The Development of Tolerance-Promoting Children’s Stories as Instructional Media in Elementary School

Abstract

Tolerance-promoting stories can be utilized as instructional media. The reach of stories as a medium is vast and diverse. Reports can be read at any time, from any location, and by anybody. Additionally, stories as media are not condescending. Children can live up to these qualities as storytellers through their inner experiences. The development of tolerance qualities in stories is always necessary so that increased child reading can contribute to character education’s strengthening. The availability of children’s reading materials as instructional media is critical in assisting instructors in designing classroom instruction. The story generated in this study takes place in Malang, one of the most popular destinations for education and living. Cakra and Lala are the story’s key characters. They are fifth-grade elementary school pupils from diverse ethnic and socio-cultural backgrounds. The primary and supporting characters are characterized in light of their diversity, which contributes to the development of an attitude of tolerance and mutual respect. In general, the story demonstrates the following tolerant indicators: (a) willing to cooperate, (b) willing to share, (c) being friendly to one another (greeting one another when they meet), (d) empathizing, (e) making friends with anyone, (g) respecting the opinions of friends and not imposing their own will on others, (h) mediating when friends disagree, (i) not being self-centered, (j) being willing to address issues with friends, and (k) assisting one another, both among friends and with adults