Collaborative Learning in Inclusive Education: Constructing Tolerant Attitudes of Students at Pondok Modern Darussalam Gontor

Implementation of Inclusive Character Education in Fostering Students' Tolerance

The internalization of tolerance values in Islamic education has not yet been optimally implemented, as it remains predominantly focused on cognitive understanding rather than being reflected in students’ actual behavior. Furthermore, the increasing diversity of students’ social and cultural backgrounds requires an inclusive, contextual, and transformative educational approach to cultivate tolerance and foster a harmonious learning environment. This study aims to analyze the implementation of inclusive character education in fostering students’ tolerant attitudes at MTs Favorit Darut Taqwa Mojokerto within the context of Islamic education. A qualitative approach with a case study design was employed. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the implementation of inclusive character education creates an open, participatory, and non-discriminatory learning environment that encourages positive social interaction among students from diverse backgrounds. Collaborative learning strategies, including group discussions and heterogeneous group formation, effectively promote empathy, respect for differences, cooperation, and mutual understanding among students. The findings further indicate that tolerance is more effectively internalized through sustained social interaction and habituation than through formal classroom instruction alone. This study concludes that inclusive character education plays a strategic role in strengthening students’ social character and cultivating a tolerant, inclusive, and harmonious educational environment.

Implementation of Project-Based Simple Science Media in Science Learning: Strengthening Mutual Cooperation, Critical, and Creative Reasoning of Elementary School Students

Social studies learning in the Independent Curriculum requires a contextual, participatory, and oriented learning experience that strengthens the Pancasila Student Profile. However, learning practices in elementary schools still tend to be dominated by conventional approaches, so that students' active involvement in understanding science concepts and developing character is not optimal.  This study aims to describe the implementation of project-based science media through Volta Drive Connect, analyze student responses, and strengthen the three-dimensional Pancasila Student Profile in science learning. This study used a descriptive qualitative approach with 18 grade IV students of Kakuka National Elementary School. Data was collected through observation, interviews, and documentation. Data analysis uses the interactive model of Miles, Huberman, and Saldana through the stages of data reduction, data presentation, and conclusion drawing and verification. The results showed that implementing Volta Drive Connect encouraged active student involvement throughout the learning process. Indicators of mutual cooperation are evident in the sharing of roles during collaborative assembly, discussion, retrying, and problem-solving activities. The indicators of mutual cooperation were evident in group cooperation (88.9%), role sharing (77.8%), and mutual help (83.3%). Critical reasoning indicators were seen through the ability to ask questions 66.7%, analyze problems 72.2%, and draw conclusions 61.1%. Meanwhile, creative indicators emerged in the ability to generate ideas (72.2%), try alternative solutions (83.3%), and modify the results of work (55.6%). The novelty of this research lies in the use of simple science media that connect the concept of energy to daily life and also show the strengthening of students' character that develops during the learning process. Thus, project-based simple science media can be an alternative to IPAS learning that is contextual and meaningful, and that supports the strengthening of the Pancasila Student Profile.

Schoolscapes of Inclusion: Interpreting the Meaning of Cultural Diversity in Education

This study aims to explore the phenomenon of cultural diversity in an Islamic elementary school and to examine students’ social interactions as well as the school’s strategic role in fostering an inclusive multicultural environment. A qualitative case study design was employed involving 36 fifth-grade students from two classes. Data were collected through classroom observations, semi-structured interviews with school stakeholders, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with source triangulation to ensure credibility. The findings indicate that students and teachers demonstrated highly positive responses toward cultural diversity through openness, mutual respect, curiosity, and collaborative learning practices that strengthened intercultural understanding. These positive outcomes were reinforced by inclusive school policies, proactive leadership in promoting tolerance, and continuous teacher guidance that emphasized equality, respect, and national unity. The integration of these strategies created a harmonious learning environment where students from different cultural backgrounds interacted constructively without discrimination. The study implies that comprehensive multicultural leadership, supported by inclusive policies and culturally responsive teaching practices, can serve as an effective framework for promoting social cohesion, equitable learning opportunities, and sustainable multicultural education in diverse elementary school settings.

Jurnal Penelitian Pendidikan

Project-Based Learning in Teaching Social Studies in Higher Education Institution: A Narrative Inquiry

This study explores the experiences of Social Studies teachers in using Project Based Learning (PBL) in higher education institutions during Academic Year 2023–2024 as a basis for developing an instructional guide. Guided by an interpretative qualitative research approach, the study sought to answer two central concerns: (1) the stories teachers tell about how they use PBL in teaching Social Studies, and (2) the similarities and differences observed in PBL teaching among Social Studies teachers. Data were gathered through semi structured interviews with six Social Studies teachers from the College of Arts and Sciences at the University of the Visayas and were analyzed using thematic analysis. Findings revealed that teachers commonly use PBL to bridge theory and society, promote active participation and collaboration, and implement instruction through intentional planning and reflective practice. While teachers shared a common pedagogical foundation grounded in student centered and real world learning, differences in implementation emerged due to personal teaching pathways and contextual factors such as class size, subject matter, student readiness, institutional support, and available resources. Despite these variations, strong departmental alignment and shared curricular expectations contributed to consistency in PBL practices across the institution. The study concludes that Project Based Learning in Social Studies is both a shared and adaptive instructional practice anchored in common principles yet responsive to diverse teaching contexts. Based on these findings, the study recommends sustained professional development, strengthened institutional support, and the development of a flexible instructional guide that builds on teachers’ lived experiences. Future research may extend this inquiry by examining students’ perspectives and the long term impacts of PBL on learning outcomes in higher education.

THE INFLUENCE OF DEBATE METHOD TO STUDENTS CRITICAL THINKING IN EFL SETTING: IN SENIOR HIGH SCHOOL

This study aims to analyze the impact of the debate method on the development of critical thinking and speaking skills of first-grade students at an Islamic High School. The research instruments include interviews and observations, with participants divided into two groups, each consisting of three students. Debate is used as a method to train critical thinking and speaking skills, which is believed to foster leadership qualities through students' roles in teams, while transforming students from passive recipients of information into active participants who take responsibility for their learning. Data were collected through interviews, where students were asked questions related to specific topics, as well as observations that monitored students' engagement during the wrong learning process, with these interviews serving as the foundation of qualitative research to explore participants' in-depth understanding. By combining interviews and observations, this study aims to describe the effectiveness of the debate method in the context of active learning. Data analysis was carried out using a structured qualitative framework consisting of three steps: data condensation, data display, and conclusion drawing/verification. Data condensation helps summarize and filter essential information, while data display visualizes findings to facilitate analysis. The final step, conclusion drawing and verification, generates an in-depth understanding of the impact of the debate method on students' skills. The findings of this study are expected to make a significant contribution to the development of active learning methods, particularly in enhancing students' critical thinking and speaking skills. With a structured approach, this study highlights the importance of the debate method in creating more interactive and meaningful learning experiences for students.