| dc.contributor.advisor | Muljono, Pudji | |
| dc.contributor.advisor | Lubis, Djuara P. | |
| dc.contributor.advisor | Firdanianty | |
| dc.contributor.author | Sitanggang, Asima Oktavia | |
| dc.date.accessioned | 2026-02-26T00:55:36Z | |
| dc.date.available | 2026-02-26T00:55:36Z | |
| dc.date.issued | 2026 | |
| dc.identifier.uri | http://repository.ipb.ac.id/handle/123456789/172768 | |
| dc.description.abstract | Toleransi merupakan agenda penting dalam kehidupan global di tengah arus globalisasi yang mendorong terbentuknya masyarakat multikultural. Namun demikian, praktik intoleransi masih kerap terjadi, termasuk dalam dunia pendidikan. Di Indonesia, intoleransi bahkan dikategorikan sebagai salah satu dari tiga “dosa besar” pendidikan, bersama dengan perundungan dan kekerasan seksual. Kondisi ini bertentangan dengan nilai persatuan yang terkandung dalam semboyan nasional Bhinneka Tunggal Ika, khususnya sila Persatuan Indonesia. Berbagai kebijakan pendidikan karakter telah diterapkan, namun fakta bahwa intoleransi masih muncul di lingkungan sekolah menunjukkan bahwa pendekatan pembelajaran konvensional belum sepenuhnya menyentuh dimensi afektif dan konatif peserta didik. Oleh karena itu, diperlukan pendekatan komunikasi pendidikan yang partisipatif untuk menumbuhkan kesadaran kritis serta keterlibatan aktif siswa dalam memaknai dan mempraktikkan toleransi secara nyata. Penelitian ini berfokus pada pendidikan karakter toleransi pada remaja tingkat Sekolah Menengah Atas (SMA), khususnya dalam konteks proses pembelajaran di kelas. Komunikasi partisipatif dipandang mampu mendorong siswa menjadi subjek aktif dalam pembelajaran toleransi, sehingga pendidikan karakter tidak hanya berdampak pada aspek kognitif, tetapi juga membentuk sikap afektif dan kesiapan berperilaku toleran (konatif). Tujuan penelitian ini adalah: (1) menganalisis pengaruh faktor komunikasi siswa dengan keluarga, guru, teman sebaya, dan media sosial terhadap tingkat toleransi siswa SMA; (2) menganalisis proses partisipatif dan hasil penggunaan Photovoice sebagai metode komunikasi pendidikan partisipatif dalam membangun kesadaran dan perilaku toleransi; (3) menganalisis efektivitas Photovoice dalam meningkatkan karakter toleransi siswa SMA; serta (4) merumuskan strategi komunikasi pendidikan partisipatif dalam membangun karakter toleransi siswa SMA. Penelitian ini menggunakan desain mixed methods melalui rangkaian kuasi-eksperimen pre-test–post-test yang dipadukan dengan eksplorasi kualitatif berbasis refleksi visual-naratif. Penelitian dilaksanakan di tiga SMA di Jakarta Barat, yaitu SMAN 19 Jakarta, SMAS Damai, dan SMA Islam Tambora, dengan melibatkan kelas kontrol dan kelas perlakuan yang memperoleh pembelajaran berbasis Photovoice dalam dua sesi pembelajaran. Penelitian berlangsung pada periode Mei 2024 hingga Oktober 2025. Data kuantitatif dikumpulkan melalui kuesioner yang diberikan sebelum dan sesudah perlakuan, sedangkan data kualitatif diperoleh melalui wawancara mendalam dengan guru dan siswa. Hasil penelitian menunjukkan bahwa tingkat toleransi siswa dipengaruhi oleh pola komunikasi dengan keluarga, guru, teman sebaya, dan media sosial, dengan kontribusi terbesar berasal dari komunikasi dengan teman sebaya. Penerapan Photovoice menghasilkan proses pembelajaran dialogis yang memungkinkan siswa mengamati realitas sosial, merefleksikan pengalaman keberagaman, serta mengonstruksi pemaknaan tentang toleransi melalui foto dan narasi. Temuan baru penelitian ini menunjukkan bahwa Photovoice tidak hanya memperkuat pemahaman konseptual tentang toleransi, tetapi juga mengaktifkan dimensi afektif berupa empati serta dimensi konatif berupa kesiapan bertindak toleran. Secara kuantitatif, terdapat peningkatan skor toleransi yang signifikan setelah perlakuan, terutama pada dimensi keadilan dan empati. Penelitian ini menyimpulkan bahwa Photovoice merupakan strategi komunikasi pendidikan partisipatif yang efektif dalam meningkatkan karakter toleransi siswa melalui integrasi refleksi kritis, dialog horizontal, dan pembelajaran berbasis pengalaman. Secara teoretis, penelitian ini mengintegrasikan perspektif pedagogi kritis, teori kognisi sosial, dan ekologi perkembangan dalam model pendidikan karakter yang sensitif terhadap konteks sosial remaja. Secara praktis, penelitian ini merekomendasikan penggunaan Photovoice sebagai bagian dari strategi pembelajaran di sekolah, khususnya dalam penguatan pendidikan karakter dan komunikasi pendidikan partisipatif. | |
| dc.description.sponsorship | Tolerance has become a crucial agenda in global life amid the forces of globalization that increasingly shape multicultural societies. Nevertheless, practices of intolerance continue to occur, including within the education sector. In Indonesia, intolerance is categorized as one of the three major “sins” of education, alongside bullying and sexual violence. This condition contradicts the values of national unity embodied in Indonesia’s national motto, Bhinneka Tunggal Ika (Unity in Diversity), particularly the principle of Indonesian Unity. Although various character education policies have been implemented, the persistence of intolerance in school environments indicates that conventional learning approaches have not fully addressed students’ affective and conative dimensions. Therefore, a participatory educational communication approach is needed to foster critical awareness and active student engagement in interpreting and practicing tolerance in meaningful and concrete ways. This study focuses on tolerance character education among senior high school adolescents, particularly within classroom learning contexts. Participatory communication is viewed as a means of encouraging students to become active subjects in tolerance learning, ensuring that character education influences not only cognitive understanding but also affective dispositions and conative readiness to behave tolerantly. The objectives of this study are to: (1) analyze the influence of students’ communication with family, teachers, peers, and social media on their levels of tolerance; (2) examine the participatory processes and outcomes of Photovoice as a participatory educational communication method in fostering tolerance awareness and behavior; (3) assess the effectiveness of Photovoice in enhancing tolerance character among senior high school students; and (4) formulate participatory educational communication strategies for strengthening tolerance character in secondary education. This research employs a mixed-methods design through a series of pre-test–post-test quasi-experiments combined with qualitative exploration based on visual–narrative reflection. The study was conducted in three senior high schools in West Jakarta—SMAN 19 Jakarta, SMAS Damai, and SMA Islam Tambora—by involving control classes and treatment classes that received Photovoice-based learning interventions across two instructional sessions. The research was carried out from May 2024 to October 2025. Quantitative data were collected through questionnaires administered before and after the intervention, while qualitative data were obtained through in-depth interviews with teachers and students. The findings indicate that students’ tolerance levels are influenced by communication patterns with family, teachers, peers, and social media, with peer communication contributing the most significant influence. The implementation of Photovoice facilitated a dialogical learning process that enabled students to observe social realities, reflect on experiences of diversity, and construct meanings of tolerance through photographs and narratives. A key contribution of this study is the finding that Photovoice not only strengthens conceptual understanding of tolerance but also activates affective dimensions in the form of empathy and conative dimensions reflected in students’ readiness to act tolerantly. Quantitatively, the results demonstrate a significant increase in post-intervention tolerance scores, particularly in the dimensions of fairness and empathy. This study concludes that Photovoice is an effective participatory educational communication strategy for enhancing students’ tolerance character through the integration of critical reflection, horizontal dialogue, and experiential learning. Theoretically, this research integrates perspectives from critical pedagogy, social cognitive theory, and developmental ecology into a character education model that is sensitive to adolescents’ social contexts. Practically, the study recommends the incorporation of Photovoice into school learning strategies, particularly for strengthening character education and participatory educational communication | |
| dc.language.iso | id | |
| dc.publisher | IPB University | id |
| dc.title | Photovoice sebagai Metode Komunikasi Pendidikan Partisipatif dalam Membangun Karakter Toleransi Murid Sekolah Menengah Atas di Jakarta | id |
| dc.title.alternative | Photovoice as a Participatory Education Communication Method in Building the Tolerant Character of High School Students in Jakarta | |
| dc.type | Disertasi | |
| dc.subject.keyword | karakter toleransi | id |
| dc.subject.keyword | komunikasi pendidikan partisipatif | id |
| dc.subject.keyword | Photovoice | id |
