<![CDATA[This study examines how Christian Religious Education (CRE) can cultivate tolerance at SMP GPID Sumbersari, a school characterized by religious diversity. Employing a qualitative design, data were generated through in-depth interviews with one CRE teacher and three students from Christian and Muslim backgrounds, supplemented by participant observation. The data were analyzed inductively and validated through triangulation. The findings reveal concrete patterns of social exclusivity: restricted peer interaction during recess, cynical remarks about the religious practices of others, and emotional distance arising from the school's perceived identity as a "Christian school." These dynamics produce reciprocal forms of withdrawal and rejection between Christian and non-Christian students. The study argues that cognitively oriented CRE has not yet translated adequately into transformed social conduct. CRE therefore needs to move beyond predominantly theoretical instruction toward contextual, dialogical, and encounter-based pedagogies, including interfaith dialogue, structured cross-religious encounters, and collaborative projects. Such practices can create safer relational spaces, deepen empathy, and shift tolerance from passive coexistence to an actively embodied ethic of love.]]>
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