Problem Based Learning Strengthens Tolerance And Moral Values In Elementary Students

Abstract

General Background Character education emphasizes both moral knowledge and the direct application of these principles in everyday life. Specific Background In Civics and Religious Education, fifth-grade pupils often struggle with inclusivity and tend to socialize exclusively based on similar backgrounds. Knowledge Gap Previous classroom discussions were dominated by a few active learners, leaving others passive and hesitant to express their perspectives on diversity. Aims This study implements a contextual problem-solving model to cultivate respect and character comprehension among young learners. Results Observation and exit ticket assessments demonstrated that active participation surged from 46% to 73% after analyzing contextual social cases. Furthermore, participants achieving a passing score in inclusivity comprehension increased from 60% to 83% by the second meeting. Novelty Integrating contextual social case studies with exit ticket rubrics provides a measurable and participatory collaborative character evaluation approach. Implications Collaborative instruction based on real-world scenarios is fundamental for character education success, suggesting educators utilize group dynamics in classroom settings. Highlights: Contextual social case discussions significantly stimulate active participation among young learners. Analyzing real-world scenarios builds respect for diverse backgrounds among classmates. Exit ticket instruments and group reflections accurately evaluate character education progress. Keywords: Contextual Instruction, Civic Education, Religious Studies, Character Development, Social Diversity