Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan Jurnal Ilmiah Pendidikan dan Keislaman
Asroito Mafazah Daulay
Universitas Islam Negeri Sunan Kalijaga
Religion Education Other

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Pengembangan Keprofesionalan Berkelanjutan Guru dalam Meningkatkan Kualitas Pembelajaran IPS di SD/MI Asroito Mafazah Daulay; Sedya Santosa
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 2 (2026): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v6i2.252

Abstract

Teacher professionalism is a main pillar of improving education quality in Indonesia, particularly at the basic education level. However, the implementation of Continuous Professional Development (CPD) for IPS (Social Studies) teachers in SD/MI still faces various structural and practical challenges. This study aims to analyze the concepts, strategies, impacts, and challenges of CPD for IPS teachers in SD/MI based on a comprehensive literature review. The method used is library research with a descriptive-analytical qualitative approach, supported by data analysis using the Miles and Huberman model through three stages: data reduction, data presentation, and conclusion drawing. Data sources are derived from reputable national and international journals, academic books, and official policy documents from 2019– 2024. The findings indicate that effective CPD encompasses the improvement of four teacher competencies (pedagogical, professional, social, and personal) integrated with constructivist, Contextual Teaching and Learning (CTL), and reflective practice approaches. CPD implementation has been proven to have a positive impact on contextual IPS learning innovation, increased student engagement, and strengthened social literacy. This study recommends the establishment of school-based professional learning communities, strengthening the role of supervisors, and integrating digital technology into CPD programs.
Integrasi Nilai Keislaman Dan Kewarganegaraan Dalam Pemblajaran Pendidikan Pancasila Dan Kewarganegaraan Di Madrasah: Tren, Strategi, Tantangan, Dan Implikasinya Terhadap Penguatan Karakter Peserta didik Siti Nurqomariah; Khamim Zakarsih Putro; Tiara Arvah; Afil Fres Seftiana; Asroito Mafazah Daulay
Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan Vol. 8 No. 2 (2026): Oktober, Jurnal Media Komunikasi Pendidikan Pancasila dan Kewarganegaraan
Publisher : Program Studi PPKn Jurusan Hukum dan Kewarganegaraan Undiksha Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmpppkn.v8i2.7771

Abstract

This study aims to examine the trends, strategies, challenges, and implications of integrating Islamic values and citizenship education in Pancasila and Civic Education (PPKn) learning at madrasah in Indonesia. A Systematic Literature Review (SLR) method guided by the PRISMA 2020 protocol was employed. Articles published between 2020 and 2026 were gathered from five databases: Google Scholar, Garuda, DOAJ, Dimensions, and Scopus. The search process yielded 312 initial articles, which were narrowed down through systematic screening to 28 articles meeting the inclusion criteria. Thematic analysis was applied to synthesize the findings. Results show that research interest in this topic has grown substantially since 2021, with the majority of studies originating from Indonesian institutions. Four dominant strategies were identified: curriculum integration, contextual teaching methods, project-based moral activities (P5RA), and character assessment portfolios. Major challenges include limited teacher competence in content integration, lack of curriculum guidelines, social environment pressures, and difficulties in evaluating character development. The integration of Islamic values into PPKn learning significantly contributes to strengthening students' religious character, nationalism, tolerance, religious moderation, and democratic awareness. A conceptual model is proposed illustrating the pathway from Islamic values through PPKn learning to character internalization. This study provides theoretical and practical implications for educators, policymakers, and curriculum developers in madrasah contexts.
Co-Authors Afil Fres Seftiana Khamim Zakarsih Putro Sedya Santosa Siti Nurqomariah Tiara Arvah