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All Journal JURNAL MUARA PENDIDIKAN Jurnal Pustaka Indonesia
Aprizan
Universitas Muhammadiyah Muara Bungo, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengintegrasian Al-Islam Kemuhammadiyahan dalam Pembelajaran Membaca untuk Mahasiswa PGSD Aprizan; Refril Dani
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4099

Abstract

Reading instruction is not only aimed at improving students’ text comprehension, but can also be used to instill Islamic values. This study aimed to describe the implementation, strategies, methods, and obstacles in integrating Al-Islam and Kemuhammadiyahan (AIK) into reading instruction. The study employed a descriptive qualitative approach. The informants consisted of 10 participants: 1 lecturer and 9 students of the Primary School Teacher Education Program at Muhammadiyah University of Muara Bungo. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model: data reduction, data display, and verification. The findings revealed that reading instruction was conducted in three stages: preliminary, core, and closing activities. AIK integration strategies included selecting reading materials containing Islamic values, relating text content to Islamic teachings, and reflecting on moral messages in the texts. The lecturer applied various methods, such as discussion, reading comprehension, question-and-answer, assignments, role modeling, and connecting the text content to students’ daily lives. The main obstacles were limited reading materials, limited instructional time, and differences in students’ understanding of Islamic values. It can be concluded that integrating AIK into reading instruction improves text comprehension while simultaneously serving as a medium for instilling Islamic values in students.
The Ethical Paradox of Teacher Gift-Giving in Indonesia: ‎Professionalism, Reciprocity, and Educational Equity Aprizan; Renda Lestari; Bodi Kurniawan; Ridho Kurniawan; Deka Ismi Mori Saputra
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 3 (2026): September-Desember
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i3.2758

Abstract

This study examines the ethical paradox of teacher gift-giving in relation to professionalism, reciprocity, and educational equity through an embedded qualitative case study conducted in four private schools in Muara Bungo, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving 16 participants, consisting of four principals, six teachers, and six parents. Data were analyzed using Miles and Huberman’s interactive model. The findings indicate that gift-giving was primarily understood as a form of social appreciation and cultural reciprocity; however, the practice also created ambiguity regarding professional boundaries, perceptions of risks to equity, and policy uncertainty. Five themes were identified: the social meaning of gift-giving, ethical dilemmas concerning teacher professionalism, perceptions of equity risks and potential bias, variations in practices and policy ambiguity, and ethical boundaries of gift-giving. Based on these findings, the study develops a relational-ethical boundary typology comprising symbolic collective appreciation, reciprocal collective appreciation, personal relational gifts, and high-value personal gifts. Although no direct evidence was found that gift-giving altered teachers’ decisions or treatment of students, the practice nonetheless presents risks of perceived inequity and blurred professional boundaries when not supported by clear institutional guidelines.
Co-Authors Bodi Kurniawan Deka Ismi Mori Saputra Lestari, Renda Refril Dani Ridho Kurniawan