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All Journal Jurnal Ilmiah Peuradeun Proceeding Of International Conference On Education, Society And Humanity
Rahimah Embong
Universiti Sultan Zainal Abidin, Malaysia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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MANAGEMENT OF THE ASWAJA AN-NAHDLIYYAH-BASED LOCAL CURRICULUM IN STRENGTHENING STUDENTS' CHARACTER Sukarman Sukarman; Muthofi’ah Muthofi’ah; Subaidi Subaidi; Mahalli Mahalli; Rahimah Embong; Abdulasi Kalupae
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): Three International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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Abstract

One of the serious problems in education is the imbalance between knowledge and character among students. Ideal education is to balance knowledge and character. The formation of students' character is very necessary to form a generation with noble character, one of which is by integrating  Local based curriculum Aswaja An-Nahdliyyah into the curriculum. This curriculum teaches the importance of religious attitudes, politeness, respect for parents, tolerance, and maintaining manners and ethics in society. This study aims to describe the management of Aswaja An-Nahdliyyah based lokal curriculum in strengthening the character of students at Madrasah Aliyah Miftahussalam Wonosalam Demak. This study will answer how the management and the strategy of the  Local based curriculum strengthen student’s character, and what the supporting and inhibiting factors are for the implementation of the  management of local-based curriculum in strengthening the student’s character. This study is a qualitative descriptive study. Data collection uses interview, observation, and documentation techniques. The data will be analyzed using data reduction, data presentation, and finally drawing conclusions. The results of this study include 1)  Local based curriculum management consists of the planning, organizing, implementing, and evaluating processes. 2) strategies for strengthening character through classroom learning, and through the habituation of daily attitudes and behaviors 3) Supporting factors for the implementation of the curriculum are that the madrasah is in an Islamic boarding school environment and students have the same ideology, namely Nahdlatul Ulama. Students' social interactions outside of school and their lack of communication with parents act as inhibiting factors.
Affective Assessment within Madrasa Teachers: An Analysis of Iterative Thematic Inquiry Zubaidah Zubaidah; Suraiya Suraiya; Abdul Manan; Kamarullah Kamarullah; Rahimah Embong; Nurrahmi Nurrahmi
Jurnal Ilmiah Peuradeun Vol. 14 No. 1 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i1.1459

Abstract

Effective assessment of students’ attitudes, behaviors, and values is a key component of value-based education reforms, yet its implementation often remains uneven at the classroom level. This study examines how affective assessment policies are enacted in madrasa education under the KDJPI framework in Aceh Province, Indonesia. Using a qualitative research design grounded in Iterative Thematic Inquiry, the study analyzes data from questionnaires administered to 224 madrasa teachers, semi-structured interviews with six teachers (E1–E6), and relevant instructional documents. The findings show that the persistent gap between affective assessment policy and practice cannot be sufficiently explained by teachers’ lack of commitment or competence. Although teachers generally demonstrate positive orientations toward affective assessment instruments such as reflective journaling and checklists, their implementation remains inconsistent due to structural constraints, including limited instructional time, large class sizes, administrative demands, and insufficient institutional support. In response, teachers adopt adaptive strategies that reflect professional agency but also reveal the limits of individual effort in the absence of coherent governance arrangements. By conceptualizing affective assessment as a negotiated and structurally constrained practice, this study contributes to debates on policy enactment and non-cognitive assessment in value-based education systems, with implications extending beyond the specific socio-religious context of Aceh.
Co-Authors Abdul Manan Abdulasi Kalupae Kamarullah Kamarullah Mahalli Mahalli Muthofi’ah Muthofi’ah Nurrahmi Nurrahmi Subaidi Subaidi Sukarman Sukarman Suraiya Suraiya Zubaidah Zubaidah