Teachers' Strategies in Developing Students' Tolerance Character in Pancasila and Civic Education (PPKn) Learning in Grade V Elementary School
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This study was motivated by ongoing problems related to students' tolerance character in Pancasila and Civic Education (PPKn) lessons in Grade V of SD Negeri Perigi 03, Pondok Aren, South Tangerang, indicated by students who showed little respect for peers' opinions, tended to choose friends based on certain backgrounds, and struggled to cooperate in group activities. This study aimed to describe teachers' strategies for developing students' tolerance character, the implementation of those strategies, and the supporting and inhibiting factors involved in Grade V PPKn learning. A qualitative descriptive method was employed, involving two Grade V teachers, the principal, and four Grade V students as research subjects selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing with source triangulation. The results show that teachers applied six integrated strategies: collaborative and participatory learning, contextual integration of tolerance values, multicultural education, teacher modeling, habituation of tolerant attitudes, and the creation of a learning environment that encourages social interaction. These strategies were implemented systematically through planning, implementation, and evaluation stages, supported by comprehensive school policies. Eight supporting factors were identified, most notably teacher modeling and an inclusive, religiously oriented school culture, alongside six inhibiting factors, the most dominant being verbal bullying and the negative influence of social media. The study concludes that the success of tolerance character development depends on planned, consistent, and sustainable teacher strategies supported by synergy among the school, family, and community
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