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All Journal Jurnal Ilmiah Peuradeun Munaddhomah: Jurnal Manajemen Pendidikan Islam An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan)
Herson Anwar
Institut Agama Islam Negeri Sultan Amai Gorontalo, Indonesia
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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IMPLEMENTASI PEMBELAJARAN PAI MATERI AKHLAK DALAM MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK DI SMA NEGERI 3 KOTA GORONTALO Raihan Firdausi Masdar; Herson Anwar; Firmansah Kobandaha
An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Vol. 5 No. 1 (2026): Januari 2026
Publisher : Najah Bestari

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran Pendidikan Agama Islam (PAI) pada materi akhlak dalam meningkatkan keterampilan berpikir kritis peserta didik di SMA Negeri 3 Kota Gorontalo. Latar belakang penelitian ini berangkat dari pentingnya pembelajaran akhlak yang tidak hanya menanamkan nilai moral, tetapi juga mengembangkan kemampuan berpikir kritis sebagai bekal peserta didik dalam menghadapi permasalahan kehidupan sehari-hari. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi terhadap guru PAI serta peserta didik. Analisis data dilakukan melalui tiga tahap, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pembelajaran PAI materi akhlak di SMA Negeri 3 Kota Gorontalo dilakukan melalui beberapa strategi, antara lain: (1) penggunaan metode pembelajaran aktif seperti diskusi, studi kasus, dan tanya jawab; (2) penerapan pendekatan kontekstual yang menghubungkan materi akhlak dengan realitas kehidupan peserta didik; dan (3) keteladanan guru sebagai model akhlak dalam proses pembelajaran. Melalui strategi tersebut, peserta didik menunjukkan peningkatan dalam keterampilan berpikir kritis, yang ditandai dengan kemampuan mengidentifikasi masalah, memberikan argumentasi, menganalisis informasi, dan menarik kesimpulan logis
Strategic Management of Pancasila and Rahmatan Lil’alamin Values in State Islamic Senior High Schools Herson Anwar; Buhari Luneto; Wiwik Pratiwi; Irawan Irawan; Musthofa Musthofa
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.v14i1.2381

Abstract

The implementation of the Project to Strengthen the Pancasila Student Profile and the Rahmatan lil’alamin Profile (P5-PPRA) in State Islamic Senior High Schools (Madrasah Aliyah Negeri) faces persistent managerial challenges despite its strategic role in strengthening student character. This study examined how P5-PPRA has been strategically planned, implemented, and evaluated in Madrasah Aliyah Negeri in Gorontalo Province, with particular attention to supporting and inhibiting factors within an educational management framework. Using a qualitative case study design, data were collected through in-depth interviews with leaders, teachers, students, and stakeholders from the madrasah, supported by observations and document analysis. The validity was ensured by triangulation of sources, methods, and time. The findings demonstrated that P5-PPRA contributed positively to the awareness and enactment of Pancasila values by students and the Islamic principle of Rahmatan lil ‘alamin when embedded in institutional strategic management, curriculum integration, commitment to leadership and teacher facilitation. However, its effectiveness was constrained by limited human resources, inadequate infrastructure, resistance to organizational change, weak inter-institutional collaboration, and the absence of systematic evaluation mechanisms. The study offers a management-oriented paradigm for incorporating civic and religious values in Islamic secondary education by redefining character education as an organizational and managerial process as opposed to a strictly normative or pedagogical aim.
Bridging the Employability Gap: Rethinking Curriculum Relevance at IAIN Sultan Amai Gorontalo Mujahid Damopolii; Yowan Tamu; Herson Anwar; Asyifa Nadia Jasmine; Kusumawati Daeng Matara
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i3.3001

Abstract

A persistent global gap exists between higher education curricula and the evolving competency demands of the digital workforce, particularly in Islamic universities in developing countries, where curriculum transformation lags. While extant employability and outcome-based education (OBE) literature has extensively examined graduate competencies as predictors of work readiness, limited attention has been given to how institutional curriculum inertia functions as a mediating mechanism that perpetuates employability mismatches, especially within Islamic higher education contexts where epistemological orientations integrate disciplinary knowledge with moral and spiritual values. This study addresses this gap by investigating the misalignment between curricular structures and labor market needs at IAIN Sultan Amai Gorontalo, Indonesia. Using a qualitative case study approach, data were collected through document analysis and in-depth interviews with 15 stakeholders, including deans, department heads, alums, and employers. The findings reveal that curriculum inertia operates through three interconnected mechanisms: (1) cognitive dominance in curriculum design that allocates 70-80% of credit hours to theoretical content; (2) pedagogical path dependency that perpetuates lecture-based instruction at the expense of experiential learning; and (3) institutional decoupling between curriculum review processes and evolving digital industry demands. These mechanisms collectively produce graduates' insufficient work readiness and high employment mismatch, evidenced by over 50% of alums working outside their academic disciplines. This study contributes to employability and OBE literature by proposing the Curriculum Inertia-Employability Mismatch Model, which theorizes curriculum inertia as an institutional mediating mechanism between curriculum design and graduate work readiness. The model advances OBE frameworks by demonstrating that competency-based curriculum principles alone are insufficient without addressing institutional inertia that constrains their implementation. Practically, the study recommends adaptive curriculum redesign, structured industry partnerships, and enhanced internship and soft skills programs to disrupt curriculum inertia and enhance graduate competitiveness in the digital era.
Co-Authors Asyifa Nadia Jasmine Buhari Luneto Firmansah Kobandaha Irawan Irawan Kusumawati Daeng Matara Mujahid Damopolii Musthofa Musthofa Raihan Firdausi Masdar Wiwik Pratiwi Yowan Tamu