THE EFFECT OF EMPATHY PSYCHOEDUCATION THROUGH FAIRY TALES IN IMPROVING TOLERANCE BEHAVIOR OF INCLUSIVE ELEMENTARY SCHOOL STUDENTS

Abstract

Tolerance behavior is important in inclusive schools so that the goals of inclusive schools can be
realized. However, intolerant behavior is still found at inclusive schools, so it needs to be
addressed, and empathy is one of the factors. This research aims to determine the effect of
empathy psychoeducation through fairy tales on the tolerance behavior of students at inclusive
elementary school X. The research used a pre-experimental method with a one-group pretestposttest design. The research sample was 50 students from Grades 2 to 6 of inclusive elementary
school X who were obtained through a purposive sampling technique with the criteria for a pretest
score on tolerance behavior in the low category and were willing to become participants. Data
were collected using the Tolerance Behavior Questionnaire (Reliability 0.722). Data analysis
used the Wilcoxon Test with IBM SPSS Statistics 25. The results obtained a Sig. (1-tailed) value
of 0.030 (p <0.05). Psychoeducation through fairy tales has a positive influence on the tolerance
behavior of students of inclusive elementary school X. Further research can add a control group
so that external variables can be more controlled and the research results become more accurate.