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All Journal An-Nahdlah: Jurnal Pendidikan Islam Kode : Jurnal Bahasa
Nova Tri Prasetiyo
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Religion Education Languange, Linguistic, Communication & Media

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NILAI MORAL DAN NILAI SOSIAL DALAM NOVEL BROKEN STRINGS KARYA AURELIE MOEREMANS SERTA RELEVANSINYA TERHADAP PEMBELAJARAN BAHASA DAN SASTRA DI SMA Nanda Dwi Astri; Indah Permata Sari; Nova Tri Prasetiyo
Kode : Jurnal Bahasa Vol. 15 No. 1 (2026): Kode: Edisi Maret 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/1zdam103

Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis nilai-nilai moral yang terkandung dalam novel Broken Strings serta relevansinya dalam pembelajaran sastra di tingkat sekolah menengah atas. Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan analisis isi. Data penelitian berupa kutipan-kutipan dalam novel yang mengandung nilai moral, yang kemudian dianalisis berdasarkan kategori nilai seperti religiusitas, kejujuran, keadilan, kemandirian, ketahanan, serta kesetaraan gender. Hasil penelitian menunjukkan bahwa novel Broken Strings memuat berbagai nilai moral yang kuat dan relevan dengan kehidupan sosial, seperti pentingnya integritas, empati, serta kemampuan menghadapi tantangan hidup. Nilai-nilai tersebut tidak hanya memberikan pembelajaran secara individu, tetapi juga mencerminkan realitas sosial yang dapat dijadikan bahan refleksi bagi peserta didik. Kesimpulan dari penelitian ini adalah bahwa novel Broken Strings layak dijadikan sebagai bahan ajar dalam pembelajaran sastra karena mampu mendukung penguatan pendidikan karakter siswa secara kontekstual dan aplikatif. Kata Kunci: nilai moral, nilai sosial, pembelajaran bahasa dan sastra
MODERASI BERAGAMA DALAM PENDIDIKAN DIASPORA: PRAKTIK PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI COMMUNITY LEARNING CENTRE Nova Tri Prasetiyo
An-Nahdlah: Jurnal Pendidikan Islam Vol 6 No 1 (2026): Mei-Agustus
Publisher : Institut Agama Islam Hamzanwadi NW Lombok Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/an-nahdlah.v6i1.948

Abstract

This study addresses the growing urgency of religious moderation in responding to the complexity of intercultural interactions in the global era, particularly within diaspora education contexts. It aims to analyze teachers’ understanding, instructional practices, challenges, and strengthening strategies of religious moderation-based Islamic education in Community Learning Centre (CLC), Sabah, Malaysia. A qualitative case study approach was employed, involving four purposively selected teachers. Data were collected through Focus Group Discussions (FGDs) and field notes, and analyzed using thematic analysis. The findings reveal that religious moderation is understood not merely as a normative value but as a contextual social practice. Its implementation is adaptive, emphasizing dialogical, reflective, and experiential learning approaches, supported by the CLC environment as a social learning space. However, several challenges persist, including limited contextualized teaching materials, student heterogeneity, and insufficient systemic support. Accordingly, strengthening strategies should focus on developing adaptive and experience-based pedagogy. This study concludes that religious moderation functions as an essential social competence in fostering tolerance, adaptive capacity, and identity development among diaspora students.
Co-Authors Indah Permata Sari Nanda Dwi Astri