The role of cross-cultural religious literacy training in developing teachers' tolerance values in Palu city

Abstract

Strengthening tolerance is important in Palu's multicultural society, particularly in the educational environment. Understanding and practicing teacher education, which remains vulnerable to conflict, requires a program to prevent the development of divisive issues. This study employed a qualitative approach. Data collection techniques included observation, in-depth interviews, and documentation involving teachers as training participants, school principals, and students at several educational institutions in Palu City. Data analysis techniques included data reduction, data presentation, and concluding. The research results show that the LKLB training was implemented through planning, needs analysis, participant targeting, online and hybrid training, material delivery by experts and practitioners, and participant evaluation and feedback. The training was interactive and collaborative, encouraging participants to understand and internalize the values ​​of tolerance. This implementation is in line with the theory of social interaction and multiculturalism, which emphasizes dialogue, respect for differences, and experiential learning. The effectiveness of the training is evident in the improvement of teacher competencies in the cognitive, affective, and psychomotor aspects of social skills, including understanding diversity, openness and empathy, cross-cultural communication skills, inclusive classroom management, and tolerant conflict resolution. The training also impacted learning practices through the integration of tolerance values, the application of multicultural methods, the creation of harmonious social interactions, a more tolerant school culture, and the development of openness and cooperation among students in a conducive learning environment. The practical implications of the research are that LKLB training can be used as a model for teacher professional development in improving diversity management competency in the classroom and encouraging the integration of tolerance values ​​in planning, implementing learning, interactions in schools, forming more harmonious relationships between teachers and between teachers and students, the ability to work together in heterogeneous groups, students showing an open attitude towards diversity and creating a comfortable learning environment, and in policy as a strategic program in strengthening religious moderation in the education sector, school policy support is needed to ensure the implementation of training results runs optimally.