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All Journal Jurnal Paedagogy TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Fenia Marliana
UIN Sunan Gunung Djati Bandung
Education Languange, Linguistic, Communication & Media Mathematics Other

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Reconstructing a Model for the Internalization of Islamic Educational Philosophy Values in Islamic Elementary Schools Siti Mardliyah; Fenia Marliana; Yulida Fauziyah; Andewi Suhartini
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20323

Abstract

This study investigates the internalization of Islamic educational philosophy values into the daily behavior of students in Islamic elementary schools, focusing on the gap between formal teaching and reflective internalization. Employing an interpretive phenomenological approach, this qualitative inquiry explores the lived experiences of school principals, educators, students, and parents across selected institutions in Bandung, Indonesia. Data were gathered through in-depth, semi-structured interviews and prolonged field observations, and subsequently analyzed using Interpretative Phenomenological Analysis (IPA) to uncover emerging themes and shared meanings. The results indicate that although values such as monotheism, adab (manners), and amanah (trustworthiness) have been integrated into the curriculum, their internalization often stalls at a superficial level. To address this, this study proposes an operational framework that emphasizes reflective pedagogy, authentic role models, and ecosystem synergy between school and family environments. These empirical insights offer a strategic, localized contribution to refining the implementation and sustainability of national values-based character education policies in developing countries.
ANALISIS DATA HASIL BELAJAR PAI SEBELUM & SESUDAH MENERAPKAN MODEL PEMBELAJARAN PROBLEM-BASED LEARNING (PBL) DI KELAS V B. Siti Mardliyah; Fenia Marliana; Yulida Fauziyah; Rahayu Kariadinata; Elis Ratna Wulan
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i3.11027

Abstract

This research is motivated by the challenges in Islamic Religious Education (PAI) learning which is often still conventional and teacher-centered, thus not optimizing active involvement and student learning outcomes, especially on zakat material. The focus of the problem in this study is to analyze the differences in learning outcomes of fifth-grade students at before and after the implementation of the Problem-Based Learning (PBL) model. The research method used is a quantitative approach with descriptive and inferential statistical analysis using paired two-sample tests. Important stages of the research include collecting pre-test and post-test data, normality tests, and hypothesis testing using the Wilcoxon Test because the data is not normally distributed. The results showed a significant increase in students' average scores from 67.60 to 79.77. Based on the Wilcoxon Test, a significance value of 0.000 was obtained, indicating a real difference in student understanding after the implementation of the PBL model. However, the N-Gain Score analysis showed an average score of 0.3837 which is included in the "Moderate" improvement category. The main conclusion of this study is that the PBL model has a statistically significant positive impact on student learning outcomes, although its effectiveness is still moderate and requires further optimization in its implementation. ABSTRAK Penelitian ini dilatarbelakangi oleh tantangan dalam pembelajaran Pendidikan Agama Islam (PAI) yang sering kali masih bersifat konvensional dan berpusat pada guru, sehingga kurang mengoptimalkan keterlibatan aktif dan hasil belajar siswa, khususnya pada materi zakat. Fokus masalah dalam penelitian ini adalah untuk menganalisis perbedaan hasil belajar siswa kelas V sebelum dan sesudah penerapan model Problem-Based Learning (PBL). Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan analisis statistik deskriptif dan inferensial menggunakan uji dua sampel berpasangan. Tahapan penting penelitian meliputi pengumpulan data nilai pre-test dan post-test, uji normalitas, serta pengujian hipotesis menggunakan Uji Wilcoxon karena data tidak berdistribusi normal. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata siswa secara signifikan dari 67,60 menjadi 79,77. Berdasarkan Uji Wilcoxon, diperoleh nilai signifikansi 0,000 yang menunjukkan adanya perbedaan nyata pada pemahaman siswa setelah penerapan model PBL. Namun, analisis N-Gain Score menunjukkan skor rata-rata sebesar 0,3837 yang termasuk dalam kategori peningkatan "Sedang". Simpulan utama penelitian ini adalah model PBL secara statistik memberikan pengaruh positif yang signifikan terhadap hasil belajar siswa, meskipun efektivitasnya masih berada pada kategori sedang dan memerlukan optimalisasi lebih lanjut dalam implementasinya.    
KONSEP LINGKUNGAN PENDIDIKAN ISLAM DALAM PRESPEKTIF AL QUR’AN Fenia Marliana; Ghifar Ramadhan; Opik Taupik Kurahman; Sabrina Izzatul Jannah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8399

Abstract

Education plays a vital role in shaping human personality, but discourse on the educational environment is often trapped in merely sociological-institutional aspects without delving into the theological normative foundations derived from the Qur'an. This research focuses on examining and reconstructing the concept of the Islamic educational environment from the perspective of the Qur'an in order to find a comprehensive philosophical foundation. The method applied is qualitative through library research with a thematic interpretation approach (maudhu'i) of verses relevant to the educational ecosystem, which are then analyzed descriptively-analystically. The research findings show that the Qur'an places the environment as a determinant factor in character formation, which is integrated into three main domains: the family as the foundation for instilling monotheism and compassion, schools as a means of intellectual and moral development, and society as a vehicle for actualizing socio-religious values. These three environments must synergize within the framework of monotheism and exemplary behavior (uswah hasanah) as exemplified by the Prophet Muhammad. It is concluded that the success of Islamic education is highly dependent on the creation of a conducive environment based on divine values, so that it can produce perfect human beings who have spiritual, moral and intellectual balance. ABSTRAK Pendidikan memegang peranan vital dalam pembentukan kepribadian manusia, namun diskursus mengenai lingkungan pendidikan sering kali terjebak pada aspek sosiologis-institusional semata tanpa menggali landasan normatif teologis yang bersumber dari Al-Qur’an. Penelitian ini berfokus untuk mengkaji dan merekonstruksi konsep lingkungan pendidikan Islam dalam perspektif Al-Qur’an guna menemukan landasan filosofis yang komprehensif. Metode yang diterapkan adalah kualitatif melalui studi kepustakaan (library research) dengan pendekatan tafsir tematik (maudhu’i) terhadap ayat-ayat yang relevan dengan ekosistem pendidikan, yang kemudian dianalisis secara deskriptif-analitis. Temuan penelitian menunjukkan bahwa Al-Qur’an menempatkan lingkungan sebagai faktor determinan dalam pembentukan karakter, yang terintegrasi dalam tiga ranah utama: keluarga sebagai fondasi penanaman tauhid dan kasih sayang, sekolah sebagai sarana pengembangan intelektual dan akhlak, serta masyarakat sebagai wahana aktualisasi nilai sosial-religius. Ketiga lingkungan ini harus bersinergi dalam kerangka ketauhidan dan keteladanan (uswah hasanah) sebagaimana dicontohkan Rasulullah SAW. Disimpulkan bahwa keberhasilan pendidikan Islam sangat bergantung pada terciptanya lingkungan kondusif yang berlandaskan nilai-nilai Ilahiah, sehingga mampu mencetak insan kamil yang memiliki keseimbangan spiritual, moral, dan intelektual.  
MENGELOLA PERILAKU GURU YANG MENCERMINKAN KEMATANGAN MORAL, EMOSIONAL, DAN SPIRITUAL SESUAI DENGAN KODE ETIK GURU Fenia Marliana; Irawan Irawan
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9430

Abstract

Teachers play a central role as role models who demand mastery of knowledge as well as moral, emotional, and spiritual maturity within the framework of the philosophy of science and the professional code of ethics. This study aims to analyze the management of teacher behavior at SDN Arjasari 03 to reflect personal and professional integrity according to ethical standards. Through a descriptive qualitative approach with intensive observation methods for three weeks in November 2025, in-depth interviews, and documentation studies, real behavioral patterns were found that align with teaching ethics. Field findings show strong indicators of moral maturity, specifically evidenced by the discipline of attendance of all teachers before 06.30 WIB and the application of the principle of objectivity in student assessment. In the emotional aspect, teachers demonstrate good self-regulation skills through self-calming techniques and a persuasive approach before giving reprimands, which impacts a conducive classroom climate. Spiritual maturity is reflected through the habit of consistent prayer at the beginning of learning throughout the class as a form of transcendental responsibility. This study concludes that the implementation of the five principles of the code of ethics—integrity, role model, emotional regulation, humanism, and spirituality—has been effective and has become a crucial foundation of school culture in shaping students' character, confirming that teacher behavior is a philosophical manifestation of dignified education. ABSTRAK Guru memegang peran sentral sebagai teladan yang menuntut penguasaan pengetahuan sekaligus kematangan moral, emosional, dan spiritual dalam bingkai filsafat ilmu dan kode etik profesi. Penelitian ini bertujuan menganalisis pengelolaan perilaku guru di SDN Arjasari 03 untuk mencerminkan integritas pribadi dan profesionalitas sesuai standar etika. Melalui pendekatan kualitatif deskriptif dengan metode observasi intensif selama tiga minggu pada November 2025, wawancara mendalam, dan studi dokumentasi, ditemukan pola perilaku nyata yang selaras dengan etika keguruan. Temuan lapangan menunjukkan indikator kematangan moral yang kuat, dibuktikan secara spesifik dengan kedisiplinan kehadiran seluruh guru sebelum pukul 06.30 WIB serta penerapan prinsip objektivitas dalam penilaian siswa. Pada aspek emosional, guru menunjukkan kemampuan regulasi diri yang baik melalui teknik self-calming dan pendekatan persuasif sebelum memberikan teguran, yang berdampak pada iklim kelas yang kondusif. Kematangan spiritual terefleksi melalui pembiasaan doa awal pembelajaran yang konsisten di seluruh kelas sebagai bentuk tanggung jawab transendental. Penelitian ini menyimpulkan bahwa implementasi lima prinsip kode etik—integritas, keteladanan, regulasi emosi, humanisme, dan spiritualitas—telah berjalan efektif dan menjadi fondasi budaya sekolah yang krusial dalam membentuk karakter peserta didik, menegaskan bahwa perilaku guru adalah manifestasi filosofis dari pendidikan yang bermartabat.  
Co-Authors B. Siti Mardliyah Elis Ratna Wulan Ghifar Ramadhan Irawan Irawan Kurahman, Opik Taupik Rahayu Kariadinata Sabrina Izzatul Jannah Siti Mardliyah Suhartini, Andewi Yulida Fauziyah