Building Tolerance Through Lived Experiences: Exploring Students’ Understanding and Promotion of Tolerance in Three High Schools in West Jakarta

Asima Sitanggang; Pudji Muljono; Djuara P.  Lubis; Firdanianty Pramono

doi:10.29244/jfs.v11i1.68777

Authors

Asima Sitanggang Department of Communication Science and Community Development, Faculty of Human Ecology, IPB University, Indonesia
Pudji Muljono Department of Communication Science and Community Development, Faculty of Human Ecology, IPB University, Indonesia https://orcid.org/0000-0002-3162-8816
Djuara P. Lubis Department of Communication Science and Community Development, Faculty of Human Ecology, IPB University, Indonesia
Firdanianty Pramono Communication Science Study Program, Faculty of Social Sciences and Humanities, Pakuan University, Indonesia

DOI:

https://doi.org/10.29244/jfs.v11i1.68777

Keywords:

character education, family communication, multicultural schools, student experiences, tolerance agency

Abstract

Tolerance plays an important role in reducing cases of discrimination and potential radicalism that originate from social prejudice in a pluralistic society such as Indonesia. However, studies exploring how students’ concrete experiences shape their understanding and agency in applying tolerance are still limited. This study aims to describe the process of shaping students’ understanding and actions towards tolerance based on their life experiences. A qualitative approach was used through in-depth interviews with ten students selected purposively from three secondary schools in West Jakarta. The three schools have different educational contexts: a religiously homogeneous school, an inclusive private school, and a heterogeneous public school. The data were analysed using Braun and Clarke”s thematic analysis. The results show that the family is the main source of internalisation of tolerance values; schools function as arenas for social practice that reinforce acceptance of differences; and experiences of intolerance actually encourage critical reflection that fosters students’ ability to reject discrimination. These findings emphasise the importance of open family communication, experience-based learning, and spaces for dialogue in schools as the foundation for the formation of young agents of tolerance.

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