Pembelajaran Ilmu Pengetahuan Sosial sebagai Sarana Menanamkan Toleransi pada Siswa: Strategi Guru di Madrasah Ibtidaiyah

Siti Faizatul Ilma (Al-Falah As-Sunniyah University, Jember, Indonesia)
Muhammad Yusfi Azzuhri (Al-Falah As-Sunniyah University, Jember, Indonesia)
Moh Ferdi Hasan (Al-Falah As-Sunniyah University, Jember, Indonesia)

Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah
Vol 8 No 01 (2026): APRIL

As a diverse nation, Indonesia requires its citizens to embody a spirit of tolerance. This applies across the board, including students, who are a vital part of the nation. As teachers, we are tasked with incorporating real-life values into our lessons. Strengthening students’ tolerant character requires effective strategies. One strategy that can be employed is through the Social Studies curriculum. Thus, the objectives of this study are: first, to determine the strategies teachers use to instill the value of tolerance; second, to examine how the value of tolerance is implemented in Social Studies instruction; and third, to identify the obstacles teachers face in instilling the value of tolerance. This study employed a qualitative approach using a case study design. Data were collected through interviews and documentation. The Miles and Huberman model was used for data analysis, involving data reduction, data presentation, and drawing conclusions. The results of the study indicate that: first, the strategies used by teachers include modeling positive behavior, fostering habits, and applying teaching methods that involve active student participation. Second, the implementation methods used in social studies instruction include various activities that provide students with hands-on experiences, such as group discussions, question-and-answer sessions, collaborative work, classroom duty, and fostering the 3S culture smiling, greeting, and saying hello. Third, the obstacles faced by teachers in instilling the value of tolerance include internal factors such as students who struggle to respect differing opinions, are selective about whom they collaborate with, and engage in teasing behavior that triggers conflicts as well as external factors such as student personality, family environment, and peer groups. This research offers several benefits. Theoretically, it enriches the study of strategies teachers use to instill a tolerant character through social studies instruction in Madrasah Ibtidaiyah. Practically, it can serve as a reference for developing social studies instruction that goes beyond mere knowledge to become an effective vehicle for shaping students’ tolerant character, thereby supporting the creation of a harmonious learning environment amid existing diversity.