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Junaidi Mistar
Universitas Islam Malang, Malang, Indonesia
Education

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Collaborative Learning in Inclusive Education: Constructing Tolerant Attitudes of Students at Pondok Modern Darussalam Gontor Maskuri Maskuri; Junaidi Mistar; Syarifah
Jurnal Penelitian Pendidikan Vol. 43 No. 2 (2026): October 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v43i2.42780

Abstract

Learning strategies that are focused not just on academic success but also on the development of social attitudes—particularly tolerance in the setting of a heterogeneous society—are required by inclusive education. The purpose of this study is to examine how collaborative learning in inclusive education helps students at the Pondok Modern Darussalam Gontordevelop attitudes of tolerance. This study combined a case study design with a qualitative methodology. Students, instructors, and caregivers at Islamic boarding schools participated in semi-structured interviews, participant observation, and documentation to gather data. Thematic analysis approaches were used to analyze the data. The study's findings show that regular use of collaborative learning techniques fosters an inclusive and engaging environment for social interaction in both the Islamic boarding school's formal and informal learning activities. Through processes of positive interdependence within groups, open discourse, collaborative reflection, and institutional support for the inclusion concept, students develop tolerance attitudes. Students can observe firsthand how to manage conflict, appreciate diversity, and develop empathy in the Islamic boarding school's communal life through collaborative learning. By supporting collaborative learning as an educational approach that contributes to the development of emotive and social values, this study makes a theoretical contribution. The study's practical conclusions suggest that enhancing collaborative learning is essential to creating inclusive Islamic boarding school-based instruction.
Project-Based Learning in Inclusive Education: The Development of Students Tolerant Attitudes at Pondok Modern Darussalam Gontor Syarifah Syarifah; Maskuri Maskuri; Junaidi Mistar; Putri Adinda Ayudiyanti
Jurnal Penelitian Pendidikan Vol. 43 No. 2 (2026): October 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v43i2.42791

Abstract

In multicultural communities, especially educational institutions, the problem of intolerance based on religion and identity persists. As Islamic educational establishments, boarding schools (Pesantren) play a crucial role in fostering tolerance via inclusive teaching methods. The purpose of this study is to examine how Project Based Learning is used in inclusive education and how it affects students at the Pondok Modern Darussalam Gontor development of tolerant views. This research employs an ethnographic qualitative methodology. Over the course of a year, participant observation, in-depth interviews, and documentation were used to gather data. Thematic analysis of the data was carried out using the Miles, Huberman, and Saldaña model. The findings demonstrate how inclusive teaching is ingrained in Islamic boarding school culture at the Pondok Modern Darussalam Gontor. Students' social engagement, teamwork, and communication across differences are encouraged when project-based learning is implemented through a variety of project-based activities. Two strategies are used to build a tolerant mindset: active tolerance, which shows itself as collaboration and group involvement, and passive tolerance, which entails respect for one another's differences. Tolerance is a social ability that can be developed in a contextual and useful way through project-based learning. According to the study's findings, project-based learning-based inclusive education is useful in helping students at contemporary Islamic boarding schools develop a tolerant mindset and is appropriate as a teaching strategy in a pluralistic society.
Co-Authors Maskuri Maskuri Putri Adinda Ayudiyanti Syarifah Syarifah