Interactive Tolerance Education Based on Noble Cultural Values Among Fifth-Grade Students of SD Budi Luhur Cimahi

Abstract

Indonesia's cultural, ethnic, religious, and linguistic diversity makes tolerance education relevant from an early age. This community service activity aimed to describe immediate changes in fifth-grade students' knowledge, attitudes, and self-reported behavior regarding tolerance based on noble cultural values. The program involved 25 students and used a pre-test, interactive material delivery, discussion and question-and-answer sessions, and a post-test. The proportion of students in the excellent category increased from 80% to 96% for knowledge, from 64% to 80% for attitude, and from 64% to 80% for self-reported behavior. No students were in the poor category before or after the activity. Because the evaluation used one group, an immediate post-test, and descriptive category comparisons without inferential testing, the findings indicate a short-term descriptive shift rather than proven effectiveness or sustained behavior change. Continued classroom reinforcement and follow-up evaluation are recommended.