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All Journal Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Jurnal Inovasi Teknologi Pendidikan Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Halaqa : Islamic Education Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Al-I´lam: Jurnal Komunikasi dan Penyiaran Islam Ibtida'iy : Jurnal Prodi PGMI Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Media Keadilan: Jurnal Ilmu Hukum Community Development Journal: Jurnal Pengabdian Masyarakat Participative Journal (PJ) : Jurnal Pengabdian Pada Masyarakat Komunika: Jurnal Dakwah dan Komunikasi Proceedings of The ICECRS
Mappanyompa Mappanyompa
Universitas Muhammadiyah Mataram
Religion Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences

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Efektivitas Kurikulum Terpadu Islam-Sains dalam Meningkatkan Kompetensi Global Siswa di Berbagai Konteks Regional Aisah Aisah; Mappanyompa Mappanyompa; Mustapa Ali
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 3 (2025): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i3.30154

Abstract

This study aims to measure in depth the effectiveness of implementing an integrated curriculum that integrates Islamic values and science in improving students' global competence at the regional level. Using a quantitative approach through a survey, this study involved 102 respondents consisting of male and female students. The research instrument was a Likert scale questionnaire that was prepared based on relevant global competence indicators. Data analysis using multiple linear regression was conducted in two stages to test the effect of independent variables on the dependent variable. The results of the first stage of analysis showed that the integrated curriculum contributed 31.4% to the improvement of students' global competence. This indicates a positive relationship between the implementation of an integrated curriculum and students' ability to adapt to the demands of an increasingly complex global world. In the second stage, by adding control variables, the R-square value increased to 35.4%, reinforcing the previous finding that the integrated curriculum has a significant influence on the development of students' global competence. The findings of this study provide important implications for the development of educational policies at the regional level. An integrated curriculum that integrates Islamic values and science is proven to be effective in improving students' ability to face global challenges. Therefore, it is recommended to expand the implementation of this integrated curriculum in more schools and conduct further research to identify other factors that may affect the effectiveness of the curriculum implementation.
EDUKASI PENCEGAHAN BULLYING MELALUI PENDEKATAN SOSIAL-EMOSIONAL PADA SISWA SEKOLAH DASAR Mappanyompa Mappanyompa; Aqodiah Aqodiah
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026): Inpress Vol. 7 No. 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v7i3.58067

Abstract

Program Pengabdian kepada Masyarakat (PKM) ini dilaksanakan untuk menjawab urgensi meningkatnya kasus bullying di sekolah dasar yang berdampak pada perkembangan sosial-emosional siswa, kenyamanan belajar, dan iklim sekolah secara keseluruhan. Kegiatan ini bertujuan untuk: (1) meningkatkan pemahaman siswa mengenai konsep bullying, bentuk-bentuknya, dan dampaknya; (2) mengembangkan keterampilan sosial-emosional seperti empati, pengendalian diri, dan komunikasi yang efektif; (3) membekali siswa dengan kemampuan menyelesaikan konflik secara konstruktif; (4) menciptakan lingkungan sekolah yang aman, inklusif, dan ramah anak; serta (5) menumbuhkan kesadaran kolektif dalam mencegah dan menolak perilaku bullying. Metode pelaksanaan PKM meliputi penyuluhan, pelatihan, simulasi (role play), dan diskusi kelompok, bekerja sama dengan mitra sekolah dasar dengan jumlah peserta sebanyak 45 siswa. Evaluasi dilakukan melalui pre-test, post-test, serta observasi perubahan perilaku siswa selama kegiatan berlangsung. Hasil kegiatan menunjukkan capaian sebesar 85% terhadap tujuan program.
The Effect of Lecture-Based and Interactive Tauhid Learning Models on Students' Cognitive Learning Outcomes in Islamic Elementary Education Hijratul Hasri; Muhammad Musfiatul Wardi; Mappanyompa Mappanyompa; Noel Jimbai Balang
Bidayatuna Vol 9 No 1 (2026): April
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v9i1.3863

Abstract

Strengthening the understanding of Tawhid in elementary schools is important because its abstract concepts require effective learning strategies. With the dominance of lecture methods that minimize student involvement, an interactive approach is needed to encourage active participation and cognitive deepening. This study examines the individual and combined effects of lecture-based Tawhid instruction (X1) and interactive Tawhid instruction (X2) on students’ cognitive learning outcomes (Y) among 58 fifth-grade students at an Integrated Islamic Elementary School selected via census sampling. This study employs an explanatory quantitative design. The independent variables were operationalized using a 15-item structured questionnaire on a Likert scale that measured the quality of implementation of each learning model as experienced by the students, with construct validity confirmed through corrected item-total correlations (r ≥ 0.30) and Cronbach’s Alpha coefficients (α = 0.84 for X1; α = 0.81 for X2; α = 0.87 for Y). Cognitive learning outcomes were measured through documentation of daily cognitive test scores obtained directly from subject teachers, including pre- and post-implementation scores. Data were analyzed using paired-sample t-tests and multiple linear regression at α = 0.05. The results of the paired-sample t-test indicated a statistically significant increase in cognitive scores (t = −5.406; df = 57; p < 0.001). Both models simultaneously explained 16.1% of the variation in cognitive learning outcomes (F = 5.261; p = 0.008; R² = 0.161). The interactive model showed a significant positive effect (β = 0.343; p = 0.022), while the lecture model did not reach significance (β = −0.303; p = 0.071). The findings advance a theoretical implication that interactive pedagogical strategies mediate the translation of abstract Tawhid concepts into measurable cognitive achievement, highlighting the necessity of active engagement frameworks in Islamic elementary learning. This conceptualization contributes a refined understanding of instructional effectiveness, offering guidance for future curriculum design that integrates traditional and interactive learning paradigms.
Co-Authors Affandi, Shabibah Bint Shaufit Aisah Aisah Aqodiah Aqodiah Aqodiah, Aqodiah Arifin, Muhammad Anugrah Baiq Ida Astini Edi Yanto Endang Rahmawati, Endang Hayati, Madiyah Hijratul Hasri Husnan Husnan Husnan Imawanto Imawanto Mardiyah Hayati Muhammad Muhlis Muhammad Musfiatul Wardi Mustapa Ali Mustapa Ali Mustapa Ali Mustapa Ali N.Rohmah, Nurliya Noel Jimbai Balang Palahuddin Rahmat Hidayat Rukimin Rukimin, Rukimin Sahwan Sahwan, Sahwan Said, Khaeruddin Saprun Saprun Saprun, Saprun Wardi , Muhammad Musfiatul