Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Attractive : Innovative Education Journal Tafkir: Interdisciplinary Journal of Islamic Education
Purnomo Purnomo
Universitas Islam Negeri Salatiga, Indonesia
Religion Humanities Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Strengthening Pancasila Student Profiles in the Dimension of Global Diversity Through a Multicultural Education Approach Maula Devina Yahya; Balqis Najma Negara; Purnomo Purnomo; Naely Azkiya Ramadhani
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 1 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i1.2399

Abstract

The persistence of intolerance and discrimination in schools remains a serious challenge to creating an inclusive and harmonious learning environment. Although Indonesia upholds the value of Bhinneka Tunggal Ika, cases of social intolerance continue to occur, showing that tolerance and respect for diversity have not been fully internalized in education. Therefore, multicultural education plays a crucial role in strengthening the global diversity dimension within the Pancasila Student Profile (P5) under the Merdeka Curriculum.  This study aims to analyze the role of multicultural education in the Pancasila Student Profile Reinforcement Project (P5) in developing students’ tolerance, empathy, and openness toward cultural diversity. The research was conducted at SMK Negeri 1 Salatiga using a qualitative case study approach. Data were collected through observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman’s interactive model.  The findings show that integrating multicultural education into P5 effectively shapes students’ respect for differences, cross-cultural awareness, and collaborative communication skills. Moreover, it supports the formation of an inclusive school culture aligned with Pancasila values. The study implies that strengthening multicultural-based character education through curriculum development and teacher training is essential for nurturing globally minded, tolerant, and socially responsible students in the era of globalization.
From Curriculum to Classroom Practice: A Case Study of a STEAM Learning Ecosystem for Fostering Students’ Computational Thinking Alma Azrel Pamula; Purnomo Purnomo
Attractive : Innovative Education Journal Vol. 7 No. 3 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i3.2853

Abstract

This study explores how a Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning ecosystem fosters computational thinking among seventh-grade students at Mega Islamic Boarding School Semarang by examining the relationship between curriculum sequencing, classroom practices, and institutional support. A qualitative single-case study was conducted over six weeks. Data were collected through semi-structured interviews with the vice principal for curriculum and one STEAM teacher, two non-participant classroom observations involving 13 students, analysis of the seventh-grade STEAM curriculum, and school documentation. The data were analyzed thematically using deductive and inductive coding, including the mapping of STEAM dimensions across classroom activities and school projects. The findings revealed three interconnected themes. First, the curriculum introduced computational thinking concepts before programming activities. Second, coding practices were facilitated through teacher explanation, independent practice, feedback, peer assistance, and repeated attempts. Third, digital facilities, teacher involvement in curriculum development, and project exhibitions supported the continuity of the STEAM program. The STEAM mapping showed that Technology, Engineering, and Mathematics were more visible in coding activities, whereas Science and Arts appeared more prominently in project-based activities. These findings indicate that computational thinking is facilitated not by coding alone, but through an interconnected ecosystem linking curriculum design, classroom practice, and institutional support.
Co-Authors Alma Azrel Pamula Balqis Najma Negara Maula Devina Yahya Naely Azkiya Ramadhani