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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Dessy Prasetia Ningsih
Universitas Islam Nusantara Bandung
Education

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MANAJEMEN PENERAPAN METODE DISKUSI DALAM MENINGKATKAN KEAKTIFAN SISWA DI SMPN 3 SUBANG Miftah Zaelani Miftah; Idris Hariri; Martalena; Dessy Prasetia Ningsih
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16454

Abstract

This study aims to analyze the management of discussion method implementation in improving student activeness at SMPN 3 Subang. The study focuses on planning, organizing, implementing, monitoring, and evaluating the discussion method as well as its impact on students' activeness. This research employed a qualitative approach with a case study method. Data were collected through observations, in-depth interviews, and document analysis. The research participants consisted of the principal, vice principal for curriculum affairs, subject teachers, and students involved in the learning process. Data were analyzed using the Miles, Huberman, and Saldana interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that the management of discussion method implementation at SMPN 3 Subang has been systematically carried out through lesson planning, group organization, structured discussion activities, and continuous evaluation. The implementation of the discussion method positively affects students' activeness, as indicated by increased courage to ask questions, express opinions, participate in discussions, collaborate with peers, and interact with teachers. The challenges encountered include students' lack of self-confidence and limited instructional time; however, these obstacles can be addressed through motivation, heterogeneous group formation, and effective classroom management. Therefore, the management of discussion method implementation is proven to be effective in creating active, collaborative, and student-centered learning.
INTERNALISASI PEDAGOGIK PROFETIK DALAM PEMBELAJARAN PAI SEBAGAI BASIS PENGUATAN MODERASI BERAGAMA DI SEKOLAH MENENGAH PERTAMA: (Study Kasus di SMPN 3 Subang) Miftah Zaelani; Idris Hariri; Martalena; Dessy Prasetia Ningsih; Dinny Mardiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16576

Abstract

Contemporary socio-religious dynamics within formal school environments are confronted with the challenges of intolerance, radicalism, and low religious literacy among students. This study aims to analyse in depth the internalization process of prophetic pedagogy in Islamic Religious Education (PAI) as a foundation for strengthening students' religious moderation at SMP Negeri 3 Subang. Utilizing a qualitative approach with a case study design and an interpretive paradigm, data were collected through in-depth interviews, participatory observation, and documentation studies involving the principal, PAI teachers, and students. Data analysis was conducted using the Miles and Huberman interactive model, while data validity was enhanced through source and technique triangulation.The results indicate that the internalization of prophetic pedagogy is operationalized through three main pillars: humanization, liberation, and transcendence. The humanization pillar is manifested through dialogic, inclusive, and anti-discriminatory learning, thereby fostering empathy and appreciation for diversity. The liberation pillar is implemented through problem-based learning and the practice of tabayun (verification) to develop students' critical consciousness in countering hoaxes and intolerant ideologies. The transcendence pillar is realized through the habituation of a religious school culture that nurtures spiritual awareness and moral responsibility. These three pillars are integrated into the objectives, materials, methods, and evaluations of PAI learning, supported by a conducive school culture.The study concludes that prophetic pedagogy effectively contributes to shaping students' character to be moderate, tolerant, inclusive, and oriented toward humanitarian and spiritual values. These findings reinforce the position of prophetic pedagogy as a relevant Islamic educational model for strengthening religious moderation in junior high schools.
Co-Authors Dinny Mardiana Idris Hariri Martalena Miftah Zaelani Miftah Zaelani Miftah