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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Asep Ahmad Maulana
UIN Siber Syekh Nurjati Cirebon
Education Public Health Social Sciences

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Integrative Global Diversity-PAI Model to Strengthen Pancasila Student Profile in Multicultural High Schools S.T. Humayah; Dzihan Fakhriyah; Asep Ahmad Maulana
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.203

Abstract

The integration of global diversity into Islamic Religious Education (PAI) in Indonesian multicultural high schools remains fragmented. This study developed and validated the Integrative Kebhinekaan Global-PAI (IKG-PAI) model using the ADDIE framework and a convergent mixed-methods design. Participants included 312 students and 27 PAI teachers from five schools in Bandung, Brebes, and Temanggung. Quantitative data from student questionnaires (α=.94) and teacher self-efficacy scales (α=.92) were analyzed via t-tests and ANCOVA; qualitative data from interviews, focus groups, observations, and 150 reflective journals were thematically analyzed. The model yielded significant improvements in all four global diversity elements (p<.001, Cohen’s d=2.05), with ANCOVA showing the experimental group (adjusted M=4.28) outperforming controls (adjusted M=3.52, η²=.32). The highest gain was in reflection and responsibility (d=2.03). Qualitative findings confirmed transformative shifts in intercultural perspectives, empathy, and interfaith engagement. The IKG-PAI model successfully transforms the P5 project from ceremony to substantive learning.
Beyond Formal Structure: Hidden Curriculum as a Pillar of Moderate Character in Islamic Schools Salafia Al Zahra Fauzia; Mahbub Nuryadien; Asep Ahmad Maulana; M. Kholil
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.249

Abstract

The mainstreaming of religious moderation in Indonesian Islamic education still faces a gap between formal curriculum documents (which contain minimal moderation content) and hidden curriculum practices (which are rich in transmitting tolerance values). This study aims to map the forms, locations, and operating mechanisms of the hidden curriculum within the PAI (Islamic Religious Education) curriculum structure, analyze its contribution to the four pillars of religious moderation, and formulate an intentional design integration model. Using a qualitative approach with a multiple case study design across five secondary institutions in Bandung, Cianjur, and Lumajang, data were collected through document analysis, participatory observation, in-depth interviews with 45 participants, and focus group discussions. Thematic analysis revealed that the ratio of hidden curriculum to formal documents reached 3.75:1, with the anti-violence and local culture-accommodative pillars entirely dependent on hidden practices. The interactional dimension particularly teacher modeling was identified as the most powerful transmission mechanism. This study provides the first empirical map integrating hidden curriculum, moderate character, and the formal PAI curriculum structure within a single analytical framework.
Unlocking Learner Diversity: Diagnostic Assessment For Differentiated PAI In Madrasahs Irma Nurmalasari; Iis Arifudin; Asep Ahmad Maulana; Supriadi Abdillah; Yopi Taufik Akbar; Asran Asran
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.256

Abstract

Student heterogeneity in madrasahs demands instruction responsive to individual differences. The Merdeka Curriculum requires diagnostic assessment as a foundation for differentiated instruction, yet its implementation in madrasahs remains limited. This study aims to explore diagnostic assessment and differentiated instruction practices by Islamic Religious Education (PAI) teachers, and to measure students' intrinsic motivation, perceptions of differentiation, and teacher self-efficacy. Using a sequential explanatory mixed-methods design, data were collected through questionnaires from 34 PAI teachers and 148 students in madrasahs in Purwakarta Regency. Instruments included Likert scales (teacher efficacy 1–6, student motivation and perceptions 1–5) and open-ended questions. Descriptive analysis showed high student motivation (M=4.46), highly positive perceptions of differentiation (M>4.30), and high teacher efficacy (M=5.09). Thematic analysis identified three main themes: formal diagnostic assessment, differentiation in Qur'an memorization, and constraints of time and classroom management. The study concludes that teachers possess strong psychological capital but require systemic support to overcome structural barriers. This research contributes to strengthening the integrated diagnostic assessment–differentiation model in the context of Islamic Religious Education in madrasahs.
Co-Authors Asran Asran Dzihan Fakhriyah Iis Arifudin Irma Nurmalasari M. Kholil Mahbub Nuryadien S.T. Humayah Salafia Al Zahra Fauzia Supriadi Abdillah Yopi Taufik Akbar