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All Journal Abdi Cendekia: Jurnal Pengabdian Masyarakat JUMPA : Jurnal Manajemen Pendidikan Proceeding Of International Conference On Education, Society And Humanity
Rita Sriayu
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
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Evaluating the Islamic Religious Education Program in Inclusive Early Childhood Education Rita Sriayu; Siti Kamilah; Suherman Suherman; Zurqoni Zurqoni; Heri Retnawati
JUMPA : Jurnal Manajemen Pendidikan Vol 6, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/jumpa.v6i1.15616

Abstract

Islamic Religious Education (IRE) plays an important role in fostering religious awareness, moral development, and social character during early childhood. The implementation of IRE in inclusive Early Childhood Education (ECE), however, continues to face challenges related to teacher readiness, adaptive learning practices, and the evaluation of learning outcomes for children with diverse developmental characteristics. This study aimed to evaluate the implementation of the IRE program in inclusive ECE institutions in Balikpapan City using the Context, Input, Process, and Product (CIPP) evaluation model. A qualitative evaluative approach was employed. Data were collected through observations, in-depth interviews, and documentation involving school principals, classroom teachers, special needs assistant teachers, and educational supervisors. Data analysis followed an interactive process consisting of data reduction, data display, and conclusion drawing. The findings reveal that inclusive IRE practices have developed positively despite the absence of formal local regulations governing inclusive ECE. Significant challenges remain in teacher competencies, adaptive assessment practices, and the limited availability of special needs assistant teachers. Learning activities grounded in play, habituation, storytelling, emotional engagement, and direct religious practice were found to support the internalization of religious values and the development of children's social behavior. The evaluation further indicates that learning implementation remains highly dependent on individual teacher initiatives and lacks a structured conceptual framework for inclusive IRE. These findings highlight the need to strengthen teacher capacity in inclusive pedagogy, develop more adaptive and holistic assessment systems, and formulate an inclusive IRE model that integrates Islamic educational values, child-centered learning, and neurodiversity perspectives. The study contributes to the advancement of inclusive Islamic education by providing empirical evidence for the development of more equitable, adaptive, and humanistic learning environments in early childhood settings.
COMMUNITY DEVELOPMENT THROUGH STRENGTHENING CHARACTER EDUCATION Rita Sriayu; Zamroni Zamroni; Siti Kamilah
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): Three International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

The purpose of this study is to examine the strategic role of character education in the process of developing a sustainable and civilized society. Character strengthening is seen as a moral foundation as well as a social instrument that fosters collective awareness and citizen participation in building an inclusive civilization. The research method uses a library research approach, with a literature selection process based on inclusion criteria (Sinta/Scopus/Garuda indexed journal articles, relevant books, 2019–2025). This article analyzes character education policies in Indonesia, their relationship to local wisdom values, and relevant integration models in the context of a pluralistic society. The results of the study indicate that character strengthening is effective when supported by adaptive public policies, persuasive communication strategies based on wisdom and mau‗idhah hasanah, and collaboration between educational institutions, the government, and local communities. Character education is not merely a cognitive process, but also a social transformation towards a society that is moral, empowered, and just.
Konsep Ilmu dan Sumber Ilmu dalam Perspektif Al-Qur’an dan Hadits Siti Kamilah; Rita Sriayu; Fitrah Elnurianda; Umar Fauzan; M. Abzar Duraesa
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.915

Abstract

Ilmu dipandang sebagai pengetahuan yang tidak hanya diperoleh melalui akal dan pengalaman, tetapi juga melalui wahyu Allah yang tersampaikan dalam Al-Qur'an dan ajaran Nabi Muhammad. Sumber Ilmu utama terbagi menjadi tiga yakni ayat-ayat qauliyyah (Al Qur'an dan Hadits), ayat-ayat kauniyyah (alam semesta), dan ayat-ayat insaniyyah (pengalaman manusia). Pendekatan ini menekankan pentingnya integrasi antara wahyu dan akal dalam memperoleh ilmu yang lengkap bermanfaat. Penelitian ini bertujuan menguraikan makna ilmu dan sumbernya secara mendalam sesuai dengan pandangan Islam, serta relevansi konsep tersebut untuk mengembangkan ilmu pengetahuan dalam konteks modern. Metode kajian ini dilakukan dengan analisis literatur dari nash Al Qur'an dan Hadits serta kajian ilmiah pendukung. Hasil kajian menunjukkan bahwa ilmu dalam Islam bersifat komprehensif dan holistik, menggabungkan aspek spiritual dan rasional. Dengan demikian, pengembangan ilmu pengetahuan hendaknya tetap berlandaskan prinsip-prinsip keagamaan agar manfaatnya optimal bagi kehidupan manusia dan akhirat.
Co-Authors Fitrah Elnurianda Heri Retnawati M. Abzar Duraesa Siti Kamilah Siti Kamilah Siti Kamilah Suherman Suherman Umar Fauzan Zamroni Zamroni Zurqoni Zurqoni