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hikmah puspasari
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Pendidikan Akhlak Berbasis Filsafat Ilmu Islam: Telaah Penalaran Bayani, Irfani, Dan Burhani Pada Jenjang Dasar hikmah puspasari; Usman
Advances In Education Journal Vol. 1 No. 5 (2025): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

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Abstract

Moral education plays an important role in shaping the character and morals of students, especially at the elementary level, where these values ​​begin to be intensively instilled. However, current challenges demand an approach that is able to integrate Islamic values ​​comprehensively. This article aims to examine how the integration of Islamic epistemological reasoning, namely bayani, irfani, and burhani, can be the basis for developing a more comprehensive and applicable moral education method. The method used is a literature study with a systematic qualitative approach through literature review and content analysis. The results of the study show that the combination of these three approaches is able to form a moral education model that is not only based on religious texts, but also combines spiritual and rational aspects so as to help form humans who are noble, critical, and have high spiritual awareness. Therefore, it is recommended that moral education at the elementary level adopt this integrative model so that it is able to adapt to the development of the times while maintaining Islamic values ​​as a whole.
PERSEPSI GURU TERHADAP KEBIJAKAN DIGITALISASI PENDIDIKAN DAN DAMPAKNYA PADA KUALITAS PEMBELAJARAN DI SEKOLAH DASAR Hikmah Puspasari; Subiantoro
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.64404

Abstract

This study aims to identify teachers' perceptions of the education digitalization policy and analyze its impact on the quality of learning at the elementary school level. A qualitative approach was used, with data collected through in-depth interviews and field observations. The results indicate that most teachers view the digitalization policy as a positive step that helps improve efficiency and innovation in the learning process. Teachers acknowledge that digitalization facilitates access to information, enriches learning media, and enhances interaction with students. However, challenges remain, including unequal access to technology between urban and rural areas and a lack of ongoing mentoring, which hinder optimal implementation. Teachers' positive perceptions contribute to improved student learning outcomes, although progress in learning outcomes is still gradual. These findings recommend the need for strengthened ongoing training support and effective feedback mechanisms to enhance the success of digitalization in elementary schools.
Co-Authors Subiantoro Usman