Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of General Education and Humanities Journal of Primary Education
Yusuf Yusuf
Universitas Islam Negeri Cyber Syekh Nurjati Cirebon
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Integrating Islamic Values Into Digital Learning for Character Education in Elementary Schools Yusuf Yusuf; Ade Aspandi
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.11512

Abstract

The rapid development of digital learning in elementary education has created new challenges in strengthening students’ character and moral values. Digital learning at the elementary school level often focuses more on cognitive achievement and technological adaptation, while the integration of religious and character values remains limited. This study aims to analyze the integration of Islamic values into digital learning as an effort to strengthen character education at SDN Taman Kalijaga Permai. The research employed a qualitative case study approach involving teachers, school principals, and elementary students as research participants. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings reveal that the integration of Islamic values in digital learning is implemented through religious habituation before online learning activities, the insertion of Islamic messages in digital teaching materials, reflective learning activities, and teacher modeling in digital communication. The implementation of these strategies contributes positively to students’ discipline, responsibility, politeness, and digital ethics. However, several challenges remain, including limited teacher competence in value-based digital pedagogy and students’ inconsistent digital literacy levels. This study concludes that integrating Islamic values into digital learning can serve as an effective strategy for strengthening character education in elementary schools when supported by contextual learning approaches and active teacher involvement.
Improving Graduate Quality through Networked Curriculum Integration in Madrasahs Using the ABCD Method Yusuf Yusuf; Wati Karmila; Ade Aspandi
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1277

Abstract

This community service study addresses the need to strengthen graduate quality in Islamic educational institutions facing contemporary challenges such as globalisation, cultural transformation, and moral development. The study aims to examine how integrating a networked curriculum model can support the development of graduate quality in State Tsanawiyah Madrasah (MTsN 2 Ciwaringin) and State Aliyah Madrasah (MAN 2 Ciwaringin) located in Babakan Ciwaringin, Cirebon. The research applies the Asset-Based Community Development (ABCD) approach, focusing on identifying and utilising existing institutional and community assets. The activities were conducted through mentoring, discussions, and collaborative sessions involving teachers as the main participants. Data were collected through observation, documentation, and discussion results, and were analysed descriptively to capture institutional processes and teacher engagement during the program. The findings indicate that both madrasahs demonstrate strong institutional assets, including qualified teachers, supportive learning environments, and connections with surrounding Islamic boarding schools. The integration of the networked curriculum model, implemented through participatory and collaborative processes, strengthens curriculum practices, teacher involvement, and institutional coordination. In addition, internal quality control mechanisms led by madrasah leadership were observed to support the implementation of curriculum integration. These findings are based on teacher participation, institutional processes, and descriptive evaluation rather than direct measurement of student outcomes. The study suggests that integrating a networked curriculum model through the ABCD approach provides a structured framework that supports the development of educational practices and graduate quality in madrasah contexts.
Co-Authors Aspandi, Ade Wati Karmila