Teachers’ Roles in Fostering Tolerance Values among Elementary School Students
DOI:
https://doi.org/10.26740/jrpd.v12n1.p81-90Keywords:
Diversity, The role of teacher, the value of tolerance, social learning theory, elementary school studentAbstract
Elementary classrooms in Indonesia bring together students from diverse religious, ethnic, cultural, socioeconomic, and academic backgrounds, and this study aims to describe how teachers foster tolerance values among sixth-grade students at a public elementary school in Surabaya through the lens of Bandura’s Social Learning Theory. A qualitative case study was conducted using passive participatory observation, semi-structured interviews with classroom teachers, the deputy head of student affairs, the deputy head of curriculum, and students, and document analysis, with source triangulation, technique triangulation, and member checking supporting trustworthiness. The findings show three interconnected teacher roles: as role models through the daily Senyum, Salam, Sapa, Sopan, Santun (5S) routine, as educators through reflective lesson openings and weekly mixed-group seating rotation, and as mediators and facilitators through neutral handling of differing opinions. These patterns can be interpreted through the attention, retention, behavioral production, and motivation processes of Social Learning Theory, and they highlight the relevance of consistent teacher practices and inclusive school routines for tolerance education in elementary schools.
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