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All Journal PIONIR: Jurnal Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan
Salsabila, Muthia
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Religion Education Other

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Analisis Sikap Sosial Mahasiswa melalui Self-Assessment Berbasis Level Afektif pada Mahasiswa PGMI Semester IV Salsabila, Muthia; Al-ghistni, Elghin Chelsea; Amelia, Desnina Eva; Sayida, Aliya; Latip, Asep Ediana
PALAPA Vol 14 No 1 (2026): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v14i1.6221

Abstract

The limited use of affective level-based self-assessment in assessing students’ social attitudes indicates the need for a more reflective, participatory, and relevant evaluation approach for developing the character of prospective educators. This study aims to analyze the social attitudes of fourth-semester PGMI students through self-assessment focused on the aspects of cooperation, empathy, tolerance, communication, mutual cooperation, and respect. This study used a descriptive quantitative approach with purposive sampling involving 32 fourth-semester PGMI students. Data were collected through an affective level-based self-assessment questionnaire and then analyzed using descriptive quantitative analysis based on the mean score for each indicator. The results showed that students’ social attitudes were in the high category across all aspects analyzed. The tolerance aspect obtained the highest percentage of 96.9%, whereas the aspects of cooperation, mutual cooperation, and respect each reached 90.6%. The aspects of empathy and communication skills were at 87.5%. These findings indicate that affective level-based self-assessment functions not only as an evaluation tool but also as a means of reflection that helps students understand and develop social attitudes gradually through the affective levels of receiving, responding, valuing, organizing, and characterizing. The conclusion of this study emphasizes that affective level-based self-assessment can be used as a reflective and participatory evaluation approach in measuring the social attitudes of PGMI students. The implications of this study provide a contribution to the development of affective evaluation in higher education and serve as a basis for designing a more innovative attitude assessment model that is responsive to the needs of 21st-century learning.
Menanamkan Hubbunnafs dan Hubbunnaas: Perbandingan Metode Kurikulum Berbasis Cinta di Madrasah Ibtidaiyah Salsabila, Muthia; Maknun, Lulu'il
PIONIR: JURNAL PENDIDIKAN Vol 15 No 2 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i2.35622

Abstract

This study aims to compare two learning methods, Storytelling and Dialogue Pedagogy, within the Love-Based Curriculum to instill the values of hubbunnafs (self-love) and hubbunnaas (love for others) among Madrasah Ibtidaiyah students. This study employed a literature study approach by reviewing relevant scholarly works. The findings indicate that the storytelling method tends to be effective in fostering hubbunnafs through self-awareness, empathy, and personal reflection, while the dialogue pedagogy method emphasizes hubbunnaas by encouraging discussion, collaboration, and the development of social attitudes. Both methods complement each other in creating a balance between love for oneself and love for others. The implementation of a Love-Based Curriculum in Madrasah Ibtidaiyah requires curriculum integration, teacher training, and adaptation to local contexts. The limitation of this study lies in the scarcity of empirical literature concerning the practical application of the Love-Based Curriculum in Indonesia. This study contributes to the implementation of the Love-Based Curriculum by providing a comparative understanding of how Storytelling and Dialogue Pedagogy complement each other in fostering hubbunnafs and hubbunnaas among Madrasah Ibtidaiyah students. This study recommends the development of an integrated learning model that combines Storytelling and Dialogue Pedagogy for implementing the Love-Based Curriculum in Madrasah Ibtidaiyah as a contribution to strengthening Islamic character education in the modern era. Keywords: Love-Based Curriculum, Hubbunnafs, Hubbunnaas, Islamic Elementary School, Teaching Methods
Co-Authors Al-ghistni, Elghin Chelsea Amelia, Desnina Eva Asep Ediana Latip Maknun, Lulu'il Sayida, Aliya