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All Journal Islamadina : Jurnal Pemikiran Islam J-PAI: Jurnal Pendidikan Agama Islam Education and Human Development Journal SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Randwick International of Social Science Journal Randwick International of Education and Linguistics Didaktika: Jurnal Kependidikan Ad-Man-Pend (Jurnal Administarsi Manajemen Pendidikan) Atta'dib Jurnal Pendidikan Agama Islam Jurnal Pendidikan PKn Jurnal Ilmiah Wahana Pendidikan JETE Bulletin of Pedagogical Research Journal of Innovation Research and Knowledge JURNAL ABDIMAS PLJ Qawwam Journal of Innovative and Creativity Journal of Multidisciplinary Research Proceeding of The International Conference on Social Sciences and Humanities Innovation Edumaspul: Jurnal Pendidikan
Winata, Koko Adya
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Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Implementation of Character Education in the Establishment of Students National Value During the Covid-19 Pandemic Fajrussalam, Hisny; Adya Winata, Koko; Ruswandi, Uus; Nursobah, Asep
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 01 (2022): Education Human and Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v7i01.2254

Abstract

Abstract: The pandemic period has resulted in changes in habits in all sectors of life, including in education. This study aims to describe the implementation of character education in the formation of national values during the pandemic. The method used in this research is descriptive qualitative. The research was conducted at SDN 002 Cicadas Bandung. The data was obtained by conducting in-depth interviews with the specified informants: principals, homeroom teachers, teachers, and students. The consideration of being specified is source triangulation and it is part of the data validity stage. Research data is analyzed using several data analysis steps, namely data reduction, data classification and data verification. The study results indicated that the implementation of character education in the formation of national values during the pandemic can be done through; a) national character habituation activities, b) integration of character materials related to national values and c) forming online national discussion groups.
The Implementation of the Curriculum Religious Moderation to Foster Harmony Among Students at SMA Negeri 10 Bandung City Koko Adya Winata; Muhammad Mufid Muafii
Bulletin of Pedagogical Research Vol. 5 No. 1 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i1.1819

Abstract

This study aims to examine and identify the implementation of the religious moderation curriculum in fostering harmony among students at SMA Negeri 10 Bandung. Religious-based social conflicts, intolerance, and radicalism are recurring challenges that often arise due to a lack of understanding and respect for differences. To address these issues, education plays a crucial role in cultivating harmony within a pluralistic society. Students, as the next generation, hold a vital responsibility in maintaining social harmony. Their understanding of religious moderation serves as a foundation for building a more inclusive and peaceful future. The religious moderation curriculum is expected to shape students into individuals with inclusive, tolerant, and moderate religious perspectives. This research employs a descriptive qualitative method, with data collected through interviews, documentation, and observation. The findings indicate that the implementation of the religious moderation curriculum at SMA Negeri 10 Bandung is carried out through the integration of religious moderation materials, interfaith dialogue, extracurricular activities, policy and guideline formulation, and practical application within the school environment. The implementation of this curriculum has contributed to fostering student harmony, as reflected in high levels of tolerance, understanding of religious diversity, social concern and empathy across religious lines, and the absence of religious-based conflicts. Keywords: Implementation, Religious Moderation Curriculum, Student Harmony
INOVASI KURIKULUM BERDASARKAN KOMPONEN KURIKULUM EVALUASI UNTUK MENGHADAPI TANTANGAN DI ERA GLOBALISASI Koko Adya Winata; Uus Ruswandi; Tatang Hidayat; Qiqi Yuliati Zaqiah
Journal of Innovation Research and Knowledge Vol. 4 No. 7: Desember 2024
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jirk.v4i7.9085

Abstract

Penelitian ini mengkaji tentang inovasi kurikulum berdasarkan komponen kurikulum evaluasi untuk menghadapi tantangan di era globalisasi. Kurikulum sebagai salah satu komponen pendidikan harus melakukan perubahan dan pembaharuan untuk menghadapi tuntutan perkembangan masyarakat. Kurikulum memegang kedudukan kunci dalam pendidikan, sebab berkaitan dengan penentuan arah, isi dan proses pendidikan, yang pada akhirnya menentukan kualifikasi lulusan suatu lembaga pendidikan. Kurikulum merupakan alat yang sangat penting dalam keberhasilan suatu pendidikan, tanpa adanya kurikulum yang baik dan tepat, maka akan mengalami kesulitan dalam mencapai tujuan dan sasaran pendidikan yang dicita-citakan. Inovasi kurikulum merupakan sebuah keniscayaan yang harus dipersiapkan untuk merespon kebutuhan dan tuntutan perkembangan zaman. Kebutuhan dan tuntutan masyarakat cenderung mengalami perubahan akibat kemajuan dan penemuan ilmu pengetahuan dan teknologi. Oleh sebab itu, lembaga pendidikan memerlukan inovasi yang menyangkut pada masalah bagaimana mengembangkan kurikulum dengan melihat situasi dan kondisi yang ada. Inovasi kurikulum berdasarkan komponen kurikululum evaluasi dilakukan dengan mengukur efektifitas kurikulum yang ada untuk mencapai tujuan pendidikan. Inovasi kurikulum berdasarkan kurikulum evaluasi mengukur proses dan kinerja yang dicapai telah sesuai dengan rencana dan tujuan yang telah ditetapkan. Komponen evaluasi berkaitan dengan penilaian terhadap rencana, proses, hasil dalam pengembangan kurikulum untuk mencapai tujuan pendidikan.
An ANTI-CORRUPTION EDUCATION IN THE NATIONAL CURRICULUM Adya Winata, Koko; Supriyadi, Asep; Ihsan, Mahlil; Ismail, Shalahudin
Qawwam : The Leader's Writing Vol. 6 No. 2 (2025): December
Publisher : Fakultas Ushuluddin Adab dan Dakwah Insitut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/qawwam.v6i2.515

Abstract

Corruption is a chronic problem that can hinder development and damage the order of national life. Efforts to eradicate it cannot rely solely on legal approaches, but must be accompanied by preventive strategies through education. Anti-corruption education is seen as a strategic effort that is urgently needed to build values of honesty, integrity, responsibility, and justice. By fostering anti-corruption character through anti-corruption education in schools, it is hoped that a society will emerge that has the moral resilience and courage to reject corruption in all its forms. This article examines anti-corruption education in the national curriculum. The research method used a conceptual and normative approach through literature review and analysis of education policy. The results of the discussion show that anti-corruption education is relevant to the national education goal of developing students who are faithful, have noble character, are intelligent, and are responsible. Anti-corruption values can be implemented in schools through three approaches, namely integration into subjects, strengthening an open and accountable school culture, and participatory and extracurricular activities. Anti-corruption education in the national curriculum is urgently needed to shape a society that is honest, strong in character, transparent, and free from corruption.
Implementation of the Value of Religious Moderation in Public Universities to Prevent Radical Understanding Through the Integration of Religious Education Materials Koko Adya Winata; Sartono Sartono; Uus Ruswandi
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The emergence of radical understanding among students is allegedly an attempt by Islamic fundamentalists to carry out regeneration with the main target of intellectuals. For this reason, serious efforts are needed from the entire academic community to anticipate the development of radicalism on campus. Understanding the value of religious moderation to students is very important to build a moderate and polite student perspective and religious practice. This article aims to examine the implementation of the value of religious moderation in state universities to prevent radicalism through the integration of religious education materials. The method used in this study is a qualitative descriptive method. Researchers collect data through observation and documentation studies by tracing various expert studies, online and offline newspapers, articles, and published scientific works related to research. Based on the results of the study it was found: there is an opportunity for students to be exposed to radicalism, the role of religious lecturers is very important in preventing radicalism on campus through the development of learning models of religious education, it is necessary to integrate the value of religious moderation with religious education
Gamification in Islamic Religious Education for Primary Students: A Systematic Review on Motivation, Emotional Engagement, and Learning Psychology M. Al Ravi Azis; Koko Adya Winata; Laesti Nurishlah; Syifa Rohmati Mashfufah; Romi Wilza
Proceeding of the International Conference on Social Sciences and Humanities Innovation Vol. 2 No. 2 (2025): December : Proceeding of the International Conference on Social Sciences and Hu
Publisher : Asosiasi Peneliti dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/icsshi.v2i2.71

Abstract

This article delves into the application of gamification in Islamic Religious Education (IRE) for primary school students, focusing on its impact on motivation, emotional engagement, and learning psychology. It offers a systematic review of relevant studies, evaluating both the positive outcomes and challenges of using gamification in IRE. A thorough library research approach was used, drawing from academic journals, books, and conference papers. Key databases like Google Scholar, JSTOR, and ERIC were searched to identify studies published between 2010 and 2025. Studies that met specific criteria relevance to the topic, educational level, and a focus on gamification, motivation, emotional engagement, and learning psychology were selected. The findings suggest that gamification in IRE can significantly enhance student motivation, emotional engagement, and learning outcomes. Elements such as rewards, challenges, and interactive activities help create a positive learning environment, promoting better retention and understanding of Islamic teachings. Emotional engagement is particularly heightened when gamification is tailored to the cultural and religious contexts of the students, fostering a deeper connection to the material. The study emphasizes that incorporating gamification in IRE could enhance the overall educational experience for primary students, boosting their motivation and emotional involvement in learning. It also highlights the importance of designing gamified content that is culturally relevant and contextually appropriate to maximize the positive effects on student learning. The study recommends that educators, curriculum developers, and policymakers consider using gamification to improve the quality of Islamic education in primary schools.
Peran Kurikulum Moderasi Beragama untuk Membentuk Harmoni Peserta Didik Koko Adya Winata; Muhammad Mufid Muafii; Laesti Nurishlah
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.1502

Abstract

Penelitian ini bertujuan untuk mengkaji dan mengidentifikasi peran kurikulum moderasi beragama untuk membentuk harmoni peserta didik. Konflik sosial berbasis agama, intoleransi dan radikalisme merupakan tantangan yang sering kali muncul akibat kurangnya pemahaman dan penghormatan terhadap perbedaan. Untuk mengantisipasi fenomena tersebut, pendidikan memegang peranan penting dalam membangun harmoni di tengah masyarakat yang majemuk. Peserta didik merupakan generasi penerus bangsa yang memiliki peran penting dalam menjaga keharmonisan sosial. Pemahaman moderasi beragama di kalangan peserta didik menjadi fondasi dalam membangun masa depan yang lebih inklusif dan damai. Moderasi beragama bukanlah upaya untuk menyamakan semua agama atau mengaburkan keyakinan masing-masing, tetapi merupakan cara untuk menempatkan agama dalam konteks sosial secara bijak. Melalui kurikulum yang mengedepankan moderasi beragama, peserta didik dapat belajar untuk menghargai perbedaan agama, keyakinan, dan budaya di masyarakat yang heterogen. Peserta didik diajarkan bahwa perbedaan adalah hal yang wajar dan indah, bukan ancaman. Metode yang digunakan dalam peneltian ini deskriptif kualitatif. Data dikumpulkan melalui metode wawancara, dokumentasi dan observasi. Berdasarkan hasil penelitian menunjukkan bahwa peran kurikulum moderasi beragama dapat menumbuhkan harmoni peserta didik yang ditandai dengan: 1) sikap toleransi yang tinggi, 2) kolaborasi dengan yang berbeda agama, 3) peningkatan literasi keagamaan, 4), kepedulian sosial dan empati, 5) penolakan terhadap ekstrimisme dan radikalisme.
Analysis of the Merdeka Curriculum in Enhancing Student Competencies in the Digital Era Koko Adya Winata; Afeefa Binti Aminuddin; Hisny Fajrussalam
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3663

Abstract

The rapid development of digital technology has compelled the education sector to undertake curricular transformation in order to prepare students for the challenges of the twenty-first century. The Merdeka Curriculum has emerged as a strategic policy that emphasises learning flexibility, character development, and the strengthening of digital literacy competencies as essential prerequisites for navigating the modern era. This study aims to analyse the contribution of the Merdeka Curriculum to enhancing student competencies in the digital era. A qualitative approach with descriptive analysis is employed through library research methods, encompassing an in-depth review of relevant literature, analysis of official curriculum documents, and participatory observation of learning practices in the field as supporting secondary data. The findings indicate that the Merdeka Curriculum possesses strong potential to foster digital competencies, including critical thinking, creativity, collaboration, communication, and technological literacy skills. However, its effectiveness is highly dependent on teachers’ pedagogical readiness, the quality of instructional resources, the availability of technological infrastructure, and an adaptive school culture that embraces innovation. This study underscores the importance of strengthening teacher capacity, providing adequate digital facilities, and systematically integrating technology-based learning to ensure the optimal achievement of the Merdeka Curriculum’s objectives. These findings contribute to the development of educational policy and enrich scholarly discourse on the implementation of competency-based curricula in the digital era.
PENDIDIKAN LITERASI DIGITAL TENTANG HOAX DAN KONTEN NEGATIF DI MEDIA SOSIAL UNTUK REMAJA MASJID DI DESA KARYAMEKAR, GARUT Patoni Patoni; Rizwan Martiadi; Ahmad Damiri; Subagiyo Subagiyo; Koko Adya Winata
JURNAL ABDIMAS PLJ Vol. 5 No. 2 (2025): JURNAL ABDIMAS PLJ, DESEMBER 2025
Publisher : POLITEKNIK LP3I JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34127/japlj.v5i2.1997

Abstract

Mosque youth in Karyamekar Village, Garut, are part of the younger generation who play a strategic role in building a healthy and moral social environment. The development of digital technology and social media has had a significant impact on the lives of adolescents, both positively and negatively. However, low digital literacy makes some adolescents susceptible to hoaxes and negative content on social media. This community service activity aims to improve the understanding and ability of mosque youth in recognizing, filtering, and responding wisely to hoaxes and negative content. The implementation method includes education, interactive discussions, and case study simulations. This training is effective in encouraging mosque youth in Karyamekar Village, Garut, to be more confident, have a clear direction for development, and be able to apply self-understanding in the learning process and social activities. It is hoped that this activity will shape mosque youth who are digitally savvy, critical, and responsible in using social media.
Designing an Innovative Curriculum to Improve Participant Competence Ahmad Muzaki; Koko Adya Winata; Muhammad Nurul Huda; Cepi Hadikusumah
Journal of Multidisciplinary Research Vol. 2 No. 4 (2026): July
Publisher : Utami Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jmr.v2i4.703

Abstract

Changes in social order and technological advances demand curriculum reform that can develop student competencies in a more contextual and sustainable manner. This article examines the basic principles and strategic approaches to designing an innovative curriculum through a literature review of various contemporary studies in the fields of curriculum and pedagogy. The study's findings indicate that the main characteristics of an innovative curriculum are reflected in design flexibility, strengthening 21st-century competencies, implementing differentiated learning, and utilizing digital technology as an instrument to deepen learning processes and outcomes. Furthermore, elements of sustainability, alignment with actual needs, and data-driven evaluation mechanisms are essential foundations for a curriculum that can adapt to student development and societal changes. This study emphasizes that curriculum innovation is not limited to updating materials but rather creates an adaptive, progressive, and future-oriented educational ecosystem.
Co-Authors Aan Hasanah Afeefa Binti Aminuddin Ahmad Damiri Ahmad Muzaki Andewi Suhartini Asep Nursobah, Asep Asep Supriyadi Cepi Hadikusumah Helmawati Helmawati Hisny Fajrussalam Hisny Fajrussalam Ihsan, Mahlil Ismail, Shalahudin Laesti Nurishlah Laesti Nurishlah M. Al Ravi Azis Mohamad Erihadiana, Mohamad Muhammad Mufid Muafii Muhammad Mufid Muafii Muhammad Nurul Huda Muhibbin Syah Nurwadjah Ahmad Nurwadjah Nurwadjah Patoni Patoni Qiqi Yuliati Zaqiah, Qiqi Yuliati Rizwan Martiadi Romi Wilza Ruswandi, Uus Sahudi Sahudi Sartono Sartono Sartono Sartono, Sartono Subagiyo Suhartini, Andewi Supiana, Supiana Syah, Muhibbin Syifa Rohmati Mashfufah Tatang Hidayat Tatang Sudrajat Tatang Sudrajat Uus Ruswandi Yuyun Yuniarsih