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All Journal Jurnal Abdimas Kartika Wijayakusuma Global Education Journal
Warti, Erlis
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Humanities Education Social Sciences Other

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Pendampingan Belajar Anak Generasi Alpha Dalam Kegiatan Pesantren Ramadhan Untuk Membangun Karakter Religius Zuhriyah, Aminah; Rizaq, Muhammad; Warti, Erlis
Jurnal Abdimas Kartika Wijayakusuma Vol 5 No 3 (2024): Jurnal Abdimas Kartika Wijaya Kusuma
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v5i3.492

Abstract

Pengabdian masyarakat dilaksanakan dengan tujuan melakukan pendampingan belajar anak Generasi Alpha dalam kegiatan Pesantren Ramadhan untuk membangun karakter religius. Lokasi pengabdian bertempat di Masjid Markazul Ukhuwwah, Perumahan Bekasi Timur Regensi, RW 010, Kabupaten Bekasi. Kegiatan diikuti 115 anak Generasi Alpha mulai usia 3–12 tahun. Metode pelaksanaan pengabdian berupa pendampingan belajar. Kegiatan ini memberikan materi pendidikan agama Islam: 1) Membaca Al-Qur’an menerapkan metode iqro dan An-Nahdliyah; 2) Ilmu fiqih (ibadah) menerapkan teknik tanya jawab dan simulasi; 3) Pendidikan akidah akhlak menggunakan metode konvensional dan tanya jawab. Hasil belajar yang diharapkan: 1) Membaca Al-Qur’an, dapat memahami nilai spiritual dan moral bekal membangun karakter religius; 2) Belajar ilmu fiqih (ibadah), dapat bersikap sopan dalam berhubungan dengan Tuhannya dan menghargai orang lain; 3) Belajar akidah akhlak, diharapkan memiliki akhlak yang taat menjalankan perintah Tuhannya dan menjauhkan larangan-Nya, terwujud membangun karakter religius untuk menghadapi tantangan kehidupan. Dengan demikian, kegiatan Pesantren Ramadhan strategi membentuk karakter religius (anak Generasi Alpha) menghadapi tantangan menuju Indonesia Emas 2045.
Improving Teacher Quality Through Quality Professional Training and Inclusive Education (Inclusive Education: Welcoming Diversity in Schools) Warti, Erlis; Arifannisa, Arifannisa
Global Education Journal Vol. 3 No. 1 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i1.182

Abstract

This study aims to analyze the importance of improving teacher quality through high-quality professional training to support the implementation of inclusive education in schools. The focus of the study is directed at how systematically designed and sustainable training can improve teacher competency, both in pedagogical, professional, social, and personality aspects, so that they are able to deal with student diversity with a humanistic and adaptive approach. The method used is library research, by reviewing various literature sources such as books, scientific journals, previous research results, and relevant educational policies. Data were analyzed descriptively qualitatively to obtain a comprehensive picture of the relationship between teacher professional training and the implementation of inclusive education. The results show that high-quality professional training plays a significant role in developing teachers who are reflective, innovative, and have high social sensitivity to the needs of diverse students. Furthermore, inclusive education becomes a forum for actualizing teacher professionalism in creating a learning environment that is fair, participatory, and respectful of diversity. Thus, improving teacher quality and the implementation of inclusive education complement each other in realizing an excellent, humanistic, and socially just education system.
Improving Teacher Quality Through Quality Professional Training and Inclusive Education (Inclusive Education: Welcoming Diversity in Schools) Warti, Erlis; Arifannisa, Arifannisa
Global Education Journal Vol. 3 No. 1 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i1.182

Abstract

This study aims to analyze the importance of improving teacher quality through high-quality professional training to support the implementation of inclusive education in schools. The focus of the study is directed at how systematically designed and sustainable training can improve teacher competency, both in pedagogical, professional, social, and personality aspects, so that they are able to deal with student diversity with a humanistic and adaptive approach. The method used is library research, by reviewing various literature sources such as books, scientific journals, previous research results, and relevant educational policies. Data were analyzed descriptively qualitatively to obtain a comprehensive picture of the relationship between teacher professional training and the implementation of inclusive education. The results show that high-quality professional training plays a significant role in developing teachers who are reflective, innovative, and have high social sensitivity to the needs of diverse students. Furthermore, inclusive education becomes a forum for actualizing teacher professionalism in creating a learning environment that is fair, participatory, and respectful of diversity. Thus, improving teacher quality and the implementation of inclusive education complement each other in realizing an excellent, humanistic, and socially just education system.
Co-Authors Arifannisa, Arifannisa Rizaq, Muhammad Zuhriyah, Aminah