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Deteksi Dini Good Character yang Belum Terbentuk pada Anak Usia 7-12 Tahun dan Faktor-Faktor Penyebabnya (Studi Fenomenologi di SDIT Rabbi Radhiyya Curup Bengkulu) Dewi Purnama Sari
Edukasi Islami: Jurnal Pendidikan Islam Vol. 10 No. 02 (2021): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v10i02.1269

Usia 7-12 tahun merupakan usia yang kritis dalam pembentukan sikap, kebiasaan dan pola perilaku. Kritis dalam arti sikap, kebiasaan dan pola perilaku yang terbentuk pada usia tersebut cenderung menetap dan mempengaruhi sejauhmana anak mampu melakukan penyesuaian diri, baik penyesuaian pribadi maupun penyesuaian sosial. Penting bagi orang tua dan guru mendeteksi sikap, kebiasaan, dan pola perilaku baik yang belum terbentuk sedini mungkin agar dapat memberi perlakuan yang berbeda dan membimbing anak secara tepat. Studi ini bertujuan untuk mengungkapkan jenis-jenis good character yang belum terbentuk pada anak usia 7-12 tahun dan faktor-faktor penyebabnya. Melalui pendekatan kualitatif-fenomenologi, studi ini mengungkapkan pengalaman 18 orang siswa yang ditangani secara intensif oleh 8 orang guru. Data dikumpulkan melalui wawancara mendalam, dianalisis menggunakan Analisis Fenomenologis Interpretatif, serta menggunakan intersubjective validity sebagai teknik verifikasi data. Hasil penelitian menemukan jenis-jenis good character yang belum terbentuk pada anak usia 7-12 tahun diantaranya adalah disiplin, tanggung jawab, rasa hormat, kepedulian, dan kejujuran. Faktor-faktor penyebab belum terbentuknya good character pada anak usia 7-12 tahun diantaranya adalah karena kurang perhatian orang tua, pengaruh lingkungan di luar sekolah, serta perlakuan orang tua.

IMPLEMENTASI NILAI-NILAI PENDIDIKAN ISLAM MULTIKULTURAL DALAM TRADISI KENDURI NIKAH DI DESA BARUMANIS Dewi Purnama Sari; Sutarto Sutarto
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 19 No. 1 (2021): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v19i1.829

AbstractThis paper aims to reveal the values of multicultural Islamic education which are implemented in the tradition of the feast on marriage in Barumanis village, Rejang Lebong Regency, Bengkulu Province. This research is qualitative research with a phenomenological approach. The research informants consisted of community leaders, traditional leaders, and religious leaders in Barumanis village. The data collection techniques used are passive participation observation and unstructured interviews. To check the validity of the data, the technique of extension of observations and triangulation of sources and data were used. Data analysis using the Miles and Huberman model. The results showed that the values of multicultural Islamic education that are implemented in the wedding festival tradition are, first, democratic values, which include freedom of expression, adherence to manners, and the existence of equal rights. Second, humanistic values, which include mutual respect, respect, and mutual assistance between one another in diversity. Third, pluralistic value, which includes public awareness of diversity in differences and tolerance. The values of multicultural Islamic education can become the glue of the unity of the Barumanis village community so that harmony and peace are formed in diversity.AbstrakTulisan ini bertujuan untuk mengungkapkan nilai-nilai pendidikan Islam multikultural yang diimplementasikan dalam tradisi kenduri nikah di desa Barumanis Kabupaten Rejang Lebong Provinsi Bengkulu. Penelitian ini merupakan penelitian kualitatif dengan pendekatan fenomenologis. Informan penelitian terdiri tokoh masyarakat, tokoh adat dan tokoh agama desa Barumanis. Teknik pengumpulan data yang digunakan adalah observasi passive participation dan wawancara tidak terstruktur. Untuk mengecek keabsahan data digunakan teknik perpanjangan pengamatan dan triangulasi sumber dan data. Analisis data menggunakan model Miles and Huberman. Hasil penelitian menunjukkan bahwa nilai-nilai pendidikan Islam multikultural yang diimplementasikan dalam tradisi kenduri nikah adalah pertama, nilai demokratis, yang mencakup adanya kebebasan mengemukakan pendapat, adanya kepatuhan terhadap tata krama dan adanya persamaan hak. Kedua, nilai humanistik, yang meliputi adanya sikap saling menghormati, menghargai dan saling membantu antar sesama dalam keragaman. Ketiga, nilai pluralistik, mencakup adanya kesadaran masyarakat tentang keragaman dalam perbedaan dan toleransi. Nilai-nilai pendidikan Islam multikultural ini mampu menjadi perekat kesatuan masyarakat desa Barumanis, sehingga terbentuk kerukunan dan kedamaian dalam keragaman.Â

Implementing the Principles of Educational Psychology to Create Effective Learning Dewi Purnama Sari
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol. 12 No. 2 (2021): October
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/syaikhuna.v12i2.4769

Penelitian ini bertujuan untuk mendeskripsikan penerapan prinsip-prinsip psikologi pendidikan dalam menciptakan pembelajaran yang efektif. Penelitian ini menggunakan pendekatan kualitatif dengan informan penelitian yang terdiri dari kepala sekolah, wakil kepala sekolah dan guru SDIT Rabbi Radhiyya Curup. Total ada sembilan informan. Data penelitian dikumpulkan dengan menggunakan observasi non-partisipan, dan wawancara tidak terstruktur serta triangulasi teknik dan sumber mengkonfirmasi keabsahan dataâ€”analisis data dalam tiga tahap: reduksi data, penyajian data, dan penarikan kesimpulan. Temuan menunjukkan bahwa prinsip-prinsip psikologi pendidikan diterapkan dalam proses belajar mengajar di SDIT Rabbi Rhadiyya Curup, merangsang kegembiraan dalam belajar, menunjukkan sambutan hangat, mempromosikan penghargaan dan mengembangkan persaingan yang sehat didorong selama proses berlangsung.

Islamic Religious Education Learning Strategies to Build Inclusive Religious Character for University Students Sutarto Sutarto; Dewi Purnama Sari
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2332

This phenomenological qualitative research aims to explore the learning strategies used by Islamic Religious Education lecturers in building the character of religious inclusion in the aspects of knowledge, feelings, and aspects of doing. The research informants comprised 15 lecturers who teach religious subjects at the Islamic Religious Education Study Program IAIN Curup. Data was collected using semi-structured interviews. The data collected was analyzed in three steps: data collection, data reduction, data presentation, conclusion drawing and verification. The validity of the data was checked using triangulation of technical sources. The results show that learning strategies to build character in religious intelligence can be carried out not only by providing knowledge and understanding. However, it must be accompanied by the development of attitudes, feelings, skills, and training to cooperate and provide students with real-life experience in a plural society.

Teacher-Student Interaction: A Strong Foundation for Quality Character Education Dewi Purnama Sari; Sutarto Sutarto
Ta'dib Vol 27 No 2 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i2.12165

Character education is critical in developing studentsÔÇÖ attitudes and personalities. One approach that can be used is through teacher interaction with students. This study aims to reveal teachersÔÇÖ approach to interacting with students to develop good character values. This study is a qualitative study with a phenomenological approach. The research informants were eight teachers who intensively interacted with students for over a year. The data collection technique used in-depth interviews. The data analysis technique used was interpretative phenomenological analysis (AFI), which includes three stages: horizontalization, developing meaning units, and presenting the phenomenonÔÇÖs essence. To obtain valid data, researchers conducted source triangulation. The study results showed that intensive teacher-student interaction, both classically and individually, can provide understanding and foster studentsÔÇÖ awareness of having good character. Therefore, to build studentsÔÇÖ character in a better direction, teachers are strongly advised to constantly interact with students intensively, both classically and individually, to foster sensitivity and studentsÔÇÖ means of having good character.

Sistem Kerja Otak pada Neurosains dalam Upaya Meningkatkan Pembelajaran PAI di Era Society 5.0 Restu Abdiyantoro; Sutarto Sutarto; Dewi Purnama Sari; Aida Rahmi Nasution
Indonesian Journal of Innovation Multidisipliner Research Vol. 2 No. 2 (2024): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijim.v2i2.75

Penelitian ini membahas mengenai penggunaan neurosains dalam pembelajaran PAI, tujuan dari penelitian ini adalah untuk mengetahui bagian dan sistem kerja otak serta peranannya dalam pembelajaran PAI di era society 5.0, sumber primer dan sumber sekunder, Sumber data primer dalam penelitian ini menggunakan Guru Milenial dan tantagan society 5.0 yang di tulis oleh Hani Rafiqo dan Richardus eko indrajid serta jurnal mengenai neurosains dan data sekunder yang di gunakan jurnal dan buku buku yang relavan, hasil penelitian ini menunjukan bahwa pentingnya seorang guru memahami fungsi otak dalam merancang, melaksanakan pembelajaran serta komunikasi antara guru dan siswa agar pembelajaran dapat berjalan dengan optimal.

Sistem Kerja Otak pada Neurosains dalam Upaya Meningkatkan Pembelajaran PAI di Era Society 5.0 Restu Abdiyantoro; Sutarto Sutarto; Dewi Purnama Sari; Aida Rahmi Nasution
Indonesian Journal of Innovation Multidisipliner Research Vol. 2 No. 2 (2024): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijim.v2i2.75

Penelitian ini membahas mengenai penggunaan neurosains dalam pembelajaran PAI, tujuan dari penelitian ini adalah untuk mengetahui bagian dan sistem kerja otak serta peranannya dalam pembelajaran PAI di era society 5.0, sumber primer dan sumber sekunder, Sumber data primer dalam penelitian ini menggunakan Guru Milenial dan tantagan society 5.0 yang di tulis oleh Hani Rafiqo dan Richardus eko indrajid serta jurnal mengenai neurosains dan data sekunder yang di gunakan jurnal dan buku buku yang relavan, hasil penelitian ini menunjukan bahwa pentingnya seorang guru memahami fungsi otak dalam merancang, melaksanakan pembelajaran serta komunikasi antara guru dan siswa agar pembelajaran dapat berjalan dengan optimal.

Curriculum Reform in Practice: Implementation of Kurikulum Merdeka in Islamic Religious Education at Sekolah Penggerak Ummul Khair; Hendra Harmi; Dewi Purnama Sari
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.7681

The Merdeka Curriculum is an Indonesian curriculum reform intended to increase school and teacher autonomy and to strengthen competency- and character-based learning. However, evidence on how this curriculum is enacted in Islamic Religious Education (Pendidikan Agama Islam/PAI) at the elementary level remains limited. This study examined the implementation of PAI under the Merdeka Curriculum in a Sekolah Penggerak (Driving School) context at SD Negeri 02 Rejang Lebong. Using a qualitative descriptive case study design, data were collected from July to December 2024 through classroom observations, semi-structured interviews with four PAI teachers, the school principal, and selected students, and analysis of instructional documents (modules and lesson plans). Data were analyzed thematically following Braun and Clarke, supported by triangulation and member checking to enhance credibility. Findings indicate that teachers used increased curricular flexibility to prioritize essential and contextual PAI content based on initial diagnostic assessment and clearly stated learning objectives. Instruction commonly incorporated discussion, interactive explanation, reflective questioning, role play, Qur’anic reading practice, and value-based projects (e.g., charity and community service) to connect religious concepts with students’ lived experiences. Assessment emphasized continuous formative feedback through quizzes, portfolios, performance tasks, and observation of value enactment in daily behavior; remedial and enrichment activities were applied according to student needs. A recurring challenge concerned uneven parental support for reinforcing religious values at home. Overall, Merdeka Curriculum enactment in PAI fostered a student-centered and value-oriented learning environment that supported both understanding of Islamic teachings and character development, while highlighting the need for stronger school–family collaboration.

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