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Model of Character Education for Early Childhood Eduwisata Ndalem Kerto through Outing Class Activities Rido Kurnianto; Aldo Redho Syam; Katni Katni; Risyan Nurhakim
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.685

This study examines the character education model by Eduwisata Ndalem Kerto Ponorogo through outing class activities. It examines the level of success in instilling various characters developed in Indonesia for early childhood. The research approach uses descriptive qualitative field research type. Data collection techniques are carried out by observation related to the early childhood character education model, interviews with managers, teachers and students during outing classes and documentation of outing class activities. Data analysis is done by organizing, interpreting, presenting data narratively, and drawing conclusions. The study results revealed that the early childhood character education model through outing classes at Eduwisata Dalem Kerto includes gardening activities, learning fun, interaction with livestock, and cooking fun. This outing class activity is designed for 2 hours and is guided directly by the instructor from beginning to end. The results of the character education model through outing classes effectively instil various early childhood characters from characters developed in Indonesia. It should be noted that this study is still limited to the early childhood character education model using outing classes in eduwisata. The findings of this study provide originality in the form of a character education model for early childhood through outing classes in the form of gardening, learning fun, cooking fun and livestock edu-tourism that can be used as a fun and meaningful early childhood education model. These findings provide many contributions to the enrichment of character education models, specifically character education for early childhood which is rich in stimulation that develops the character and intelligence of early childhood.

Religious Educational Patterns of The Millennial Generation Trough Ngopi Senja Activities Lestari, Chika Putri; Kurnianto, Rido; Syam, Aldo Redho; Arifin, Syamsul
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 18 No. 2 (2024): December
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v18i2.11128

This study aims to describe the Islamic education strategy of the NDO community in Trenggalek Regency in shaping the religiosity of the millennial generation through Ngopi Senja and explore the implications of the activities of the NDO community in Trenggalek Regency on Islamic education and the religious attitudes of the millennial generation through Ngopi Senja. This study uses a case study approach with a qualitative method, namely collecting data through interviews with the committee and participants of the activity, direct observation of the Ngopi Senja activity, and documentation in the form of images and documents related to the focus of the research. The data analysis method in this study is based on the steps of Miles and Huberman, including data reduction, data presentation, and drawing conclusions to find the best results. The findings of this study include: 1) the Islamic education strategy used in the Ngopi Senja activity to shape the religiosity of the millennial generation is packaged through several stages, namely a) planning consists of formulating objectives, determining targets, themes, speakers, and facilities and infrastructure; b) implementation consists of the accuracy of the material with the target problems by utilizing digital technology; and c) evaluation of activities is carried out through comparison of target performance and monitoring through face-to-face and online; and 2) the implications of the activity strategies used by the NDO community in the Ngopi Senja activity have succeeded in shaping Islamic education and the religious attitudes of the millennial generation. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan strategi pendidikan Islam komunitas NDO Kabupaten Trenggalek dalam membentuk religiusitas generasi milenial melalui Ngopi Senja dan eksplorasi implikasi kegiatan komunitas NDO Kabupaten Trenggalek terhadap pendidikan Islam dan sikap religiusitas generasi milenial melalui Ngopi Senja. Penelitian ini menggunakan pendekatan studi kasus dengan metode kualitatif, yaitu mengumpulkan data melalui wawancara kepada panitia dan peserta kegiatan, pengamatan langsung terhadap kegiatan Ngopi Senja, dan dokumentasi berbentuk gambar dan dokumen terkait fokus penelitian. Metode analisis data dalam penelitian ini sesuai dengan langkah-langkah dari Miles dan Huberman, meliputi reduksi data, penyajian data, dan penarikan kesimpulan untuk mencari hasil yang terbaik. Temuan penelitian ini meliputi: 1) strategi pendidikan Islam yang digunakan dalam kegiatan Ngopi Senja untuk membentuk religiusitas generasi milenial dikemas melalui beberapa tahapan, yakni a) perencanaan terdiri dari merumuskan tujuan, menentukan sasaran, tema, pembicara, serta sarana dan prasarana; b) pelaksanaan terdiri dari ketepatan materi dengan problematika sasaran dengan memanfaatkan teknologi digital; dan c) evaluasi kegiatan dilakukan melalui perbandingan performa sasaran dan pemantauan melalui tatap muka dan daring; dan 2) implikasi dari strategi kegiatan yang digunakan komunitas NDO dalam kegiatan Ngopi Senja telah berhasil membentuk pendidikan Islam dan sikap religiusitas generasi milenial.

Direct Method in Islamic Religious Education: Conceptual Framework and Implementation in Indonesia Asrori, Asrori; Redho Syam, Aldo
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i1.5936

The Direct Method, characterized by a focus on oral communication and direct practice, has been widely discussed in the context of language learning. Its application in Islamic religious education, however, remains less explored. This study aims to fill this gap by examining the theoretical underpinnings of the Direct Method and its implementation in Islamic religious education in Indonesia. The primary objective of this research is to comprehensively explore the concept of the Direct Method and its application in the teaching of Islamic religious studies. This includes understanding the theoretical foundations of the method and assessing its practical application in various educational settings, such as schools and madrasahs in Indonesia. This study employs a qualitative research approach, specifically library research. Data were collected through an extensive review of literature from primary and secondary sources, including books, journal articles, and other relevant publications. Data analysis was conducted using document analysis and thematic analysis techniques. The findings reveal that the Direct Method is highly effective in enhancing students' understanding and skills in Islamic religious education. The method's emphasis on direct interaction and immediate feedback from teachers fosters a conducive and personalized learning environment. However, challenges such as limited time and resources were identified as potential barriers to its effective implementation. To maximize the benefits of the Direct Method, ongoing support and training for teachers are essential. Additionally, adequate resources and institutional support are necessary to overcome the identified challenges. Future research should continue to explore innovative strategies to enhance the effectiveness of the Direct Method in various educational contexts.

Direct Method in Islamic Religious Education: Conceptual Framework and Implementation in Indonesia Asrori, Asrori; Redho Syam, Aldo
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i1.5936

The Direct Method, characterized by a focus on oral communication and direct practice, has been widely discussed in the context of language learning. Its application in Islamic religious education, however, remains less explored. This study aims to fill this gap by examining the theoretical underpinnings of the Direct Method and its implementation in Islamic religious education in Indonesia. The primary objective of this research is to comprehensively explore the concept of the Direct Method and its application in the teaching of Islamic religious studies. This includes understanding the theoretical foundations of the method and assessing its practical application in various educational settings, such as schools and madrasahs in Indonesia. This study employs a qualitative research approach, specifically library research. Data were collected through an extensive review of literature from primary and secondary sources, including books, journal articles, and other relevant publications. Data analysis was conducted using document analysis and thematic analysis techniques. The findings reveal that the Direct Method is highly effective in enhancing students' understanding and skills in Islamic religious education. The method's emphasis on direct interaction and immediate feedback from teachers fosters a conducive and personalized learning environment. However, challenges such as limited time and resources were identified as potential barriers to its effective implementation. To maximize the benefits of the Direct Method, ongoing support and training for teachers are essential. Additionally, adequate resources and institutional support are necessary to overcome the identified challenges. Future research should continue to explore innovative strategies to enhance the effectiveness of the Direct Method in various educational contexts.

Model of Character Education for Early Childhood Eduwisata Ndalem Kerto through Outing Class Activities Rido Kurnianto; Aldo Redho Syam; Katni; Risyan Nurhakim
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.685

This study examines the character education model by Eduwisata Ndalem Kerto Ponorogo through outing class activities. It examines the level of success in instilling various characters developed in Indonesia for early childhood. The research approach uses descriptive qualitative field research type. Data collection techniques are carried out by observation related to the early childhood character education model, interviews with managers, teachers and students during outing classes and documentation of outing class activities. Data analysis is done by organizing, interpreting, presenting data narratively, and drawing conclusions. The study results revealed that the early childhood character education model through outing classes at Eduwisata Dalem Kerto includes gardening activities, learning fun, interaction with livestock, and cooking fun. This outing class activity is designed for 2 hours and is guided directly by the instructor from beginning to end. The results of the character education model through outing classes effectively instil various early childhood characters from characters developed in Indonesia. It should be noted that this study is still limited to the early childhood character education model using outing classes in eduwisata. The findings of this study provide originality in the form of a character education model for early childhood through outing classes in the form of gardening, learning fun, cooking fun and livestock edu-tourism that can be used as a fun and meaningful early childhood education model. These findings provide many contributions to the enrichment of character education models, specifically character education for early childhood which is rich in stimulation that develops the character and intelligence of early childhood.

Islamic Educational Leadership: The Principal’s Role in Addressing Students' Psychological Impact After Natural Disasters in Indonesia Utomo, Fajar Hendro; Bafadal, Ibrahim; Timan, Agus; Mustiningsih; Syam, Aldo Redho
Al-Hayat: Journal of Islamic Education Vol. 9 No. 2 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i2.23

This paper aims to describe the role of Islamic educational leadership practised by school principals in addressing the psychological impact experienced by students after natural disasters in Indonesia. This article uses a literature study approach that explores information and processing research material through the recording of events that have been reviewed. The role of the principal in Islamic educational leadership is crucial in addressing the psychological impact of natural disasters on students in Indonesia. Principals, guided by Islamic values such as compassion, trust, and justice, are responsible for creating a supportive and safe environment for students affected by trauma. Their leadership involves structured interventions, including phases of stabilization, emotional sharing, and rebuilding trust. Effective communication, resource management, and collaboration with teachers, families, and the community are key to minimizing the long-term psychological effects of disasters. Islamic educational leadership empowers principals to foster resilience and emotional healing, ensuring students' well-being and recovery while maintaining a focus on their academic and personal growth. Limitations are shown in the study of the principal’s role in handling the psychological impact of students as victims of natural disasters within the framework of Islamic educational leadership. This study is grounded in the principles of Islamic educational leadership, emphasizing the importance of compassionate and responsive leadership in managing education during a crisis. It highlights the pivotal role of school principals in guiding and supporting students affected by natural disasters, who require not only academic leadership but also emotional and psychological care rooted in Islamic values.

Internalization of Moral Development Through the Madrasah Diniyah Program Astuti, Rini Widia; Syam, Aldo Redho; Sumaryanti, Lilis
Arfannur: Journal of Islamic Education Vol. 6 No. 2 (2025)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v6i2.4333

The purpose of this study was to explore the learning of the Madrasah Diniyah Education Program (Madin) at SDN Singosaren 1 Ponorogo towards the internalization of moral values. Madin as a non-formal institution in education that teaches Islamic values, including morals, which are very important for building student character. This study uses a qualitative methodology, which involves data collection through observation, interviews, and documentation. The results of the study indicate that the Madin program helps students understand religious theory and apply morality in everyday life. Students are educated to have a disciplined attitude, respect their elders, and avoid negative behavior with the help of experienced teachers. Parental support is also important for the success of this program, because many parents want the Madin program every day. Therefore, the Madin program is considered an effort to improve the morality of students in schools. This program is implemented after school hours by involving religious teachers and competent educators. The main obstacle found is the influence of technology and gadgets that hinder the internalization of Islamic values optimally. However, this program has succeeded in forming students' religious character through habituation and integration of moral values in daily life. The results of the study showed that the implementation of the Madin program at SDN Singosaren 1 Ponorogo included congregational prayer activities, learning the Quran, and strengthening discipline.

Ecology from the Perspective of Islamic Education: A Study of Kauniyah Verses and Their Relevance to the Green Curriculum Redho Syam, Aldo; Alwi Yusron, Moh
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6170

The global ecological crisis is a pressing contemporary issue that demands immediate attention across various sectors, including education. Within the context of Islamic education, ecological values are deeply embedded in the teachings of the Qur’an through kauniyah (cosmic) verses that depict the order of nature and human responsibility as stewards (khalifah) on Earth. This study aims to examine the ecological principles within Islamic teachings and assess their relevance to the development of a green curriculum based on Islamic values. The main focus is to understand how kauniyah verses can serve as a conceptual foundation in formulating an Islamic education curriculum that is responsive to environmental issues. This research employs a qualitative approach using library research methods, in which data were collected through literature reviews of the Qur’an, the tafsir of Ibn Kathir, scholarly journals, Islamic education texts, and educational policy documents from international institutions such as UNESCO. The data were analyzed descriptively and qualitatively by classifying kauniyah verses related to ecology and examining their integration into the Islamic educational curriculum. The findings indicate that Islam offers a comprehensive ecological worldview encompassing principles such as khalifah (vicegerency), amanah (trust), mīzān (balance), and iṣlāḥ (restoration). These values can be integrated into the curriculum through interdisciplinary learning, the strengthening of environmental character education, and the promotion of spiritual-ecological habits. A green curriculum grounded in Islamic values can serve as a strategic solution to cultivate a generation that is not only intellectually competent but also environmentally responsible as part of their devotion to Allah SWT.

Ecology from the Perspective of Islamic Education: A Study of Kauniyah Verses and Their Relevance to the Green Curriculum Redho Syam, Aldo; Alwi Yusron, Moh
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v11i1.6170

The global ecological crisis is a pressing contemporary issue that demands immediate attention across various sectors, including education. Within the context of Islamic education, ecological values are deeply embedded in the teachings of the Qur’an through kauniyah (cosmic) verses that depict the order of nature and human responsibility as stewards (khalifah) on Earth. This study aims to examine the ecological principles within Islamic teachings and assess their relevance to the development of a green curriculum based on Islamic values. The main focus is to understand how kauniyah verses can serve as a conceptual foundation in formulating an Islamic education curriculum that is responsive to environmental issues. This research employs a qualitative approach using library research methods, in which data were collected through literature reviews of the Qur’an, the tafsir of Ibn Kathir, scholarly journals, Islamic education texts, and educational policy documents from international institutions such as UNESCO. The data were analyzed descriptively and qualitatively by classifying kauniyah verses related to ecology and examining their integration into the Islamic educational curriculum. The findings indicate that Islam offers a comprehensive ecological worldview encompassing principles such as khalifah (vicegerency), amanah (trust), mīzān (balance), and iṣlāḥ (restoration). These values can be integrated into the curriculum through interdisciplinary learning, the strengthening of environmental character education, and the promotion of spiritual-ecological habits. A green curriculum grounded in Islamic values can serve as a strategic solution to cultivate a generation that is not only intellectually competent but also environmentally responsible as part of their devotion to Allah SWT.

The Use of Pancasila Smart Book to Improve Basic Literacy of Indonesia Immigrant Workers Children in Malaysia Armiani, Risma Ika Putri; Syam, Aldo Redho; Sumaryanti, Lilis; Chaniago, Zamawi
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 1 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i1.16193

Students' early reading skills at the Sanggar Bimbingan (SB) in Hulu Langat, Malaysia, often present a challenge that impacts the effectiveness of the learning process. Many children of Indonesian migrant workers face difficulties in developing reading skills and have a limited understanding of Pancasila values. To address this issue, the Smart Book Pancasila was introduced as an innovative learning tool designed to create a more engaging and interactive learning environment. This study explores how the Smart Book Pancasila helps improve early reading abilities and the comprehension of Pancasila values among students at SB Hulu Langat. Using a descriptive qualitative approach, data was collected through interviews, observations, and documentation. The primary informants included administrators, teachers, and students. The findings indicate that the use of the Smart Book in Pancasila learning contributes positively to the improvement of students' reading skills. Using interactive visuals and engaging content helps students better understand reading material while also internalizing the values of Pancasila. Thus, the Smart Book Pancasila is an effective alternative strategy for early literacy development, particularly for children with limited access to formal education.

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