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All Journal Proceeding of International Conference on Humanity Education and Society JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Nasrodin Nasrodin
Universitas Islam Ibrahimy Banyuwangi
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PERAN GURU AKIDAH AKHLAK DALAM MEMBENTUK KEMATANGAN EMOSIONAL SISWA PADA PROGRAM SISTEM KREDIT SEMESTER Moh Fery Ardiansyah; Mohammad Endy Fadlullah; Nasrodin Nasrodin
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol. 12 No. 1 (2026): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Lembaga Pengembangan Profesi Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v12i1.686

Abstract

Penelitian ini tujuan utamanya adalah melihat peran guru Akidah Akhlak dalam membantu siswa tumbuh menjadi lebih dewasa secara emosional, serta mengeksplorasi strategi yang digunakan, hambatan yang ditemui, dan peluang yang ada. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus di MTs Negeri 10 Banyuwangi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian analisis data dilakukan secara interaktif dengan mengumpulkan, menyajikan dan menarik kesimpulan. Hasil penelitian menunjukkan bahwa guru Akidah Akhlak menjalankan lima peran integratif secara simultan, yaitu sebagai murabbi, dinamisator, evaluator, motivator, dan uswah hasanah. Guru juga menerapkan empat strategi utama berupa nasihat berbasis kisah Nabi, keteladanan perilaku, pembiasaan amal harian, dan pendekatan personal yang terbukti efektif meningkatkan regulasi diri dan motivasi intrinsik siswa. Hambatan yang ditemukan meliputi rendahnya kesadaran spiritual siswa secara internal serta pengaruh media sosial dan kurangnya keteladanan orang tua secara eksternal, sementara sistem SKS justru menjadi peluang bagi intervensi emosional yang lebih adaptif. Penelitian ini menegaskan bahwa madrasah memiliki kapasitas nyata untuk membentuk generasi yang matang secara emosional melalui integrasi nilai Islam dan pendekatan psikologis modern.
DIFFERENTIATED INSTRUCTION IN ISLAMIC RELIGIOUS EDUCATION TO FOSTER STUDENT CREATIVITY WITHIN THE MERDEKA CURRICULUM Nasrodin Nasrodin; Riza Faishol; Ainur Rofiq
International Conference on Humanity Education and Society (ICHES) Vol. 4 No. 1 (2025): The 4th International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Students come to class with diverse backgrounds, readiness levels, interests, and learning styles. This diversity has the potential to foster creativity if managed properly. Unfortunately, learning in schools still tends to be uniform, so the unique potential of students is often overlooked. The Merdeka Curriculum introduces differentiated instruction that adapts content, process, and product to student characteristics based on diagnostic assessments. This study aims to describe the implementation of differentiated learning in the subject of Islamic Religious Education and Character Education within the Merdeka Curriculum to foster student creativity. The research design uses a qualitative approach with a case study at SMPN 1 Cluring. Data were collected through interviews, observations, and documentation, then analyzed using Miles and Huberman’s interactive model. Data validity was maintained through source and method triangulation. The results show that the implementation of the Merdeka Curriculum at SMP Negeri 1 Cluring is carried out through three main stages: planning, implementation, and evaluation. Overall, the application of differentiated learning has been proven to enhance student creativity, as evidenced by increased willingness to ask questions, active participation in discussions, the ability to produce creative works, and improved collaboration.
Co-Authors Ainur Rofiq Moh Fery Ardiansyah Mohammad Endy Fadlullah Riza Faishol