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All Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya DAR EL-ILMI : Jurnal Studi Keagamaan, Pendidikan dan Humaniora MAANA: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Murid Jurnal Program Studi PGMI Maharot : Journal of Islamic Education Shof Journal of Social Impact Academia Open
Moh. Vito Miftahul Munif
Universitas Islam Darul 'ulum
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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PENERAPAN PEMBELAJARAN KOOPERATIF TIPE TAKE AND GIVE PADA MATERI KERAGAMAN BUDAYA DAN KEARIFAN LOKAL SISWA KELAS IV MI NURUL HUDA SAWO Nikmatul Azizah, Mila; Miftahul Munif, Moh. Vito
Jurnal Murid Vol 3 No 1 (2026): Januari
Publisher : Fakultas Agama Islam

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Abstract

This study aims to describe the implementation of the cooperative learning model take and give in the subject matter of cultural diversity and local wisdom, and to analyze the activeness of fourth grade students at MI Nurul Huda Sawo during the learning process. This research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The findings revealed that the implementation of take and give consisted of three stages: preparation, implementation, and closing. The teacher prepared learning cards, and students studied and exchanged information with peers. This process created an interactive, enjoyable, and participatory learning atmosphere. Students’ activeness increased significantly, as reflected in their willingness to ask, answer, and express opinions. Observation data showed that most students were categorized as active to very active, with activeness percentages ranging from 72% to 92%. These findings suggest that take and give effectively enhances student activeness while reducing teacher dominance. Thus, it is relevant to be applied in IPAS learning, particularly in cultural diversity and local wisdom materials
Integration of Pluralism Values in Civics Learning to Form a Tolerant Attitude in Grade 4 Students of MI Ma'arif Nu Sunan Drajat Lamongan: Integrasi Nilai-Nilai Pluralisme Dalam Pembelajaran PKN Untuk Membentuk Sikap Toleransi Siswa Kelas 4 Mi Ma’arif Nu Sunan Drajat Lamongan Lestari, Puji; Habibah, Sulhatul; Munif, Moh. Vito Miftahul
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.14127

Abstract

General Background Civic education plays a strategic role in managing social diversity and developing tolerant character among elementary school students. Specific Background In PPKn learning, pluralism values are integrated to address the gap between students’ conceptual understanding of tolerance and their daily social practices, including sociolinguistic conflict and exclusive peer grouping. Knowledge Gap Previous studies have largely emphasized formal curriculum and teaching materials, while limited attention has been given to classroom management, hidden curriculum, social interaction, and inclusive school culture as contextual spaces for internalizing pluralism. Aims This study aims to analyze the strategic integration of pluralism values in PPKn learning and its implications for forming students’ tolerance. Results The findings show that pluralism values were integrated through contextual learning, heterogeneous group discussion, teacher role modelling, sociopedagogical mediation, inclusive school culture, and school family synergy. These strategies encouraged openness, respect for differences, reduced sociolinguistic conflict, and strengthened consistent tolerant behavior inside and outside school. Novelty This study positions students’ social experiences and hidden curriculum as central mechanisms for pluralism internalization, rather than treating tolerance education only as formal knowledge transfer. Implications The findings provide practical direction for teachers, schools, and parents in developing inclusive civic learning that supports democratic, respectful, and socially aware student character. Highlights • Pluralism values were practiced through contextual learning and heterogeneous interaction.• Teacher mediation reduced sociolinguistic conflict among elementary students.• School family synergy strengthened consistent tolerant behavior beyond classroom settings. Keywords Pluralism; Civic Education; Tolerance; Hidden Curriculum; Inclusive Learning
Co-Authors Agus Zaenul Fitri Ali Audah Intan Nasidatur Rohma Latifah, Elisah Novi Mughnifatus Sa’ada, Siti Muhamad Taufiq Firmansyah Nikmatul Azizah, Mila Nisa, Maghfirotun Nora Yulia Yunara Nur Fitri Amalia PUJI LESTARI Retno Nuzilatus Shoimah Sulhatul Habibah Suradji, Muchamad