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All Journal Jurnal Al-Tadzkiyyah Muallimuna : Jurnal Madrasah Ibtidaiyah Dinasti International Journal of Management Science Journal La Edusci Harakat an-Nisa: Jurnal Studi Gender dan Anak Al-Bidayah : jurnal pendidikan dasar Islam
Muhsinin, Umil
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PERAN IBU DALAM PENGENALAN PENDIDIKAN SEKS PADA ANAK DALAM PERSPEKTIF ISLAM Muhsinin, Umil
Harakat an-Nisa: Jurnal Studi Gender dan Anak Vol. 2 No. 1 (2017)
Publisher : Center for Gender and Children Studies, Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) UIN Sultan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (358.429 KB)

Abstract

Meningkatnya kasus kekerasan seksual pada anak yang terjadi pada 5 tahun terakhir ini menjadi bukti nyata kurangnya pendidikan seks pada anak. Orang tua masih menganggap “tabu” untuk membicarakan seks bersama anak apalagi mengajarkannya. Padahal, orang tua (terutama ibu) mempunyai tanggungjawab penuh dalam memberikan dasar pendidikan seks pada anak sejak dini. Hal ini dikarenakan ibu adalah madrasah pertama bagi anakanaknya. Pendidikan seks yang diberikan pada anak sejak dini mampu memberikan pengetahuan kepada anak seputar seks dan akan membentengi anak dari perilaku kekerasan seksual maupun penyimpangan seksual. Beberapa pokok pendidikan seks dalam perspektif islam yang dapat dilakukan oleh ibu terhadap anaknya adalah: mengajarkan toilet training, menanamkan rasa malu pada anak, menanamkan jiwa maskulinitas pada anak laki-laki dan jiwa feminitas pada anak perempuan, memisahkan tempat tidur, mengenalkana waktu berkunjung ke kamar orang tua, mengenalkan mahram, mendidik untuk selalu menjaga pandangan mata, mendidik anak agar tidak melakukan ikhtilât, mendidik anak agar tidak melakukan khalwat, mendidik etika berhias dan Ihtilâm dan haid.
IMPLEMENTASI PEMBELAJARAN TEMATIK INTEGRATIF BERBASIS KARAKTER DI SDIT KOTA JAMBI Muhsinin, Umil; Musyaddad, Kholid; Azim, Fauzan
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 10 No 1 (2019): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v10i1.3626

Abstract

Tujuan dari penulisan ini Implementasi Pembelajaran Tematik Integratif Berbasis Karakter Di Sdit Kota Jambi untuk meningkatkan keseimbangan antara kompetensi spiritual, sikap, pengetahuan, dan keterampilan. Salah satu caranya dengan menerapkan pembelajaran tematik integratif di sekolah dasar. Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana implementasi pembelajaran tematik integratif di SDIT Kota Jambi. Metode penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik sampling yang digunakan adalah purposive sampling. Data dianalisis dengan analisis data model Hiles dan Huberman. Uji keabsahan data dengan ketekunan pengamatan dan triangulasi sumber dan teknik. Hasil penelitian mendeskripsikan tentang implementasi pembelajaran tematik integratif pada tahap persiapan, proses pembelajaran, dan penilaian. Kesimpulan penulisan ini : (a) Perencanaan pembelajaran tematik berbasis karakter di SDIT Kota Jambi sudah menunjukkan adanya pengintegrasian nilai-nilai karakter dalam pembelajaran tematik, yang didukung dengan adanya pengintegrasian kurikulum keterpaduan di SDIT Kota Jambi; (b) Pelaksanaan pembelajaran tematik tidak berjalan sesuai dengan perencanaan, namun tidak menghilangkan tujuan pembelajaran dan pengintegrasian nilai karakter, dikarenakan hari aktif yang berlaku di SDIT Kota Jambi hanya lima hari; dan (c) Penilaian pembelajaran tematik di SDIT Kota Jambi dilakukan dengan menggunakan penilaian autentik.
Enhancing Questioning and Communication Skills in Elementary Science Learning: Challenges and Pedagogical Insights Fatmawati, Kiki; Muhsinin, Umil; Jati, Mlathi Anggayuh
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 1 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17il.12121

Abstract

Education in the 21st century requires students to master higher-order thinking and communication skills to navigate increasingly complex global challenges. In Indonesian primary education, these competencies are emphasized in the Merdeka Curriculum but remain underdeveloped in practice. This study explores the challenges and pedagogical strategies for enhancing questioning and communication skills in elementary science learning. Employing a descriptive qualitative design with a multi-class case study approach, the research was conducted at Madrasah Ibtidaiyah Swasta Nurul Hidayah, Jambi City, involving 24 students and four science teachers purposively selected to represent diverse achievement levels. Data were collected through structured observations, semi-structured interviews, and document analysis, and analyzed using the Miles, Huberman, and Saldaña interactive model with triangulation for validity. The analysis revealed that students’ questioning and communication skills remain basic, constrained by psychological (low self-confidence), pedagogical (teacher-centered instruction), and structural (limited reflective time) factors. Three integrated strategies were identified: (1) question scaffolding to guide students in formulating meaningful questions; (2) dialogic learning environments to encourage open discussion; and (3) authentic assessment and reflective feedback to value students’ inquiry and communication efforts. Fostering these competencies requires a synergistic framework of emotional support, pedagogical scaffolding, and curriculum redesign that strengthens critical thinking and scientific literacy in line with the principles of 21st-century and Merdeka Curriculum education.
Local Wisdom as a Moral Ecology: Rethinking Character Education in Indonesia’s Cultural and Global Contexts Afendi, Achmad Ruslan; Muhsinin, Umil; Wiratih, Hernawati W Retno
Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i4.2607

Abstract

This study aims to examine how the values of local wisdom can be integrated in character education to form a generation with integrity, especially in the midst of the increasingly strong influence of globalization. This research also seeks to explore the relevance of local wisdom values in the context of education in Indonesia, and how it can support the formation of students' character. This study uses a qualitative approach with the type of literature study research (library research). Data was collected through a literature review of various relevant scientific journals, books, and articles. This study examines works that discuss character education, local wisdom, and the impact of globalization on education, as well as identify integration models that can be applied in the character education curriculum in Indonesia. The results of the study show that local wisdom values such as mutual cooperation, discipline, and honesty can be integrated in character education to strengthen student morale. This integration helps students understand and appreciate their culture, as well as build integrity. Key challenges include the influence of globalization and the lack of educators' understanding of local wisdom in the existing educational curriculum. This study introduces a new model to integrate local wisdom in character education, which can be applied in various schools in Indonesia. This research also contributes to the development of a character education curriculum based on local culture, as well as offers new insights to align education with traditional values that are relevant in the era of globalization.
The Influence of Transformational Leadership, Interpersonal Communication, and Job Satisfaction on Organizational Commitment (A Survey at the Islamic Higher Education Institution in Province of Jambi) Muhsinin, Umil; Martinis Yamin; Hidayat Hidayat
Dinasti International Journal of Management Science Vol. 5 No. 3 (2024): Dinasti International Journal of Management Science (January-February 2024)
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31933/dijms.v5i3.2164

Abstract

The high interest of the community in pursuing higher education in Islamic institutions certainly needs to be supported by effective educational management. This is to ensure that Islamic Higher Education institutions in the Jambi Province can compete and produce quality graduates. This research aims to examine the influence of transformational leadership style, interpersonal communication, and job satisfaction on the organizational commitment of lecturers, both partially and simultaneously, as well as directly and indirectly. This quantitative research employed a survey method conducted at the Islamic College (STAI) in the Jambi Province, with a population of 144 lecturers. The analysis tool used Path Analysis followed by Determination Analysis (R Square), Hypothesis Testing with t-tests and F-tests, and a significance level of alpha 5 percent. The results of the study indicate that: 1) Transformational leadership style has an effect on job satisfaction with a t-value of 3.261; 2) Interpersonal communication affects job satisfaction with a t-value of 3.958. 3) Transformational leadership style and interpersonal communication simultaneously affect job satisfaction with an F-value of 67.198; 4) Transformational leadership style influences organizational commitment with a t-value of 5.035; 5) Interpersonal communication affects organizational commitment with a t-value of 4.088; 6) Transformational leadership style and interpersonal communication simultaneously influence organizational commitment with an F-value of 107.340; 7) Job satisfaction influences organizational commitment with a t-value of 11.213; 8) Transformational leadership style, interpersonal communication, and job satisfaction simultaneously influence organizational commitment with an F-value of 83.408; 9) Transformational leadership style through job satisfaction affects organizational commitment; and 10) Interpersonal communication through job satisfaction affects organizational commitment. Based on these findings, the better the Transformational Leadership Style, Interpersonal Communication, and Job Satisfaction of lecturers, the higher the Organizational Commitment of lecturers will be.
Implementation of Black and Wiliam’s Formative Assessment Framework in The Merdeka Curriculum: Enabling Factors and Challenges in Elementary Education Fatmawati, Kiki; Muhsinin, Umil
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 11, No 2 (2026): APRIL 2026
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v11i2.22385

Abstract

Formative assessment is positioned as a core component of learner-centred instruction in the Merdeka Curriculum, however, its implementation in elementary schools/madrasah ibtidaiyah (SD/MI) remains constrained. This study analyzes the implementation of formative assessment based on Black & Wiliam (2009) framework, with a focus on the enabling and contraining factors shaping its practice in SD/MI. A qualitative approach with a collective case study design was employed across five schools implementing the Merdeka Curriculum. Data were generated through non-participant observation, semi-structured interviews, and document analysis and analyzed thematically across cases. The findings show that formative assessment practices are enabled by teachers’ assessment experience and literacy, principals’ academic supervision, student engagement, and the availability of supportive curriculum resources. Conversely, implementation remains limited by restricted instructional time, large class sizes, the dominance of summative assessment, and weak mastery of reflective assessment strategies, particularly self-assessment. These findings suggest that formative assessment in SD/MI remains developmental in nature and tends to operate more as assessment for learning than as assessment as learning
Co-Authors Achmad Ruslan Afendi Fatmawati, Kiki Hidayat Hidayat Jati, Mlathi Anggayuh Kholid Musyaddad Martinis Yamin Nurwijayanti Putri, Fia Alifah Rini Agustin Wiratih, Hernawati W Retno