Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Jurnal Pustaka Cendekia Pendidikan Aslama Al-Ard: Journal of Education
Nurfuadi
Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Strategi Guru dalam Mengembangkan Kreativitas Peserta Didik melalui Pendekatan Student Centered Learning di Sekolah Dasar: Penelitian Khabib Abdullah; Nurfuadi
Jurnal Pustaka Cendekia Pendidikan Vol. 3 No. 3 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 3 Nomor 3, Januari-April 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v3i3.277

Abstract

Pengembangan kreativitas peserta didik dalam pendidikan di era modernisasi (abad 21) merupakan suatu tuntutan yang harus dipenuhi oleh setiap satuan pendidikan. Hal ini dikarenakan karena adanya kemajuan di bidang teknologi dan digitalisasi pendidikan sehingga menuntut setiap satuan pendidikan untuk mengadakan perubahan besar dalam prosen pengajaran dan pendidikannya. Guru tidak lagi menjadi sumber utama belajar (Teacher Centered Learning) tetapi kreativitas siswa yang diutamakan (Student Centered Learning). Strategi pembelajaran dalan Student Centerd Learning menekankan pada kemampuan deskripsi analisis dan decision. Oleh karena itu penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam mengembangkan kreativitas peserta didik melalui pendekatan Student Centered Learning (SCL) di SD Negeri 1 Bojong. Pendekatan yang digunakan adalah kualitatif dengan metode studi kasus. Pengumpulan data dilakukan melalui observasi, wawancara mendalam dengan guru kelas dan kepala sekolah, serta dokumentasi RPP dan hasil karya siswa. Hasil penelitian menunjukkan bahwa strategi guru dalam mengembangkan kreativitas melalui SCL meliputi tiga tahapan. Pertama, pada tahap perencanaan, guru merancang modul ajar yang berbasis proyek dan menyiapkan media pembelajaran dari lingkungan sekitar. Kedua, pada tahap pelaksanaan, guru menerapkan strategi bertanya terbuka, memberikan kebebasan berekspresi dalam diskusi kelompok, dan menggunakan metode project-based learning untuk menciptakan produk karya. Ketiga, pada tahap evaluasi, guru menggunakan penilaian portofolio dan observasi proses, bukan hanya hasil akhir. Kendala yang dihadapi adalah keterbatasan waktu dan perbedaan karakteristik siswa, namun guru mengatasinya dengan fleksibilitas jadwal dan pendekatan personal. Kesimpulannya, strategi guru yang variatif dan berpusat pada siswa efektif dalam memicu kelancaran, keluwesan, dan keaslian berpikir siswa.
Implementasi Teori Pengelolaan Kelas Sebagai Upaya Peningkatan Mutu Pembelajaran: Penelitian Joko Mujianto; Nurfuadi
Jurnal Pustaka Cendekia Pendidikan Vol. 3 No. 3 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 3 Nomor 3, Januari-April 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v3i3.278

Abstract

Pengelolaan kelas berfungsi sebagai variabel determinan dalam sistem pendidikan yang memiliki korelasi kuat dengan peningkatan kualitas pembelajaran. Penelitian ini berupaya mengevaluasi penerapan beragam teori pengelolaan kelas serta kaitannya dengan peningkatan mutu proses belajar mengajar. Dengan mengadopsi pendekatan kualitatif deskriptif melalui studi literatur, kajian ini mensintesis teori‑teori klasik, meliputi model Kounin, Glasser, Skinner, Canter, dan Dreikurs, kemudian mengintegrasikannya ke dalam kerangka konseptual kontemporer yang menekankan profesionalisme guru dan Total Quality Management (TQM). Temuan penelitian mengindikasikan bahwa praktik manajemen kelas yang berhasil tidak sekadar bersifat responsif terhadap perilaku siswa, melainkan menyusun suatu ekosistem proaktif yang berlandaskan pada kompetensi manajerial, pemahaman psikologis peserta didik, serta etika profesi pendidik. Selain itu, analisis terhadap pemikiran Nurfuadi mengenai profesionalisme guru menegaskan peran sentralnya sebagai faktor pendukung efektivitas pengelolaan kelas. Dengan demikian, studi ini menutup kesenjangan literatur dengan mengajukan sebuah sintesis konseptual integratif yang menghubungkan teori‑teori manajemen kelas secara global
The Importance of Maintaining Facilities and Infrastructure as a Responsibility of the School Community Muhammad Zidni Ilman Nafian; Nurfuadi
Al-Ard: Journal of Education Vol. 2 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v2i3.44

Abstract

Educational facilities and infrastructure are vital instruments that determine the comfort and effectiveness of the teaching and learning process in schools. However, in reality, there is often a gap between the procurement of new facilities and their maintenance due to a low sense of belonging among school members, especially students. This article aims to examine deeply the urgency, obstacles, and strategies for fostering the responsibility of school members in maintaining educational facilities. The research method used is qualitative with a literature review approach (library research) through content analysis techniques on various scientific literatures, books, and related regulations. The results of the discussion show that the maintenance of school facilities must be reoriented as a collective responsibility between principals, teachers, and students, rather than just the duty of the cleaning staff. In addition to impacting smooth classroom operations, the habit of maintaining facilities also functions as an effective hidden curriculum to shape students' discipline, responsibility, and gratitude. The main obstacles found include students' indifferent attitudes and weak supervision and sanctions from the school. Therefore, an integrative strategy is needed through inserting moral messages into learning, implementing strict yet educational student regulations, and providing rewards to classes that manage to maintain their facilities well.
Internalization of Islamic Values in the Development of a Love-Based Curriculum Muhammad Fakhriz Zaman; Nurfuadi
Aslama: Journal of Islamic Studies Vol. 3 No. 3 (2026)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/aslama.v3i3.73

Abstract

This research aims to analyze the internalization of Islamic values in the development of a love-based curriculum as an effort to form the character of students who are religious, humanist, and noble in character. The research uses a library research method with a descriptive qualitative approach. Data was obtained through the study of various literature sources in the form of books, scientific journal articles, academic documents, and relevant previous research results. Data analysis is carried out through the process of identification, classification, interpretation, and synthesis of concepts related to the internalization of Islamic values and love-based curriculum. The results of the study show that the internalization of Islamic values is a process of value transformation that includes cognitive, affective, and psychomotor aspects through the stages of value transformation, value transactions, and value transinternalization. The love-based curriculum is in accordance with the Islamic education paradigm which is based on the principle of rahmatan lil 'alamin, by placing compassion, empathy, example, and humanist learning as the foundation of education. The integration of Islamic values in the love-based curriculum is carried out through planning, implementation, and evaluation of learning that is oriented towards strengthening character. The implementation of a love-based curriculum has implications for increasing spiritual awareness, religiosity, social empathy, moderation, and the creation of a harmonious educational environment. Thus, a love-based curriculum can be an alternative to the development of Islamic education that is not only oriented to academic achievement, but also to the formation of students' character holistically.
Co-Authors Joko Mujianto Khabib Abdullah Muhammad Fakhriz Zaman Muhammad Zidni Ilman Nafian