Project-Based Learning in Inclusive Education: The Development of Students Tolerant Attitudes at Pondok Modern Darussalam Gontor

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.

Keywords

• ethnography
• inclusive education
• islamic boarding schools
• project-based learning
• tolerance