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All Journal Arus Jurnal Psikologi dan Pendidikan TOFEDU: The Future of Education Journal
Hendra Surya Aditama
Universitas Islam Negeri Palangka Raya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Nilai Pendidikan Karakter dalam Elemen Kisah Teladan pada Pembelajaran Akidah Akhlak Fase D–F Abdullah Abdullah; Dela Sevira; Nur Aisyah; Hendra Surya Aditama; Ahmad Hapi Badali
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 2: Juni (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i2.2640

Abstract

Pendidikan karakter menjadi fokus utama dalam Kurikulum Merdeka, terutama pada pembelajaran Akidah Akhlak yang bertujuan membentuk kepribadian peserta didik. Elemen kisah teladan memiliki peran strategis dalam menginternalisasikan nilai-nilai karakter melalui cerita para nabi, sahabat, imam mazhab, dan ulama Nusantara. Penelitian ini bertujuan untuk menganalisis nilai-nilai pendidikan karakter yang terkandung dalam elemen kisah teladan pada pembelajaran Akidah Akhlak fase D, E, dan F. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Sumber data diperoleh dari basis data Google Scholar, DOAJ, dan Portal Garuda dengan kata kunci "nilai pendidikan karakter", "kisah teladan Akidah Akhlak", dan "fase Kurikulum Merdeka". Dari 70 sumber yang teridentifikasi, 25 sumber relevan (2016-2026) dianalisis secara deskriptif-analitis. Hasil penelitian menunjukkan bahwa: (1) nilai-nilai karakter dalam elemen kisah teladan meliputi kesabaran, kejujuran, tanggung jawab, keberanian, kepemimpinan, keilmuan, dan kepedulian sosial; (2) pada fase D, nilai-nilai dasar diperkenalkan melalui kisah para nabi dan Khulafaurasyidin; (3) pada fase E, nilai keberanian dan keteguhan ditekankan melalui kisah Nabi Luth dan Ashabul Kahfi; (4) pada fase F, nilai keilmuan dan tanggung jawab sosial diperkuat melalui kisah sahabat, imam mazhab, dan ulama Nusantara. Nilai kesabaran muncul sebagai nilai inti yang melintasi semua fase. Kebaruan artikel ini terletak pada identifikasi pola nilai lintas fase dan relevansinya dengan tahap perkembangan peserta didik. Implikasi praktisnya, guru Akidah Akhlak perlu menyampaikan kisah teladan secara kontekstual dan bertahap sesuai fase perkembangan peserta didik
The Preparation of Lesson Plans as the Foundation of Instructional Planning in Madrasah Ibtidaiyah Valya Adila; Isha Nayna Sidni; Nazwa Ramadani; Dina Mardiana; Muhammad Jahlan; Hendra Surya Aditama; Ali Iskandar
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1878

Abstract

Lesson plan (RPP) preparation is a fundamental competency that every teacher must master to ensure effective and purposeful learning in Madrasah Ibtidaiyah (MI). However, in practice, many MI teachers still face challenges in preparing quality lesson plans that are aligned with curriculum demands, student characteristics, and Islamic educational values. This study aims to examine the position, components, principles, and steps of effective RPP preparation as the basis for learning planning in MI. This research employs a qualitative descriptive method with a library research approach, collecting data from scientific journals, books, and relevant curriculum documents. The results indicate that RPP in MI is not merely an administrative document, but serves as a strategic instrument that reflects the teacher’s pedagogical competence. An effective RPP integrates Islamic values with academic competencies and is structured based on observable learning objectives, appropriate learning methods, and formative assessment. The findings also emphasize that teacher quality in lesson planning is directly influenced by content knowledge, procedural knowledge, and the support of academic supervision. This study concludes that strengthening RPP preparation practices in MI requires systematic training, regular supervision, and the development of an integrative RPP model that holistically accommodates the academic and Islamic character dimensions of elementary-level students.
Co-Authors Abdullah Abdullah Ahmad Hapi Badali Ali Iskandar Dela Sevira Dina Mardiana Isha Nayna Sidni Muhammad Jahlan Nazwa Ramadani Nur Aisyah Valya Adila