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Implementasi Nilai-Nilai Aswaja dalam Pendidikan di Sekolah: Menjawab Tantangan Revolusi Industri 4.0 Ahmad Sukandar; Suherman, Usep
An-nida: Jurnal Pendidikan Islam Vol. 11 No. 3 (2023): Juni
Publisher : Magister Pendidikan Agama Islam Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/an-nida.v11i3.3429

Penelitian ini bertujuan untuk mendeskripsikan implementasi nilai-nilai Aswaja (Ahlusunnah wal Jamaah) di sekolah dalam menjawab tantangan yang ditimbulkan oleh Revolusi Industri 4.0. Penelitian ini menggunakan metodologi tinjauan literatur, yang melibatkan kajian teori-teori yang relevan dengan masalah penelitian. Metode ini sangat penting, terutama dalam penelitian akademis, karena metode ini berkontribusi pada pengembangan teori dan aplikasi praktis. Temuan dari penelitian ini menunjukkan bahwa nilai-nilai Aswaja moderasi (tawassuth), keseimbangan (tawazun), toleransi (tasamuh), dan keadilan (i'tidal) berfungsi sebagai prinsip-prinsip panduan untuk berperilaku dalam semua aspek kehidupan. Pendekatan yang paling efektif untuk membina kehidupan beragama di sekolah adalah melalui strategi yang mencakup learning to know, learning to do, learning to be, dan learning to live together. Selain itu, proses pengembangan kehidupan beragama dapat dilakukan melalui metode seperti memberikan pengajaran teori yang minimal, memberikan contoh dan teladan yang luas, memperkuat pembiasaan dan praktik, memberikan motivasi yang cukup, dan memastikan pengawasan dan penegakan aturan yang konsisten.

ENGDAKTU sebagai Media Evaluasi Pendidikan Karakter dalam Pendidikan Pramuka Penggalang di Sekolah Dasar Firmansyah, Fadli Anwar; Cahyati, Cici; Husaeni, Alpi Syaban; Suherman, Usep
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 4 No. 3 (2023): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v4i3.279

Pembelajaran pramuka diperlukan beberapa aspek pendukung proses pembelajaran yang dapat mencakup materi pembelajaran pramuka maupun cara-cara penggunaan alat pramuka, untuk meningkatkan efektivitas pembelajaran pramuka, penulis menerapkan penggunaan media pembelajaran yang inovatif dan interaktif yang bernama ENGDAKTU (Engklek Dadu Kartu) sebagai media evaluasi dalam menempuh SKU tingkat Ramu pada Golongan Pramuka Penggalang, sehingga dapat meningkatkan minat siswa dalam pramuka.Dalam penelitian ini, Metode yang penulis gunakan adalah metode deskriptif dengan pendekatan kuantitatif. Teknik analisa data dalam penelitian menggunakan metode statistik deskriptif, adapun teknik pengumpulan data yang digunakan adalah angket skala likert 1–5, observasi, studi dokumentasi. Hasil penelitian, berdasarkan analisis data dari hasil jawaban reponden bahwa penggunaan ENGDAKTU dapat mempengaruhi Minat Siswa dalam mengikuti kegiatan pramuka. Dari sekian hasil angket dari uraian indikator minat anggota terhadap gerakapan pramuka yang dijabar didapat rerata keseluruhan yaitu sebesar 1,32 yang mana sesuai dengan pedoman kategori rata-rata skor penilaian responden menunjukan kriteria “Sangat Baik”.

A COMPARATIVE ANALYSIS OF CURRICULUM MANAGEMENT EFFECTIVENESS IN CLASSICAL, MODERN AND CONTEMPORARY ISLAMIC EDUCATION Ardyanti, Yefi; Yudha Bahri , M. Farid; Khadijah , Ifah; Suherman , Usep
Islamic Management: Jurnal Manajemen Pendidikan Islam Vol. 9 No. 01 (2026): Islamic Management: Jurnal Manajemen Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/im.v9i01.8941

Curriculum management in Islamic education is a strategic component in navigating contemporary educational challenges, technological shifts, and the evolving needs of 21st-century learners. While classical, modern, and contemporary curriculum models have been widely implemented, limited empirical research offers a comparative analysis of their managerial effectiveness in improving student outcomes. Purpose of the Study: This study aims to compare the effectiveness of three curriculum management approaches—classical, modern, and contemporary—in enhancing student academic achievement and motivation, and to evaluate their contextual alignment with current educational demands. Method: Adopting a quantitative approach with a comparative design, data were collected from 68 students enrolled in three Islamic educational institutions in Bandung, each representing one curriculum model. A closed-ended questionnaire using a four point Likert scale was administered, and data were analyzed using the Kruskal-Wallis test followed by Bonferroni-adjusted Pairwise Comparisons due to the non normal distribution of data. Results: The findings indicate that the contemporary curriculum management model demonstrated the highest level of perceived effectiveness (mean = 3.50), followed by the modern model (mean = 3.25) and the classical model (mean = 2.93), with statistically significant differences among the groups (p < 0.05). Conclusion: These results emphasize the importance of developing an integrative and contextually responsive curriculum management approach a one that remains grounded in Islamic values while adapting to modern pedagogical and technological demands in to improve the quality and sustainability of Islamic education in a holistic manner.

KIAI'S LEADERSHIP STRATEGY IN IMPROVING USTAZ COMPETENCE AT PONDOK PESANTREN AL- FAUZANNIYAH SUKARESMI GARUT Bakar, Anwar Abu; Mulyanto, Agus; Suherman, Usep; Anwar, Saeful
Islamic Management: Jurnal Manajemen Pendidikan Islam Vol 8 No 02 (2025): Islamic Management: Jurnal Manajemen Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/im.v8i02.8746

This study aims to examine the leadership strategies of kiai in improving the competence of ustaz at Al-Fauzanniyah Islamic Boarding School, Garut, as a form of adaptation to the dynamics of contemporary Islamic education. The research method used is a descriptive qualitative approach, with data collection techniques in the form of in-depth interviews, participatory observation, and documentation. The results showed that kiai leadership is transformational, which is realised through exemplary approaches, intensive mentoring, and strengthening scientific forums. This strategy strengthens the capacity of ustaz in three dimensions: science, pedagogy, and classroom management. In addition, kiai also succeeded in integrating traditional salafi values with the formal education system through an inculturative and innovative approach. Challenges include inequalities in pedagogic competence and resistance to innovation, while opportunities include increased community trust and the strategic role of alumni. This research emphasises the importance of value-based leadership and adaptive strategies to maintain the sustainability and relevance of pesantren in the national education system. The results of this study are expected to be a reference for the development of pesantren leadership models that are contextual and responsive to changing times.

Model Pengembangan Kurikulum dan Pembelajaran Pendidikan Agama Islam di Era Modern Samita, Mitra; Khadijah, Ifah; Suherman, Usep; Zainuri, Rahma Dilla; Haerudin, Haerudin
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4699

Research on Islamic Religious Education (PAI) curriculum and learning is a strategic instrument in encouraging innovation in Islamic education amidst the dynamics of scientific and technological developments and social change. This article aims to analyze the concept of developing PAI curriculum and learning research, identify key issues faced in educational practice, and formulate a relevant and applicable research development model. The study results indicate that the development of PAI curriculum and learning research needs to be directed at integrating revealed values with modern pedagogical approaches in a systematic and sustainable manner. This concept positions Islamic Religious Education (PAI) not only as a means of transferring religious knowledge, but also as a process of character formation, strengthening faith, and fostering social responsibility in students. The main problems faced in developing Islamic Religious Education (PAI) curriculum and teaching include low innovation in learning methods, limited competency and resources of educators and researchers, a lack of relevance of the material to technological developments and social contexts, and a lack of research based on the real needs of students. Therefore, this article recommends a model for developing Islamic Religious Education curriculum and learning research that combines Research and Development (R&D), Design-Based Research (DBR), and Action Research approaches with Islamic educational principles. Implementation of this model is carried out through stages of trial and error, reflection, and continuous evaluation. Thus, Islamic Religious Education curriculum and learning research is expected to improve learning effectiveness, encourage educational innovation, and realize the goals of Islamic education in developing knowledgeable, faithful, and morally upright individuals.

Model Pengembangan Kurikulum dan Pembelajaran Pendidikan Agama Islam di Era Modern Mitra Samita; Ifah Khadijah; Usep Suherman; Rahma Dilla Zainuri; Haerudin Haerudin
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4699

Research on Islamic Religious Education (PAI) curriculum and learning is a strategic instrument in encouraging innovation in Islamic education amidst the dynamics of scientific and technological developments and social change. This article aims to analyze the concept of developing PAI curriculum and learning research, identify key issues faced in educational practice, and formulate a relevant and applicable research development model. The study results indicate that the development of PAI curriculum and learning research needs to be directed at integrating revealed values with modern pedagogical approaches in a systematic and sustainable manner. This concept positions Islamic Religious Education (PAI) not only as a means of transferring religious knowledge, but also as a process of character formation, strengthening faith, and fostering social responsibility in students. The main problems faced in developing Islamic Religious Education (PAI) curriculum and teaching include low innovation in learning methods, limited competency and resources of educators and researchers, a lack of relevance of the material to technological developments and social contexts, and a lack of research based on the real needs of students. Therefore, this article recommends a model for developing Islamic Religious Education curriculum and learning research that combines Research and Development (R&D), Design-Based Research (DBR), and Action Research approaches with Islamic educational principles. Implementation of this model is carried out through stages of trial and error, reflection, and continuous evaluation. Thus, Islamic Religious Education curriculum and learning research is expected to improve learning effectiveness, encourage educational innovation, and realize the goals of Islamic education in developing knowledgeable, faithful, and morally upright individuals.

Empowering Mathematical Problem Solving in Elementary Classrooms: Challenges and Opportunities in Society 5.0 Eliva Sukma Cipta; Nurainiyah Nurainiyah; Neneng Sulastri; Usep Suherman; Dick Dick Maulana
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 2 (2025): October 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i2.21701

AbstractThe Society 5.0 era demands the world of education to equip students with critical, creative, and solution-oriented thinking skills in dealing with real problems. This study aims to explore the level of elementary school students' mathematical problem-solving abilities and identify the challenges and opportunities faced by teachers in building these skills in the Society 5.0 era. This study uses a mixed method approach with a sequential explanatory model. Quantitative data were obtained through problem-solving tests given to 60 fifth-grade students from two public elementary schools in Bandung Regency who were selected using stratified random sampling. The results showed that students' problem-solving abilities were in the moderate category (average = 21.6 out of a maximum score of 32), with the highest performance at the "implementing the plan" stage and the lowest at the "re-checking" stage. Qualitative data was obtained through interviews and observations of four mathematics teachers. Thematic analysis revealed challenges in the form of limited time, reflective materials, and the use of technology. However, teachers also saw opportunities through contextual approaches and digital platforms. These results demonstrate the importance of innovative, reflective, and technology-integrated mathematics learning designs to equip students with 21st-century skills.Keywords: problem solving, elementary classrooms, society 5.0.AbstrakEra Society 5.0 menuntut dunia pendidikan untuk membekali peserta didik dengan keterampilan berpikir kritis, kreatif, dan berorientasi solusi dalam menghadapi permasalahan nyata. Penelitian ini bertujuan untuk mengeksplorasi tingkat kemampuan pemecahan masalah matematika siswa sekolah dasar dan mengidentifikasi tantangan serta peluang yang dihadapi guru dalam membangun keterampilan tersebut di era Society 5.0. Penelitian ini menggunakan pendekatan metode campuran dengan model eksplanatori sekuensial. Data kuantitatif diperoleh melalui tes pemecahan masalah yang diberikan kepada 60 siswa kelas V dari dua sekolah dasar negeri di Kabupaten Bandung yang dipilih menggunakan stratified random sampling. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa berada pada kategori sedang (rata-rata = 21,6 dari skor maksimum 32), dengan kinerja tertinggi pada tahap "melaksanakan rencana" dan terendah pada tahap "memeriksa ulang". Data kualitatif diperoleh melalui wawancara dan observasi terhadap empat guru matematika. Analisis tematik mengungkap tantangan berupa keterbatasan waktu, materi reflektif, dan penggunaan teknologi. Namun, guru juga melihat peluang melalui pendekatan kontekstual dan platform digital. Hasil-hasil ini menunjukkan pentingnya desain pembelajaran matematika yang inovatif, reflektif, dan terintegrasi dengan teknologi untuk membekali siswa dengan keterampilan abad ke-21.Kata kunci: pemecahan masalah, sekolah dasar, society 5.0.

Technology Integration and Digital Literacy in Islamic Education Learning Haerudin; Iffah Khadijah; Usep Suherman; Rahma Dilla Zainuri; Agus Fudholi
Al-Mudarris Vol 9 No 1 (2026): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v9i1.11178

The integration of technology in Islamic Religious Education (PAI) has become increasingly important in developing students’ digital literacy and supporting Islamic character formation in higher education. This study investigates how technology integration in the PAI Study Program at Universitas Buana Perjuangan Karawang contributes to students’ digital competence, learning engagement, and ethical awareness in Islamic education learning. Using a qualitative case study approach, data were collected through in-depth interviews with lecturers and students, classroom observations, and documentation. The data were analyzed using thematic analysis to identify patterns related to technology use, digital literacy development, and learning interaction. The findings reveal that the use of digital technologies, including laptops, presentation applications, online learning platforms, and educational game-based media, enhances students’ communication skills, creativity, collaboration, and critical engagement in learning. Technology integration also supports the development of responsible and ethical digital behavior aligned with Islamic educational values. However, limitations in infrastructure, internet access, and technological facilities remain significant challenges in optimizing learning effectiveness. This study contributes to the discourse on technology-integrated Islamic education by demonstrating that digital literacy in PAI learning is not limited to technical competence but also includes ethical and character dimensions relevant to the digital era. The findings highlight the importance of balanced technology integration that supports both academic and spiritual development in Islamic higher education.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR KAMPUS MERDEKA (MBKM) PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR Agus Hermawan; Ifah Khadijah; Usep Suherman; Aceng Nurulhuda
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 14 No 1 (2026): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v14i1.6720

This study aims to analyze the implementation of the curriculum in higher education institutions based on the Independent Learning–Independent Campus (MBKM) policy, with a focus on the Elementary School Teacher Education (PGSD) Study Program at Mandiri University, Bandung. The MBKM policy, launched by the Ministry of Education, Culture, Research, and Technology, aims to provide flexibility and freedom for students to develop their potential, competencies, and skills across disciplines through learning outside of their study program. The research method used is a qualitative approach with data collection techniques through in-depth interviews, observation, and documentation. The results show that the implementation of MBKM has had a positive impact on student competency development, particularly in terms of improving soft skills, contextual experiences, and readiness for the world of work. Overall, the MBKM curriculum encourages a more adaptive, collaborative, and relevant learning transformation to meet current needs. Therefore, strengthening academic governance, synergizing with stakeholders, and updating the curriculum are crucial to supporting the sustainability of the MBKM program in higher education institutions.

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