PARTICIPATORY COMMUNICATION IN BUILDING UNDERSTANDING OF TOLERANCE IN HIGH SCHOOL STUDENTS

Abstract

Project-Based Learning (PBL) is an educational approach that prioritizes the active involvement of students in the learning process through relevant real projects. Part of PBL is a group discussion that becomes a space for students to work together to analyze real problems and formulate solutions. This research focuses on the role of participatory communication in building an understanding of tolerance among high school students. This study aims to analyze how participatory communication, through project-based learning, can empower students by giving them the space to voice opinions and share stories. With a qualitative approach, data is collected through in-depth interviews, observations, and analysis of documents related to learning activities. The results of the study show that project-based learning builds student engagement by sharing experiences and perspectives. Project-based learning also creates an inclusive classroom climate, where students feel valued and heard so that students experience an increase in self-esteem and social awareness, especially an understanding of tolerance. Therefore, the application of this communication method in the educational environment is very important to build a more tolerant and respectful society. This study provides recommendations for integrating participatory communication in the school curriculum.