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Abdillah, Fajar
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE EXISTENCE OF CAREER WOMEN IN INSTALLING RELIGIOUS AND MORAL VALUES IN EARLY CHILDREN IN THE COLLEGE ENVIRONMENT OF THE ISLAMIC RELIGIOUS INSTITUTE AL-QODIRI JEMBER Fitriya, Anita; Abdillah, Fajar
International Conference on Humanity Education and Society (ICHES) Vol. 3 No. 1 (2024): Third International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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Abstract

For a mother who is involved in the career world, it is certainly not easy to share roles professionally. Mothers are the first to educate and introduce children to the world. In educating a child, the most important thing to instill is religious and moral values ​​because religion and morals are the main foundation in forming a human character. That is why it is so important to instill aspects of religious and moral values ​​in children as early as possible. This research aims to describe the strategies used by career women in instilling religious and moral values ​​in early childhood and the obstacles faced by career women in the Al-Qodiri Jember Islamic Institute Higher Education. This research approach uses qualitative, the type of design used is a case study. The technique for determining informants uses purposive sampling and snowball. while data collection techniques use observation, interviews and documentation. The researcher's data analysis technique refers to the Miles and Huberman model, namely: data reduction, data presentation and drawing conclusions. Data validity uses source triangulation and technique triangulation. The research results show that the strategy used by career women in instilling religious and moral values ​​is through Direct strategies include increasing prayer while the child is still in the womb, being exemplary in congregational prayers, reciting the Koran together, fasting, memorizing prayers or short letters every night and getting into the habit of saying thank you, using the word please, saying hello, respecting elders and kissing. the hands of an older person. An indirect strategy is to send children to religious schools in the morning and entrust their children to TPQ in the afternoon. Barriers to career women in instilling moral and religious values ​​in early childhood are external, originating from outside the child in the form of limited parental time, inability to control influences. bad friends and the bad influence of social media.
The Role Of Pedagogical, Andragogical And Heutagogical Approaches In University Students' Learning Patterns: A Cluster Analysis Study Rofi'ah, Siti Hamidahtur; Maulidah, Evi; Abdillah, Fajar; Sauri, Achmad Sofyan; Qiptiyah, Titin Mariatul
International Conference on Humanity Education and Society (ICHES) Vol. 2 No. 1 (2023): Second International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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This study aims to analyze the learning patterns of university students in Jember Regency, Indonesia through pedagogical, andragogical, and heutagogical approaches based on five main indicators: Self-Awareness, Emotion Management, Social Awareness, Decision Making, and Student Autonomy. Data were analyzed using the K-Means Clustering method and tested for significance through ANOVA. The results of the analysis showed significant differences in the indicators of Self-Awareness (F = 34.300, Sig. = .000), Emotion Management (F = 75.472, Sig. = .000), and Decision Making (F = 11.571, Sig. = .000), while the indicators of Social Awareness (Sig. = .145) and Student Autonomy (Sig. = .952) did not show significant differences between clusters. The distance between cluster centers indicates that clusters 1 and 2 are similar, while clusters 2 and 3 show greater differences. The findings reveal that emotional management and decision-making are important factors that differentiate students’ learning patterns, while social awareness and autonomy tend to be uniform. These results are relevant to the theories of Self-Determination, Emotional Intelligence, and Constructivism which emphasize the importance of autonomy, emotional intelligence, and collaboration in learning. This study recommends the development of adaptive learning strategies that accommodate the specific needs of each cluster, with a focus on improving emotional management skills, decision-making, and independence in learning. These findings provide important contributions to the design of more inclusive and effective learning in higher education contexts.
The Role of Cultural Context in STEM Learning (Science, Technology, Engineering, and Mathematics): Perspective of Basic Education in Indonesia Rofi’ah, Siti Hamidahtur; Abdillah, Fajar; Anisah, Ilyatul; Arif, Moh
International Conference on Humanity Education and Society (ICHES) Vol. 3 No. 1 (2024): Third International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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This study examines the integration of local cultural elements in STEM (Science, Technology, Engineering, and Mathematics) learning at the elementary school level in Jember Regency, Indonesia. The main objectives of this study were to identify relevant local cultural elements, understand teachers' and students' perceptions of culture-based STEM learning, and analyze challenges and opportunities in its implementation. The research method used was a qualitative approach with a case study, involving in-depth interviews, participant observation, and documentation analysis. The results showed that integrating local cultures, such as agricultural wisdom, art traditions, and the local environment, can increase the relevance and engagement of students in STEM learning. Teachers and students generally had positive perceptions of this approach, which was considered able to relate STEM concepts to their daily lives. However, challenges such as lack of teacher knowledge and limited resources need to be addressed to maximize the potential of cultural integration in STEM education. This study provides an important contribution to developing a more contextual and inclusive curriculum, as well as encouraging the preservation of local culture in the learning process.
Co-Authors Anisah, Ilyatul Anita Fitriya, Anita Arif, Moh Maulidah, Evi Qiptiyah, Titin Mariatul Rofi'ah, Siti Hamidahtur Rofi’ah, Siti Hamidahtur Sauri, Achmad Sofyan