The Role of School Culture In Internalizing The Understanding of Tolerance at State Senior High School 2 Percut Sei Tuan

Abstract

This study aims to analyze school efforts, describe the implementation of school culture, and examine the role of school culture in supporting the internalization of understanding of tolerance among students at SMA Negeri 2 Percut Sei Tuan. This study uses a qualitative method with a descriptive approach. Data were obtained through in-depth interviews, observations, and documentation with the principal, subject teachers, religious teachers, and students from diverse religious and ethnic backgrounds. Data analysis was conducted using Edgar H. Schein's three-level organizational culture theory, namely artifacts, espoused beliefs and values, and basic underlying assumptions. The results show that the school strives to build a culture of tolerance through various policies and programs that support the creation of an inclusive school environment. At the artifacts level, a culture of tolerance is reflected in the anti-bullying program, Religious Thursday activities, commemorations of religious holidays, the implementation of the Pancasila Student Profile Strengthening Project (P5), historical sociodramas, and the formation of heterogeneous study groups. At the espoused beliefs and values level, these programs are based on the values of equality, respect for diversity, inclusivity, and cooperation instilled by the school and exemplified by teachers. Meanwhile, at the basic underlying assumptions level, the value of tolerance has been internalized, so that differences in religion, ethnicity, and culture are seen as normal in social interactions. This study concludes that an inclusive school culture plays a crucial role in shaping students' understanding and practice of tolerance. Therefore, schools need to conduct regular evaluations and strengthen the integration of tolerance values into all school activities to ensure a culture of tolerance is maintained