Garuda - Garba Rujukan Digital

DIGITALISASI KURIKULUM PENDIDIKAN ISLAM: OPTIMALISASI TEKNOLOGI UNTUK PEMBELAJARAN BERBASIS NILAI ISLAM Suhendi, Saca
Journal of Social and Economics Research Vol 5 No 2 (2023): JSER, December 2023
Publisher : Ikatan Dosen Menulis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/jser.v5i2.822

Perkembangan teknologi digital telah mendorong perubahan signifikan dalam sistem pendidikan, termasuk dalam pendidikan Islam. Transformasi ini membuka peluang baru dalam proses pembelajaran, namun sekaligus menimbulkan tantangan dalam menjaga nilai-nilai spiritual dan moral. Di tengah arus konten visual dan instan, pendidikan Islam dituntut untuk tetap relevan dengan zaman tanpa kehilangan esensi nilai-nilainya. Penelitian ini bertujuan untuk mengkaji strategi optimalisasi teknologi dalam digitalisasi kurikulum pendidikan Islam yang tetap berakar pada nilai-nilai keislaman. Penelitian ini menggunakan pendekatan kualitatif dengan pengumpulan data dari berbagai studi dan literatur yang relevan. Analisis dilakukan untuk menafsirkan dan menyusun temuan sesuai fokus kajian. Hasil penelitian menunjukkan bahwa digitalisasi kurikulum harus dilandasi strategi integratif yang menyeimbangkan antara kemajuan teknologi dan pembentukan karakter. Peran guru dan lembaga menjadi sangat vital dalam menjembatani teknologi dengan nilai-nilai Islam secara kontekstual. Keberlanjutan digitalisasi juga memerlukan dukungan kebijakan, pelatihan guru, serta keterlibatan komunitas dan keluarga dalam proses pendidikan.

DIGITALISASI KURIKULUM PENDIDIKAN ISLAM: OPTIMALISASI TEKNOLOGI UNTUK PEMBELAJARAN BERBASIS NILAI ISLAM Suhendi, Saca
Journal of Social and Economics Research Vol 5 No 2 (2023): JSER, December 2023
Publisher : Ikatan Dosen Menulis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/jser.v5i2.822

Perkembangan teknologi digital telah mendorong perubahan signifikan dalam sistem pendidikan, termasuk dalam pendidikan Islam. Transformasi ini membuka peluang baru dalam proses pembelajaran, namun sekaligus menimbulkan tantangan dalam menjaga nilai-nilai spiritual dan moral. Di tengah arus konten visual dan instan, pendidikan Islam dituntut untuk tetap relevan dengan zaman tanpa kehilangan esensi nilai-nilainya. Penelitian ini bertujuan untuk mengkaji strategi optimalisasi teknologi dalam digitalisasi kurikulum pendidikan Islam yang tetap berakar pada nilai-nilai keislaman. Penelitian ini menggunakan pendekatan kualitatif dengan pengumpulan data dari berbagai studi dan literatur yang relevan. Analisis dilakukan untuk menafsirkan dan menyusun temuan sesuai fokus kajian. Hasil penelitian menunjukkan bahwa digitalisasi kurikulum harus dilandasi strategi integratif yang menyeimbangkan antara kemajuan teknologi dan pembentukan karakter. Peran guru dan lembaga menjadi sangat vital dalam menjembatani teknologi dengan nilai-nilai Islam secara kontekstual. Keberlanjutan digitalisasi juga memerlukan dukungan kebijakan, pelatihan guru, serta keterlibatan komunitas dan keluarga dalam proses pendidikan.

Madrasah Menghadapi Tantangan Globalisasi Solihatudiniyah, Lela Salamah; Suhendi, Saca
Journal of Citizen Research and Development Vol 2, No 1 (2025): Mei 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jcrd.v2i1.5004

Madrasah as an Islamic educational institution has a strategic role in maintaining Islamic values while preparing a generation that is able to compete in the era of globalization. This article aims to explore the challenges faced by madrasahs amidst globalization and strategies that can be applied to improve their competitiveness and relevance. This study uses a qualitative approach with literature study methods and in-depth interviews, which show that madrasahs face major challenges in the fields of technology, curriculum, and graduate competencies. The implementation of technology-based strategies, global collaboration, and curriculum updates are the keys to the success of madrasahs in facing the global era. Thus, madrasahs are expected to be able to adapt and contribute significantly to education at the national and international levels.

Indonesian Fiqh in Higher Education: A Pathway to Moderate and Inclusive Islamic Values Hasbiyallah, Hasbiyallah; Duran, Busra Nur; Suhendi, Saca
Jurnal Pendidikan Islam Vol 10 No 1 (2024): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v10i1.26151

This study aims to examine the incorporation of Indonesian fiqh into the Islamic higher education curriculum and its impact on fostering moderate attitudes among students. The research highlights the importance of ijtihad (independent reasoning) in adapting Islamic law to the contemporary needs of Indonesian society, emphasizing values such as gender equality, interfaith harmony, and democratic principles. The study employs a qualitative method, analyzing the curriculum content and its practical applications in three prominent Islamic universities: UIN Syarif Hidayatullah Jakarta, UIN Walisongo Semarang, and UIN Sunan Gunung Djati Bandung. Results indicate that the Indonesian fiqh curriculum is expected to significantly contributes to shaping students' moderate attitudes by promoting respect for human dignity, inclusivity, and adaptability. The curriculum encourages students to integrate religious, social, cultural, and state morals, fostering a balanced and comprehensive understanding of Islamic teachings. Themes such as women's emancipation and interreligious relationships are emphasized, highlighting the relevance of Islamic principles in modern contexts. Practical applications through social activities, community service, and leadership opportunities further reinforce these values, enabling students to act as agents of change. In conclusion, the Indonesian fiqh curriculum plays a crucial role in nurturing well-rounded, moderate, and compassionate individuals. By aligning with national needs and promoting inclusive values, it ensures that students are equipped to navigate and positively contribute to a diverse and dynamic society. This holistic approach fosters peace, harmony, and national development, making the Indonesian fiqh curriculum an essential component of Islamic higher education.

The Values of Inclusive Education in Islamic Religious Education: A Systematic Literature Review Sarbini, Sarbini; Suhendi, Saca; Azzahra, Fitri Nurlatifah; Hoerotunnisa, Hoerotunnisa; Yuliawanti, Hani
Tadrib: Jurnal Pendidikan Agama Islam Vol 11 No 2 (2025): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v11i2.31733

This study aims to identify and analyze the values of inclusive education in Islamic Religious Education (IRE) through a Systematic Literature Review (SLR) guided by PRISMA 2020. A total of 22 articles published between 2020 and 2025 were reviewed to explore the integration of inclusive values—justice, equality, religious moderation, multiculturalism, and humanism—within the IRE curriculum and teaching practices. Data were collected from Google Scholar, DOAJ, Scopus, and Sinta using relevant keywords. Thematic synthesis using NVivo 12 Plus was employed to identify recurring patterns and research gaps. The findings reveal that inclusive education in IRE extends beyond accommodating students with special needs; it aims to cultivate universal human values rooted in the Islamic concept of rahmatan lil ‘alamin. IRE teachers play a central role in promoting inclusivity through humanistic and moderate pedagogies. The study highlights the urgency of developing an inclusive IRE curriculum model that balances cognitive, affective, and psychomotor domains while fostering tolerance, empathy, and respect for diversity. This research contributes theoretically to the discourse on inclusive Islamic education and practically to curriculum and teacher development.

A Peer-Coaching–Based Professional Guidance Model for Islamic Education Teachers in Teacher Working Groups Sarbini, Sarbini; Suhendi, Saca; Saadah, Susi; Fitriya, Erma; Aldi, Ujang; Darojat, Darojat; Haqq, Syauqi Arinal
Southeast Asian Journal of Islamic Education Vol 8 No 2 (2025): Southeast Asian Journal of Islamic Education, December 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i2.11887

This study aims to explore how peer coaching is implemented within Teacher Working Groups through a qualitative case study design. The participants involved were 10 Islamic education teachers, three administrators of the Islamic education teacher working group, and one Islamic education supervisor. Data were collected using in-depth interviews, observations, and document analysis to understand teachers’ real practices and experiences in conducting peer coaching. The findings show that peer coaching is implemented through regular collaborative meetings, blended learning sessions, and professional learning communities, which facilitate shared reflection and mutual feedback. The qualitative analysis indicates that peer coaching helps teachers improve lesson planning, diversify instructional strategies, and strengthen the use of formative assessments in PAI classrooms. It also fosters reflective thinking and enhances teachers’ adaptability to both the National Curriculum and the Merdeka Curriculum. However, several challenges were identified, including inconsistent implementation, limited time allocation, and varying levels of teachers' readiness to engage in critical reflection. The study concludes that optimized peer coaching requires stronger institutional support and more structured, continuous professional development to maximize its contribution to improving teaching practices in Islamic Education.

Efforts of the Principal of MI in Facing the Challenges of Globalization through Character Strengthening Azizah, Habibah Nur; Nugraha, Taufik Agung; Uswatussolihah, Siti Wifa; Suhendi, Saca; Sarbini
Research Horizon Vol. 5 No. 6 (2025): Research Horizon - December 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.6.2025.958

This research is motivated by the challenges of globalization that require Islamic educational institutions to be able to equip students with strong and competitive characters. The purpose of this study is to examine in depth the efforts of the principal of MI Cerdas Nurani in facing these challenges. The research used a qualitative approach with a case study method conducted at MI Cerdas Nurani, Cimahi City. Data collection techniques included interviews, group discussions, and observations, while data analysis was conducted descriptively and narratively. The research findings indicate that the principal’s main strategy in facing globalization is maintaining the sustainability of the Habit Character Life Skill (HCL) Curriculum. This curriculum focuses on strengthening the character of religious, independent, and competitive students through the habituation of the values of cleanliness, neatness, and discipline, as well as the practice of daily worship and applicable monthly habits. Implementation is carried out through stages of habit campaigns and habit celebrations by involving the active role of parents and the role models of the principal and teachers. The HCL Curriculum is a strategic innovation of the principal of MI Cerdas Nurani in fortifying students from the negative impacts of globalization while preparing them to compete globally.

Internalizasi Akhlak Islam melalui Pendekatan Psikologi dalam Pembelajaran: Internalizing Islamic Morals through a Psychological Approach in Learning Sarbini, Sarbini; Suhendi, Saca; Santora, Pipih; Nurhayati, Fitriani; Rosulina, Desi; Muttaqien, Qorie Hizratul; Astuti, Hofifah
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1034

In the context of Indonesian elementary schools (SD), Islamic religious education often prioritizes rote memorization of moral teachings, yet struggles to foster deep internalization of Islamic morals amid modern social challenges. Rapid societal changes, including digital influences and peer pressure, highlight the need for a psychological lens to understand how students truly internalize values such as honesty, empathy, and responsibility. This gap underscores the urgency for research that bridges religious doctrine with developmental psychology to cultivate authentic character formation. This study aims to deeply explore the experience of internalizing Islamic morals through a psychological approach to learning in elementary schools (SD). Employing a qualitative phenomenological methodology, it illustrates that the internalization process engages not only cognitive aspects but also intrinsic motivation, profound emotional experiences, and intensive social interactions between students and teachers. The findings emphasize that integrating psychological dimensions into religious education is crucial for fostering authentic, sustainable moral character relevant to students’ social lives. The internalization process transcends cognition, engaging intrinsic motivation, profound emotional resonance (e.g., awe during Quranic reflections), and intensive teacher-student interactions. Key themes include “emotional awakening” via storytelling and “social mirroring” through role-modeling, revealing that psychologically attuned methods amplify moral embodiment. This study significantly contributes to the development of Islamic religious education models that cohesively combine developmental psychology theories with moral education. These findings advocate integrating developmental psychology theories (e.g., Bandura’s social learning) into Islamic education curricula, offering practical recommendations for educators—like emotion-focused activities and collaborative learning—and policymakers to Design humane, responsive strategies. This result fosters holistic character building, contributing to innovative, contextually relevant models for sustainable moral education in Indonesian SDs. Furthermore, it offers practical recommendations for educators and policymakers to Design humane, psychologically responsive learning strategies capable of creating conducive environments for the holistic character formation of students..

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