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All Journal Al Kindi Jurnal Pendidikan Islam Multidisipliner
Nawa Nasikhatul Milah
Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia
Religion Education

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Membangun Generasi Berkarakter melalui Tiga Pilar Budaya Sekolah: 5S, Religius, dan Literasi di SDN Merjosari 2 Moh Rrizky Ardanyansyah; Putri Alfiyah; Nawa Nasikhatul Milah; Shobihatul Fitroh Noviyanti
Al-Kindi Vol. 2 No. 2 (2026): Mei
Publisher : Al-Kindi

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This study aims to examine the implementation of the three pillars of the 5S school culture (Smile, Greeting, Greeting, Politeness, Courtesy), religious, and literacy, and its impact on the character formation of students at SDN Merjosari 2. The method used is descriptive qualitative with data collection techniques in the form of observation and in-depth interviews with the principal, the vice-curriculum supervisor, and the homeroom teacher. The results of the study indicate that the 5S culture implemented through the habit of greeting, shaking hands, and being friendly successfully changes student behavior to be more polite and disciplined. Religious culture includes alternating dhuha prayers between classes, congregational zuhur prayers, Qur'an tartil, and joint prayers, which increase students' responsibility for worship. Literacy culture is realized through class reading corners, Wednesday storytelling activities, and group discussions, which not only improve reading skills but also students' courage to speak and express opinions. Evaluation of success is carried out through violation records and regular homeroom teacher meetings. Obstacles found include differences in family backgrounds and peer influence. Overall, the three pillars of school culture at SDN Merjosari 2 effectively build a generation with superior character in terms of politeness, religiosity, and literacy.
Perumusan Kebijakan Pendidikan di Indonesia: Landasan, Proses, dan Tantangan dalam Perspektif Pendidikan Islam Aulia Azalia Nur Estiningtyas; Ahmad Firdaus; Andri Ansyah; Nilna Silfara Zukhriya; Nawa Nasikhatul Milah
Al-Kindi Vol. 2 No. 3 (2026): Agustus
Publisher : Al-Kindi

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Educational policy formulation is a central process in the national education system to respond to various structural and cultural challenges. This article aims to critically analyze the concept of educational policy formulation, its foundations and principles, the stages of the process through evaluation, as well as the challenges and strategies in the context of Islamic education. The method used is a systematic literature review with a qualitative-descriptive approach. The results show that educational policy formulation must be based on four main foundations: philosophical, psychological, sociological, and juridical. Rational, incremental, democratic, and comprehensive principles serve as procedural foundations. The policy stages include problem identification, formulation, legitimation, implementation, monitoring, and evaluation. In Islamic education, the greatest challenges are the dichotomy of knowledge, weak human resource capacity, and the pressures of globalization that erode Islamic values. Recommended strategies include curriculum integration, strengthening Islamic character, improving teacher professionalism, and maslahah-based governance. This article contributes to the development of a contextual and adaptive Islamic education policy theory.
Perumusan Kebijakan Pendidikan di Indonesia: Landasan, Proses, dan Tantangan dalam Perspektif Pendidikan Islam Aulia Azalia Nur Estiningtyas; Ahmad Firdaus; Andri Ansyah; Nilna Silfara Zukhriya; Nawa Nasikhatul Milah
Al-Kindi Vol. 2 No. 3 (2026): Agustus
Publisher : Al-Kindi

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

Abstract

Educational policy formulation is a central process in the national education system to respond to various structural and cultural challenges. This article aims to critically analyze the concept of educational policy formulation, its foundations and principles, the stages of the process through evaluation, as well as the challenges and strategies in the context of Islamic education. The method used is a systematic literature review with a qualitative-descriptive approach. The results show that educational policy formulation must be based on four main foundations: philosophical, psychological, sociological, and juridical. Rational, incremental, democratic, and comprehensive principles serve as procedural foundations. The policy stages include problem identification, formulation, legitimation, implementation, monitoring, and evaluation. In Islamic education, the greatest challenges are the dichotomy of knowledge, weak human resource capacity, and the pressures of globalization that erode Islamic values. Recommended strategies include curriculum integration, strengthening Islamic character, improving teacher professionalism, and maslahah-based governance. This article contributes to the development of a contextual and adaptive Islamic education policy theory
Co-Authors Ahmad Firdaus Andri Ansyah Aulia Azalia Nur Estiningtyas Moh Rrizky Ardanyansyah Nilna Silfara Zukhriya Putri Alfiyah Shobihatul Fitroh Noviyanti