INTERNALISASI NILAI-NILAI TOLERANSI BAGI MAHASISWA UNIKHAMS PADA MATA KULIAH ETIKA DAN POLITIK PENDIDIKAN

Abstract

This study examines the internalization of tolerance values among students of Universitas Islam Kadiri (Unikhams) in the course of Ethics and Education Politics, focusing specifically on the implementation dimension of the learning strategy, namely the interactive dynamics that occur inside the classroom during instruction. Employing a qualitative case study approach, data were gathered through classroom observation, semi-structured interviews, and documentation across one semester. Findings reveal three recurring tolerance practices enacted by the lecturer and students: (1) flexibility toward student lateness caused by geographical and transportation constraints, allowing a student arriving thirty minutes late to still join the session; (2) leniency in group formation and material distribution, where peers adjusted tasks to accommodate a classmate's limitations or absence; and (3) dispensation in the submission of written assignments, in which papers submitted at the very start of class, despite an agreed H-1 deadline, were still accepted. These practices demonstrate that tolerance is not merely a normative topic discussed in lecture material but a value actively internalized through lived classroom interaction. The study concludes that situational tolerance enacted by the lecturer functions as a hidden curriculum that models the very values the course seeks to instill, reinforcing character formation more effectively than verbal instruction alone.