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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Risâlah, Jurnal Pendidikan dan Studi Islam ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Moderasi; Jurnal Studi Ilmu Pengetahuan Sosial JURNAL PENDIDIKAN IPS Golden Ratio of Social Science and Education Edukasia: Jurnal Pendidikan dan Pembelajaran Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Jurnal Pengabdian Sosial
Abu, Ardillah
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pembentukan Karakter Religius dan Sikap Peduli Sosial pada Peserta Didik di MA Alkhairaat Sibalaya: The Development of Religious Character and Social Concern among Students at MA Alkhairaat Sibalaya Nelam Lestari; Sri Dewi Lisnawaty; Ardillah Abu
Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial Vol. 6 No. 2 (2025)
Publisher : Program Studi Tadris Ilmu Pengetahuan Sosial (TIPS) UIN Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/moderasi.Vol6.Iss2.516

Abstract

This study aims to explore the implementation of religious character building and social care attitudes among students at MA Alkhairaat Sibalaya. The research employs a descriptive qualitative method with data collected through observation, interviews, and documentation. The results show that the development of religious character and social care attitudes is carried out in a structured manner through the stages of planning, implementation, and evaluation. The values instilled include honesty, discipline, and responsibility, which are integrated into worship activities, academic tasks, and social activities within the school environment. Honesty is developed through habitual worship practices, academic evaluations, and social interactions. Discipline is formed through punctual attendance, timely completion of academic assignments, and active participation in social activities. Responsibility is fostered through student involvement in religious activities, academic responsibilities, and participation in social and organizational activities. The impact of this program is evident in the increased student awareness in worship, time discipline, social participation, as well as the growth of empathy and care for others.
Integrating Cross-Cultural Religious Literacy and Love-Based Curriculum in Multicultural Social Studies Learning: A Transformative Learning Model for Social Change Abu, Ardillah; Mashuri, Saepudin Mashuri; Hasriani, Hasriani; Suharto, Suharto
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i1.2610

Abstract

The growing complexity of socio-religious challenges in multicultural societies such as identity polarization, digital intolerance, and limited interfaith engagement calls for a transformative approach in Social Studies education. This study aims to develop and examine an integrative learning model based on Cross-Cultural Religious Literacy (CCRL) and the Love-Based Curriculum (LBC) to foster social transformation. Using a qualitative exploratory case study design, this research investigates the implementation of the CCRL-LBC module at Universitas Islam Negeri Datokarama Palu in collaboration with the Leimena Institute. The findings indicate that the model operates through three core competencies personal, comparative, and collaborative-integrated with Panca Cinta values and the Heart-Head-Hand framework. The model is enacted through experiential learning, interfaith dialogue, and community-based collaborative projects. It enhances higher-order thinking skills, cross-cultural religious literacy, empathy, self-awareness, and collaborative capacity across identities. This study highlights the integration of cognitive, affective, and social praxis dimensions within a transformative learning framework. It contributes theoretically to value-based transformative learning and practically offers an innovative model for multicultural Social Studies education, promoting religious moderation, inclusive citizenship, and sustainable social harmony.
Co-Authors Alhabsyi , Firdiansyah Alhabsyi, Firdiansyah Ekasari, Mira Yuliana Fahmi, Muhammad Saefuddin Hakim, Anifa Hamka Hamka, Hamka Hamlan andi Hamsah, Muhammad Hasriani Hasriani Hasriani, Hasriani Khalifah, Nur KURNIA KURNIA, KURNIA Liramadani Liramadani, Liramadani Malla, Hamlan Andi Baso Mashuri, Saepudin Mashuri Mega Fatimah Rosana MUDAIM MUDAIM, MUDAIM Nelam Lestari R Batalipu, Emi Rahmadiani Rahmadiani Ruslin S. Suharto Sri Dewi Lisnawaty SUHARTO Suharto Suharto Suktomansyah, Andi Muh. Syam, Hijrah Tiara, Tiara Wiwik Handayani