school level, adds significant value by providing concrete examples and reinforcing the pedagogical benefits of student-centered approaches in character education. The practical implications of this study are noteworthy, suggesting that the identified approach can be readily adopted by other educators seeking to cultivate a tolerant and inclusive classroom climate. While the abstract presents a robust case study, a full manuscript would ideally elaborate on the specific challenges encountered and how they were overcome, further enriching the practical guidance. Overall, this research makes a valuable contribution to the discourse on character education and multicultural pedagogy, offering a strong foundation for promoting tolerance in young learners and guiding future educational practices.

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