Teachers Perceptions Of Tolerance Toward Diversity In Students Abilities And Learning Styles In Elementary Schools In Bekasi Regency Amelia Putri (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Devi Irviani Wulandari (d), Ikhsan Fauzi Cahyo Pratomo (e), Komala Sari (f), Nani Assyifa Putri (g), Misbah (h)
(a, b*, c, d, e, f, g, h) Primary Teacher Education Study Program, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Bekasi
Abstract
The diversity of students abilities and learning styles in elementary schools is increasingly complex, particularly in Bekasi Regency as an industrial buffer zone with high migration rates. Teachers perceptions of this diversity are a primary determinant of inclusive classroom practice quality. This study aims to describe elementary school teachers perceptions of tolerance toward diversity in students abilities and learning characters in Bekasi Regency. A quantitative approach with a descriptive survey design was employed involving 53 public and private elementary school teachers as respondents. Data were collected through a questionnaire covering four indicators: understanding of diversity, inclusive attitudes, creation of an inclusive learning environment, and efforts to foster tolerance. Descriptive statistics were used to calculate mean scores and percentages per indicator. Results showed that 82.4% of respondents held positive perceptions toward student diversity and tolerance. The indicators of understanding diversity and inclusive attitudes reached the highest percentage (83.8%), while efforts to foster tolerance obtained the lowest (79.7%). Overall, elementary school teachers in Bekasi Regency demonstrated good understanding and attitudes toward student diversity- however, practical implementation in adapting teaching methods and learning assessments still requires improvement to achieve optimal inclusive learning environments.
Keywords: Teachers Perceptions- Tolerance- Learning Character
