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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora Cultura Islamica: Journal of Islamic Studies, Management, and Culture
Audyla Nurfala
Universitas Islam Negeri Raden Intan Lampung
Religion Arts Humanities Education Social Sciences

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Unpacking Bias, Building Equality: Gender Equality Practices in PAI and Rohis Learning Camelia Carmilita; Ashwini; Audyla Nurfala; Anissa Rahma Sari; Suci Amelia
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 2 No. 1 (2026): June 2026 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v2i1.354

Abstract

This study examines the implementation of gender equality in the teaching of Islamic Religious Education (PAI) and extracurricular activities of Rohis at SMAN 15 Bandar Lampung. Using a descriptive qualitative approach, the study explores how gender equality principles are applied in the curriculum, teaching methods, classroom interactions, and student participation. Data were collected through interviews, observations, and documentation to gain a comprehensive understanding of the application of gender equality in both formal and non-formal learning contexts. The findings show that gender equality is effectively applied in PAI teaching through the selection of inclusive content and equal participation opportunities for male and female students. Furthermore, structured group discussions and the teacher's pedagogical control ensure equal opportunities for leadership and cross-gender involvement. The integration of gender equality in Rohis activities further reinforces these values outside the classroom, providing equal opportunities for students to develop and achieve success. This study emphasizes the importance of active teacher involvement in moderating classroom interactions and ensuring that gender equality is not just a normative concept, but a lived experience for students. The study also suggests that schools can strengthen gender equality by ensuring consistency in practices across the classroom, extracurricular activities, and institutional culture.
The CORE Learning Model (Connecting, Organizing, Reflecting, and Extending): How Does Its Implementation Affect Learning Outcomes at the C5 Level? Audyla Nurfala; Istihana Istihana; Sunarto Sunarto
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.273

Abstract

This study examines the effectiveness of the CORE (Connecting, Organizing, Reflecting, and Extending) learning model in enhancing students' evaluative cognitive skills (C5) in Islamic Religious Education (IRE) at the junior high school level. The gap between the need for teaching that fosters higher-order thinking skills and the current teaching practices, which are still dominated by a lecture-based approach, provides the backdrop for this research. A quantitative approach with a Posttest-Only Control Group design was used, involving two classes selected through cluster random sampling. The analysis results show a significant difference in evaluative abilities between the experimental group and the control group, confirming that the CORE model has a positive impact on facilitating critical thinking and argument-based decision-making. These findings provide strong empirical support to reinforce the constructivist approach in IRE teaching and recommend expanding the application of the CORE model to more diverse contexts and cognitive domains in the future.
Co-Authors Anissa Rahma Sari Ashwini Camelia Carmilita Istihana Istihana Suci Amelia Sunarto Sunarto