Konstruksi Toleransi Siswa dalam Praktik Interaksi Sehari-Hari: Studi Etnografi di SMPK Shining Stars
DOI:
https://doi.org/10.29408/jhm.v12i2.34624Keywords:
educational ethnography, intercultural education, multicultural school, school culture, toleranceAbstract
This study aims to analyze how tolerance is constructed through everyday practices at SMPK Shining Star sTimika, a school characterized by multiethnic and multireligious student backgrounds. The issue of tolerance is particularly significant within Indonesia’s plural society, especially in Papua, where complex social and cultural dynamics shape educational interactions. This research employed a qualitative approach using an educational ethnography design to explore meanings, social interactions, and cultural practices that shape tolerant attitudes within the school environment. Data were collected through participant observation, semi-structured interviews with the principal, teachers, and students, as well as document analysis of school policies and programs. Informants were selected using purposive and snowball sampling techniques based on their active involvement in school activities and cross-cultural interactions. The findings reveal four main themes: (1) cross-identity dialogue in classroom interactions, (2) cross-ethnic collaboration in learning activities, (3) the role of teachers as cultural mediators, and (4) school culture as a symbolic space of tolerance. Tolerance is not merely understood as a normative value but as a social practice constructed through dialogical communication, heterogeneous collaboration, and critical reflection in everyday school life. The study contributes theoretically by reinforcing social constructivist perspectives in intercultural education and offers practical recommendations for schools to design learning strategies and policies that promote inclusive cultures. Future research is encouraged to conduct comparative studies across different schools or regions to broaden contextual understanding.
References
Akkari, A., & Loomis, C. (2020). Globalization and intercultural education: A comparative perspective. Springer.
Arifin, W. L. (2025). Negotiating identities: First-year students and inclusive multicultural education at UIN Salatiga. Mahakarya: Jurnal Mahasiswa Ilmu Budaya, 6(2), 133–143. https://doi.org/10.22515/msjcs.v6i2.11574.
Banks, J. A. (2008). An introduction to multicultural education. Pearson.
Bennett, M. J. (2011). A developmental model of intercultural sensitivity. International Journal of Intercultural Relations, 35(2), 149–161. https://doi.org/10.1016/j.ijintrel.2010.09.004.
Berger, P. L., & Luckmann, T. (1966). The social construction of reality. Anchor Books.
Bhandari, P. R., & Dhakal, H. R. (2022). Experiences of teachers and students in multicultural Nepalese classrooms. KMC Journal, 4(2), 238–253. https://doi.org/10.3126/kmcj.v4i2.47781.
Blumer, H. (1969). Symbolic interactionism: Perspective and method. University of California Press.
Buwono, S., Queiroz, C., Karolina, V., & Xaixanith, T. (2023). Exploring multicultural education: A case study of Singkawang. International Journal of Educational Research & Social Sciences, 4(6), 1051–1058. https://doi.org/10.51601/ijersc.v4i6.747.
Christiana, T., Arintoko, L., Elviva, S., & Putri, N. (2025). Dinamika interaksi guru-siswa di kelas multikultural wilayah perbatasan Indonesia. Jurnal Sosial Humaniora dan Pendidikan, 5(2), 120–135.
Curle, S., Rose, H., & Yüksel, D. (2024). English language teaching in developing country contexts. System, 122, 103262. https://doi.org/10.1016/j.system.2024.103262.
Davies, I. (2022). Education and global citizenship. Routledge. https://doi.org/10.4324/9781003012044.
Dahal, P. (2020). Cultural sensitivity in multicultural classrooms. International Journal of Educational Development, 75, 102173. https://doi.org/10.1016/j.ijedudev.2020.102173.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002.
Elemam, N., & Saide, M. (2023). Critical perspectives in intercultural education. Intercultural Education, 34(2), 145–160. https://doi.org/10.1080/14675986.2023.2174567.
Fry, D., Mackay, K., Childers-Buschle, K., Wazny, K., & Bahou, L. (2020). “They are teaching us to deliver lessons and that is not all that teaching is …”: Exploring teacher trainees’ language for peer victimisation in schools. Teaching and Teacher Education, 89, 102988. https://doi.org/10.1016/j.tate.2019.102988.
Garreta-Bochaca, J., & Torrelles-Montanuy, C. (2020). Intercultural education and structural challenges. Education Policy Analysis Archives, 28(1), 46-58. https://doi.org/10.6092/issn.2420-8175/10983.
Gay, G. (2020). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
Geertz, C. (2020). The interpretation of cultures. Basic Books.
Giavrimis, P. (2023). Intercultural education in global contexts. Education Sciences, 13(2), 145. https://doi.org/10.3390/educsci13020145.
Gillies, R. M. (2016). Cooperative learning: Review of research. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3.
Hess, D. E., & McAvoy, P. (2015). The political classroom. Routledge. https://doi.org/10.4324/9781315739707.
Kang, H. (2020). Identity and symbolic interaction in multicultural classrooms. Journal of Educational Research, 113(5), 357–369. https://doi.org/10.1080/00220671.2020.1831095.
Kehl, J., Ott, P. K., Schachner, M., & Civitillo, S. (2024). Questioning culturally responsive teaching. Teaching and Teacher Education, 152, 104772. https://doi.org/10.1016/j.tate.2024.104772.
Kyriakidis, K., Koikas, E., & Elbahwashy, H. (2024). Overcoming Teaching Challenges in Multicultural and Multilingual Classrooms. In Proceedings of the 15th International Conference on Society and Information Technologies: ICSIT 2024, (pp. 47–53). International Institute of Informatics and Systemics. https://doi.org/10.54808/ICSIT2024.01.47.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465.
Mead, G. H. (1934). Mind, self, and society. University of Chicago Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative Data Analysis: A Methods Sourcebook. Sage.
Nafian, M. I., & Hasanah, U. (2021). Multicultural education practices in Indonesian schools. Jurnal Pendidikan Multikultural, 5(2), 120–135.
Naz, A., & Afzal, M. (2023). Challenges in multicultural education. Journal of Education and Learning, 17(1), 45–58. https://doi.org/10.11591/edulearn.v17i1.20456.
Pettigrew, T. F., & Tropp, L. R. (2006). Intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783. https://doi.org/10.1037/0022-3514.90.5.751.
Piipponen, O., Karlsson, L., & Kantelinen, R. (2021). From ambivalent spaces to spaces of reciprocal encountering: Developing classroom culture in an intercultural story exchange. Journal of Multilingual and Multicultural Development, 45(2), 613–630. https://doi.org/10.1080/01434632.2021.1920027.
Piekut, A. (2023). Participation and diversity in classrooms. Social Inclusion, 11(2), 120–132. https://doi.org/10.17645/si.v11i2.6345.
Poedjiastutie, D., Mayaputri, V., & Arifani, Y. (2021). Sociocultural challenges in English teaching in remote areas of Indonesia. TEFLIN Journal, 32(1), 97–116. https://doi.org/10.15639/teflinjournal.v32i1/97-116.
Song, Y. (2020). Culturally responsive teaching practices. Teaching and Teacher Education, 95, 103127. https://doi.org/10.1016/j.tate.2020.103127.
Steffensen, S. V., & Havgaard, M. (2020). Classroom interaction and inclusion. Linguistics and Education, 57, 100812. https://doi.org/10.1016/j.linged.2020.100812.
Subedi, B. (2023). Contextualizing multicultural education. Multicultural Education Review, 15(1), 1–15. https://doi.org/10.1080/2005615X.2023.2178901
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907.
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Melisa Br Tarigan, Kadek Rudiana, I Wayan Mudana, Ida Bagus Made Astawa, I Made Pageh
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All writings in this journal are the full responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed free of charge at no cost, following the creative commons license. Authors who publish articles in the Jurnal Humanitas must comply with the following conditions:
The author retains the copyright and grants the right of first publication with the work licensed simultaneously under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, allowing others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors may make additional separate contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to an institution or publishing it in a book), acknowledging its initial publication in this journal.
Authors are permitted and encouraged to post their work online (for example, on institutional repositories or websites) before and during the submission process, resulting in a productive exchange and earlier and more extensive citations of the published work.
All articles in this journal are the sole responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed and downloaded for free, following the creative commons license.
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
