Garuda - Garba Rujukan Digital

WORKSHOP HARMONISASI DAN MODERASI BERAGAMA BAGI SANTRI PUTRI BERAGAM ENTNIS DIBUMIRATU NUBAN Ahmad Mukhlishin; Jauharotun Nafisah; M. Muslih; Naura indah sabila; Afikri Mainuri
An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Vol. 5 No. 4: Juli 2026
Publisher : Najah Bestari

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

Indonesia merupakan negara multikultural dengan keragaman suku, agama, dan budaya yang tinggi yang berpotensi memperkaya sekaligus menimbulkan tantangan sosial apabila tidak dikelola secara bijaksana. Dalam konteks pendidikan pesantren, penguatan nilai-nilai moderasi beragama dan harmonisasi antaretnis menjadi kebutuhan strategis untuk membentuk karakter santri yang toleran, inklusif, dan berjiwa damai. Kegiatan ini bertujuan untuk menumbuhkan kesadaran dan pemahaman santri putri mengenai pentingnya sikap moderat dalam beragama serta meningkatkan kemampuan mereka dalam berinteraksi lintas budaya. Kegiatan pengabdian masyarakat berupa Workshop Harmonisasi dan Moderasi Beragama bagi Santri Putri Beragam Etnis di Bumi Ratu Nuban dilaksanakan melalui metode partisipatif dengan pendekatan interaktif, meliputi diskusi kelompok, studi kasus, refleksi bersama, dan simulasi peran yang mendorong keterlibatan aktif peserta. Metode tersebut dipilih untuk menciptakan suasana belajar yang komunikatif dan kontekstual sesuai dengan realitas kehidupan santri di lingkungan pesantren. Hasil kegiatan menunjukkan adanya peningkatan signifikan dalam pemahaman, kesadaran, dan komitmen peserta terhadap nilai-nilai moderasi beragama serta kesediaan mereka untuk menerapkan sikap toleran dan menjaga keharmonisan sosial di lingkungan sekitarnya. Peserta juga mampu merumuskan langkah-langkah konkret dalam membangun interaksi yang harmonis antaretnis dan antarumat beragama. Kegiatan ini memberikan kontribusi nyata terhadap penguatan moderasi beragama di kalangan generasi muda pesantren serta mendukung program nasional dalam memperkokoh persatuan dan solidaritas sosial berbasis nilai kebhinekaan dan spiritualitas Islam

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

Title

Found 4 Documents
Search

Abstract

Abstract

Abstract

Abstract

Title Search

Found 4 Documents Search

Abstract

Abstract

Abstract

Abstract

Title

Found 4 Documents
Search