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This research aims to explore the crisis of social intolerance among adolescents and how educational programs can be developed to reduce social tension in schools. The design of this study uses a qualitative approach with unit analysis on adolescents, teachers, and principals. Data sources were obtained through in-depth interviews, observations, and analysis of related education policy documents. Data collection techniques include semi-structured interviews, direct observations in the classroom, and analysis of existing policies and educational programs. Data analysis was conducted with a thematic analysis approach to identify key themes regarding the causative factors of social intolerance, their impact on social tensions, and the steps taken to address the problem. The research findings suggest that social intolerance among adolescents is triggered by factors such as cultural differences and social backgrounds, as well as a lack of skills in dealing with differences. The contribution of this research is to provide insight into the importance of education that prioritises tolerance and diversity to reduce social tension in schools.

This research aims to assist the teachers of Depok Junior High School in carrying out Classroom Action Research (PTK) using the learning media of the Learning Journal. The method used includes the planning stage, where teachers are given training on PTK and the use of Learning Journals as tools in the learning process. Furthermore, the implementation of PTK is carried out by teachers with intensive guidance to identify the learning problems faced, design appropriate actions, and observe the results of these actions through data collection documented in the Learning Journal. In the final stage, a joint reflection is carried out to evaluate the effectiveness of the actions that have been taken and prepare a comprehensive PTK report. The results of the study show that this assistance improves the ability of teachers to conduct PTK independently and effectively. This research contributes to providing a practical and applicable PTK mentoring model for junior high school teachers, especially in utilizing the Learning Journal as a learning medium.