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All Journal Journal of Educational Management Research at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Ngabekti: Jurnal Pengabdian kepada Masyarakat
Al Muftiyah
Universitas Islam Ibrahimy Banyuwangi
Religion Humanities Education Environmental Science Social Sciences Other

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The Representation of Character Education Values in the Film Sang Kiai by Rako Prijanto Irfan Afandi; Jauhari Alwi Rois; Al Muftiyah
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): Mei 2026
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v7i1.16848

Abstract

This study is motivated by the phenomenon of extremely easy access to videos and films through various social media platforms, which has led many people to consume various types of uneducational content that erodes their character values. The film Sang Kiai by Rako Prijanto (2013) is a must-watch for them because it provides concrete examples of character education values in everyday life. The research method used is qualitative descriptive with a library research approach. Data sources are drawn directly from the film Sang Kiai and several books related to character education theory. Scene selection in the film employs purposive sampling. By using content analysis, the researcher can easily identify dialogues, scenes, and atmospheres that display specific character values in the film, thereby yielding a comprehensive understanding and results. The focus of this study is to identify character education values in the film Sang Kiai, their representations, and their relevance to character education theory. The analysis identified 22 scene representations comprising the values of politeness (6 scenes), emotional control (3 scenes), independence (2 scenes), compassion (4 scenes), and patriotism (7 scenes). Beyond mere frequency of occurrence, these findings indicate the significance and close interconnection among these values in shaping moral messages. The values of courtesy and emotional control serve as the spiritual and moral foundation of the characters, which in turn underpin the development of independent attitudes and care for the community. It is the integration of these four values that ultimately manifests a strong sense of patriotism (as reflected in the jihad resolution). The film Sang Kiai does not merely present character values in isolation but weaves them into a holistic educational framework, making it highly relevant and comprehensive as an educational medium.   Keywords: Representation, Character education, Film Sang Kiai, Rako Prijanto
Rethinking Islamic Education: Incorporating Values of Religious Moderation in the Modern Era Ahmad Farchan Anggitama; Irfan Afandi; Al Muftiyah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2549

Abstract

This study aims to describe the insertion of religious moderation values in Islamic Religious Education (IRE) learning and to examine how these values are integrated, internalized, and practiced within the educational process. Employing a qualitative approach with a single-case study design, data were collected through semi-structured interviews, moderate participant observation, and document analysis involving IRE teachers, students, school leaders, guidance and counseling teachers, and homeroom teachers selected purposively. Data were analyzed using thematic analysis through transcription, coding, categorization, and theme development. The findings reveal four main patterns of religious moderation insertion: the integration of moderation values into IRE lesson planning, the implementation of dialogic, reflective, and contextual learning strategies, the internalization of moderation values through school culture, and students’ experiences in interpreting and practicing religious moderation in their daily lives. These findings indicate that religious moderation is not merely presented as normative content but functions as a socio-pedagogical practice shaped by the interaction of curriculum, teachers, school culture, and students’ lived experiences. The study implies the need to strengthen instructional planning, attitude assessment, and collaborative school programs to foster an inclusive, tolerant, non-violent, and contextually responsive Islamic education ecosystem.
Pendampingan Projek Penguatan Profil Pelajar Pancasila di MAN 4 Banyuwangi Atiqatul Musyarofah; Imam Mashuri; Fathi Hidayah; Al Muftiyah
Ngabekti: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 1 (2026): June 2026
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/hgrqqe82

Abstract

The implementation of the Merdeka Curriculum requires educational institutions to be prepared in managing the Project for Strengthening the Profile of Pancasila Students (P5). However, in practice, many madrasahs still face obstacles in synchronizing project themes with local values and religious moderation. Objective: This study aims to describe the process and results of mentoring the implementation of P5 at MAN 4 Banyuwangi to improve the effectiveness of project-based learning. Methods: This mentoring activity utilized a qualitative descriptive approach, with data collection techniques including observation, interviews with project coordinators, and documentation of students' work. Results: The mentoring results indicated that effectiveness was achieved through fashion shows accompanied by dramas and intensive guidance. Furthermore, there was a significant improvement in student character dimensions, particularly in the habituation of implementing the values of struggle, cooperation, discipline, and nationalism in daily life. Conclusion: Structured mentoring has proven effective in accelerating the understanding of the madrasah's academic community in implementing P5 meaningfully.
Enhancing Students’ Critical Thinking Skills in Islamic Religious Education through Problem-Based Learning Alfan Firmansyah; Irfan Afandi; Al Muftiyah
Journal of Educational Management Research Vol. 5 No. 4 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i4.2732

Abstract

This study aims to analyze the implementation of Problem-Based Learning (PBL) in fostering students’ critical thinking skills in Islamic Religious Education. A descriptive qualitative approach was employed to explore the learning process and its influence on students’ critical thinking development. The participants consisted of two Islamic Religious Education teachers and three tenth-grade students selected through purposive sampling to represent high, moderate, and low levels of classroom participation. Data were collected through semi-structured interviews, two classroom observations, and document analysis. The data were analyzed using thematic analysis involving coding, categorization, and theme development, while credibility was ensured through source and method triangulation as well as member checking. The findings indicate that PBL was implemented through contextual problem presentation, collaborative group work, information investigation, class presentations, and reflective discussions. This learning model stimulated students’ ability to identify problems, justify arguments, consider multiple perspectives, and relate Islamic values to real-life situations. Nevertheless, improvements in critical thinking were not equally distributed, as some students still encountered difficulties in evaluating source credibility, constructing logical conclusions, and actively participating in discussions. The effectiveness of PBL was influenced by the quality of learning problems, teacher scaffolding, group role allocation, information literacy, and a supportive classroom environment. These findings imply that PBL should be implemented systematically, continuously, and adaptively to optimize students’ critical thinking skills in Islamic Religious Education.
Co-Authors Ahmad Farchan Anggitama Alfan Firmansyah Atiqatul Musyarofah Fathi Hidayah Imam Mashuri Irfan Afandi Jauhari Alwi Rois