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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Dinamika Jurnal Inventa IJECA (International Journal of Education and Curriculum Application) Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Cakrawala: Jurnal Pendidikan Guru Madrasah Ibtidaiyah At-Taksis Jurnal Pendidikan Dasar
Miftakhur Rizki
STIT Muhammadiyah Bojonegoro
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MENUMBUHKAN KESADARAN LINGKUNGAN MELALUI PEMBELAJARAN PROBLEM BASED LEARNING PADA SISWA MADRASAH IBITIDAIYAH Rizki, Miftakhur
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 3 No. 1 (2025): Jurnal Cakrawala: Jurna Pendidikan Guru Madrasah Ibtidaiyah
Publisher : STIT Muhammadiyah Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59829/ghg6dx94

Abstract

Tujuan penelitian untuk mendeskripsikan kesadaran lingkungan melalui pembelajaran Problem Based Learning pada siswa Madrasah Ibitidaiyah di MI Al Hidayah Pacul Bojonegoro. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Subjek penelitian ini adalah wali kelas IV dan serta seluruh peserta didik kelas IV MI Al Hidayah Pacul Bojonegoro. Teknik pengumupulan data menggunakan wawancara, observasi, dokumentasi. Berdasarkan hasil penelitian dan pembahasan dapat diketahui bahwa peserta didik di kelas IV di MI Al Hidayah Pacul Bojonegoro sudah menunjukkan (1) Pelaksanaan pembelajaran Problem Based Learning menunjukkan terlaksana dengan baik, ini dilihat dari peran aktif peserta didik selama proses pembelajaran; (2) Peserta didik kelas kelas IV memiliki kesadaran lingkungan hal ini dilihat dari kondisi kelas yang bersih dan tertata dengan baik serta kesadaran membuang sampah pada tempatnya. Upaya guru kelas IV  yang dilakukan dalam menumbuhkan kesadara lingkungan dengan menciptakan kegiatan pembelajaran yang kontekstual sehingga akan menjadikan kebermaknaan materi pada peserta didik.
Analysis of Educational Philosophy on Research and Technology Development at Pesantren: George R. Knight's Perspective Ahmad Syauqi Fuady; Miftakhur Rizki; Eka Saptaning Pratiwi
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 1 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i1.38380

Abstract

The development of research-based science and technology presents challenges for pesantren in integrating religious and scientific knowledge in a coherent manner. Such integration requires not only curricular adaptation but alse a clear educational philosophy as a foundation for guiding educational practice. This study aims to: (1) examine the construction of educational philosophy, including its metaphysical, epistemological, and axiological dimensions in the integrative development of science-technology research; and (2) analyze the educational goals and institutional governance that support this development at MBS Al-Amin Bojonegoro. This qualitative case study employed document analysis and semi-structured interviews with key institutional actors. Peer debriefing was conducted to strengthen the credibility and validity of the data.  Data were analyzed through five stages: data collection, coding, categorization, interpretation, synthesis and reporting using George R. Knight framework as an analytical lens.. The findings show that the development of science and technology research is grounded in two main paradigms, namely Nushusisasi Sains (Scripturalization of Science) and Saintifikasi Nushush (Scientification of Scripture). These paradigms position knowledge as originating from Allah Swt. and emphasize its ethical orientation toward human well-being. The integration of religion and science-technology is further reflected in its institutional governance, including curriculum structure, teacher development, and research-based learning process. This study contributes by providing a structured philosophical analysis of science -religion integration using George R. Knight’s framework and by showing how philosophical assumptions shape educational governance and research development in pesantren.
An analysis of the curriculum development to improve literacy skills in islamic elementary school based on hilda taba’s framework Ahmad Syauqi Fuady; Eka Saptaning Pratiwi; Miftakhur Rizki; Sofan Sulong
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 15 No. 4 (2026): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v15i4.922-936

Abstract

Literacy is an important skill and the foundation for students. Therefore, the school needs to develop a curriculum (planning, implementation, and evaluation) to develop students' literacy skills. This study aims to understand curriculum development to improve literacy skills in Islamic elementary schools. Using a qualitative research approach with a case study design, this study gathers information through interviews with two key informants, analysis of curriculum documents, and observation. The research analysis includes five stages: data collection, coding, data reorganization, data interpretation, and the presentation of findings. Hilda Taba's curriculum development theory serves as a framework for analyzing research data. The results indicate that: (1) the curriculum planning stage is carried out by identifying student needs and exploring community aspirations; (2) the implementation stage of the Madrasah Literacy Movement is realized in the form of a 15-minute daily reading movement, library visits, reading corners, and integration into Indonesian language learning; (3) an evaluation stage once a year to measure the results of curriculum implementation and provide report card for co-curricular activities each semester. The conclusion of this study shows that curriculum development is carried out in a bottom-up manner (grassroots approach) and emphasizes the pivotal role of teachers, as outlined by Hilda Taba.
Co-Authors Ahmad Syauqi Fuady Eka Saptaning Pratiwi Fiki Dzakiyyatul Aula Luluk Ismiatu Rizal, Miftakhul siti nurlela Sofan Sulong Susi Susanti