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All Journal JALIE: Journal of Applied Linguistics and Islamic Education Al Ishlah Jurnal Pendidikan Tadarus: Jurnal Pendidikan Islam JIE (Journal of Islamic Education) Jurnal Penjaminan Mutu Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Bima Abdi: Jurnal Pengabdian Masyarakat Al-Riwayah : Jurnal Kependidikan Edu Sociata : Jurnal Pendidikan Sosiologi Cendekia: Jurnal Kependidikan dan Kemasyarakatan JURNAL INOVASI PENDIDIKAN DASAR DAN MENENGAH
Ruslan Ruslan
Universitas Muhammadiyah Bima
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Islamic Religious Education Teacher's Experience in Implementing Differentiated Learning Klis Dianti; Ruslan Ruslan; Nasaruddin Nasaruddin
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.875

Abstract

The research aims to examine the response of Islamic Religious Education teachers' experiences in implementing differentiated learning in the classroom: a case study of SND INPRES Tololara. The focus of this research is how the experience of Islamic Religious Education teachers in implementing differentiated learning. Using a qualitative approach that emphasizes natural reality, and data collection techniques include observation, interviews, documentation, and data analysis techniques by reviewing the results in the collected data that detect topics and patterns that emerge. The results of this study indicate that Islamic Religious Education teachers in their experience to identify student needs use diagnostic assessment to find out the background of students. In the strategy of implementing differentiated learning, Islamic Education teachers use four aspects of learning, namely: content, process, product and learning environment. In his experience, Islamic Education teachers have challenges or obstacles, namely, lack of strategies, limited time and resources, the solution is to apply the four aspects above so that Islamic Education teachers can change learning according to their needs because everything is under the control of the teacher.
Analisis Implementasi Ideologi Kurikulum Pembelajaran Pendidikan Agama Islam terhadap Perkembangan Kognitif, Afektif, dan Psikomotor Peserta Didik Eka Fitria Nurjadid; Ruslan Ruslan; Nasaruddin Nasaruddin
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i2.1309

Abstract

Penelitian ini bertujuan untuk menganalisis keberhasilan implementasi kurikulum Pendidikan Agama Islam (PAI) dalam konteks pengembangan aspek kognitif, afektif, dan psikomotorik peserta didik di MAN 1 Kota Bima. Berdasarkan Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional, pendidikan harus mengembangkan potensi peserta didik secara menyeluruh, termasuk aspek kognitif, afektif, dan psikomotorik. Metode penelitian yang digunakan adalah penelitian deskriptif kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Instrumen penelitian berupa pedoman wawancara dan lembar observasi yang digunakan untuk memperoleh data mengenai pelaksanaan kurikulum dan dampaknya terhadap perkembangan peserta didik. Teknik analisis data yang digunakan adalah analisis tematik, yang berfokus pada pengidentifikasian pola-pola yang muncul dari data yang dikumpulkan. Hasil penelitian menunjukkan bahwa implementasi ideologi kurikulum dalam pembelajaran PAI di MAN 1 Kota Bima memberikan dampak yang signifikan terhadap perkembangan kognitif, afektif, dan psikomotor peserta didik. Terutama dalam hal pemahaman materi, sikap, serta keterampilan praktis yang diperoleh selama proses pembelajaran.
Pengaruh Pembelajaran Berbasis Higher Order Thinking Skills (HOTS) terhadap Kemampuan Berfikir Kritis Siswa II SD Julasfi Warraihan Gufran Gufran; Ruslan Ruslan; Ilham Ilham
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i3.1960

Abstract

Penelitian ini bertujuan untuk mengeksplorasi penerapan pembelajaran berbasis Higher Arrange Considering Aptitudes (HOTS) di SD Julasfi Warraihan dan menganalisis pengaruhnya terhadap kemampuan berpikir kritis siswa. Pendekatan kualitatif digunakan dalam penelitian ini, dengan metode pengumpulan information berupa observasi, wawancara mendalam, dan analisis dokumen, yang kemudian divalidasi melalui triangulasi. Hasil penelitian menunjukkan bahwa implementasi HOTS di SD Julasfi Warraihan melibatkan kegiatan seperti pemecahan masalah kontekstual, diskusi kelompok, dan presentasi hasil analisis siswa. Master juga menggunakan media interaktif untuk meningkatkan minat belajar. Meskipun terdapat tantangan seperti keterbatasan waktu dan kesiapan siswa, pembelajaran HOTS terbukti meningkatkan kemampuan berpikir kritis siswa, seperti kemampuan analisis, evaluasi, dan pemecahan masalah. Dampak yang signifikan terlihat pada siswa yang memiliki dasar berpikir logis yang baik, sementara siswa lain membutuhkan bimbingan bertahap melalui metode platform. Kesimpulan dari penelitian ini adalah pembelajaran berbasis HOTS efektif dalam meningkatkan kemampuan berpikir kritis siswa di tingkat sekolah dasar, dengan potensi menghasilkan individu yang adaptif dan kompeten untuk menghadapi tantangan abad ke-21. Namun, keberhasilan implementasi HOTS memerlukan pengembangan kompetensi master dan dukungan sumber daya yang memadai.
Addressing the Moral Crisis Among Generation Z: Islamic Religious Education Teachers’ Responses in the Era of Social Connectivity Amma Ainun; Ruslan Ruslan; Kaharuddin Kaharuddin; Ikhsan Maulana; Hermansyah Hermansyah; Agus Setiawan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7340

Abstract

The rapid expansion of social connectivity and digital media has reshaped adolescents’ moral environments, posing new challenges for moral and religious education. Generation Z students, as digital natives, increasingly negotiate moral values through online interactions that may conflict with religious and educational norms. This study examines how social connectivity influences the moral challenges faced by Generation Z students and explores the responses of Islamic Religious Education (PAI) teachers within a culturally Islamic context. This study employed a qualitative descriptive design conducted in junior and senior high schools in Bima City, Indonesia. Data were collected through semi-structured interviews with 15 PAI teachers and 20 students, classroom observations, and document analysis. The data were analyzed using thematic analysis following Braun and Clarke’s framework to identify recurring patterns related to moral behavior, digital engagement, and teacher responses. The findings reveal that intensive social media use contributes to technology dependency, weakened moral reflection, declining respect for authority, and reduced engagement in religious activities. Moral decision-making among students is often shaped by peer validation and online visibility. In response, PAI teachers adopt adaptive pedagogical strategies, including integrating digital ethics into religious instruction, reinforcing discipline, and collaborating with parents and counseling services. The study highlights teacher agency as a critical mediator between digital culture and moral development, suggesting that religious education remains relevant when responsive to students’ socio-digital realities.
Co-Authors Ade S. Anhar Agus Setiawan Ahmad Ahmad Amma Ainun Dewi Masitha Eka Fitria Nurjadid Erna Astuti Gufran Hai Runnisah Hendra, . Hermansyah Hermansyah Ihlas Ihlas Ikhsan Maulana Ilham Ilham Kaharuddin Kaharuddin Khuloud Mustafa Alouzi Klis Dianti Luthfiyah Luthfiyah Muamar Muamar Muh Fitrah Nasaruddin Nasaruddin Neneng Faijah Nurfitriati Nurfitriati Nurhidayanti Nurhidayanti Nurwahidah Nurwahidah Sukrin Sukrin Syarifuddin Syarifuddin Umar Umar