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All Journal Transformatif Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Hamdanah Hamdanah
IAIN Palangka Raya
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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MOTIVASI IBU-IBU MENGIKUTI PENGAJIAN DI BADAN KONTAK MAJELIS TAKLIM (BKMT) KOTA PALANGKA RAYA Hamdanah Hamdanah
Transformatif Vol 1, No 2 (2017): ISSUED IN OCTOBER 2017
Publisher : POSTGRADUATE OF PALANGKA RAYA STATE ISLAMIC INSTITUTION

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (410.578 KB) | DOI: 10.23971/tf.v1i2.794

Abstract

Badan Kontak Majelis Taklim (BKMT) merupakan  wahana pendidikan yang berusaha menanamkan akhlak yang mulia, meningkatkan ketaqwaan, pengetahuan dan kecakapan yang diabdikan sebagai upaya untuk mencerdaskan kehidupan bangsa dan memajukan kesejahteraan ummat dalam rangka mencari keridhaan Allah SWT. Banyak pengajian yang dilaksanakn ibu-ibu secara rutin, ada yang mingguan  bahkan ada yang sampai 3 kali dalam seminggu dan ada pula bulanan.Rumusan masalah dalam penelitian ini adalah (1) Motivasi apa yang membuat  ibu-ibu sangat antusias dalam mengikuti pengajian ?  Dan Faktor-faktor  apakah yang menyebabkan ibu-ibu sangat antusias mengikuti pengajian di BKMT Kota Palangka Raya ? (2) Bagaimana Implikasi  Ibu-ibu setelah mengikuti pengajian di BKMT Kota Palangka Raya tersebut ?Adapun pendekatan  yang digunakan adalah kualitatif dengan kajian fenomenologis, dengan menggunakan tehnik Purposive Sampling dan yang dijadikan subjek dalam penelitian ini adalah ibu-ibu yang mengikuti pengajian dengan mengambil ibu-ibu dari pengajian Aisyiyah, Musimat Nahdatul Ulama, Nasyiyatul Asyiyah, Fatayat Nahdatul ulama dan Mar’atus sholehah berjumlah 15 orang, dengan tehnik pengumpulan data observasi, wawancara dan dokumentasi.Hasil Penelitian menunjukkan bahwa  termotivasinya ibu-ibu mengikuti pengajian di karenakan, ingin menuntut ilmu agama dan memperdalam ilmu agama, menganggap ikut pengajian adalah merupakan ibadah, membuat batin atau jiwa menjadi tenang, menjalin silaturrahmi di antara sesama anggota pengajian, diadakannya arisan sebagai pengikat anggota. Sedangkan Faktor yang mempengaruhi ibu-ibu mengikuti pengajian berasal dari faktor intern dan ekstren.  Adapun impikasi terhadap ibu-ibu setelah mengikuti pengajian,  Rajin bersilaturrahim,  Suka Bersedekah, lebih Sabar menghadapi persoalan dalam keluarga, mengamalkan sholat Tahajut dan sholat Dhuha,  Rajin membaca Al Qur’an,  Rajin mengamalkan zikir-zikir,  Pemaaf kepada teman-teman dan keluarga, memiliki perasaan tenang dan tentram.Diharapkan setelah mengikuti pengajian Subjek (ibu-ibu) dapat mengimplikasikan segala ilmu yang di dapat, baik untuk diri sendiri, maupun berdampak juga dengan orang lain. Kata Kunci : Motivasi Ibu-ibu, Pengajian, BKMT
Inclusive Education Based on Humanistic Learning: Teachers' Innovation Ability in Learning at SMAN 4 Palangka Raya Lilis Rahmawati; Hamdanah Hamdanah; Surawan Surawan
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9655

Abstract

Background: Teacher innovation and the implementation of humanistic learning in inclusive schools are important to ensure the creation of learning that respects diversity and meets the individual needs of all learners. Aim: This study aims to analyze PAI teachers' innovations in implementing inclusive education based on humanistic learning to improve the quality of inclusive and learner-centered learning. Method: This study used descriptive qualitative research with data collection techniques in the form of interviews. Results and Dıscussion: The results of this study indicated that PAI teachers' innovation is running well (89.78%) in inclusive education because PAI teachers are able to design and implement innovative learning strategies, including curriculum adaptation, use of relevant learning media, and approaches that pay attention to the special needs of inclusive learners, while humanistic-based learning is running very well (91.36%) in inclusive education because PAI teachers have successfully implemented humanistic learning principles, such as humanizing learners. This is illustrated in the learning process when conducting direct observation in the classroom and in the school environment that every teacher pays attention to every learner's needs. This successful implementation reflects the commitment of PAI teachers in encouraging the creation of a learning atmosphere that is full of empathy, respect for diversity, and supports the holistic development of learners, both in academic and non-academic aspects. These results are evidence that innovation and humanistic approaches are very relevant to support quality inclusive education.
Contextual Islamic Religious Education at the Primary School Level: Integrating the Banjar Life Philosophy into the IRE Curriculum Moh. Ali Muttaqo; Normuslim Normuslim; Hamdanah Hamdanah
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 2 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v10i2.9802

Abstract

Background: Islamic Religious Education (IRE) at the Primary School Level in multicultural societies such as Indonesia must evolve to remain relevant and impactful. One way to achieve this is by contextualizing IRE at the Primary School Level by integrating local cultural values. This study explores how the philosophical values of the Banjar ethnic group—such as baiman (faith), batakwa (piety), and basusila (morality)—can be effectively integrated into the IRE at the Primary School Level curriculum to enhance students' moral and character development. Aim: The objective is to identify and analyze strategies for embedding these local values into religious education while evaluating their influence on learners' moral behavior. Method: A qualitative descriptive approach was employed, utilizing thematic analysis and library research as the primary methods. Data were collected through document analysis, literature review, and secondary reports involving educational institutions in South Kalimantan. Result and Discussions: The findings show that integrating Banjar cultural values—such as cooperation (gotong-royong) and mutual respect—into IRE at the Primary School Level not only enhances the contextual relevance of the curriculum but also reinforces students' religious identity and social awareness. Results indicate that 75% of students better understood Islamic values when taught through culturally familiar practices. In comparison, 80% of respondents acknowledged a positive transformation in their character and discipline through contextual religious instruction. Discussion revealed that such integration supports a holistic educational approach, linking cultural identity with moral development. It also addresses gaps in conventional curricula by offering inclusive, place-based learning models. In conclusion, this study affirms the significant role of local wisdom in shaping ethical and religious values in education. It recommends systematic curriculum development, teacher training, and community collaboration to sustain culturally responsive IRE at the Primary School Level. Integrating Banjar values into religious instruction fosters academic understanding, stronger moral integrity, and cultural rootedness among students.
Co-Authors Lilis Rahmawati Moh. Ali Muttaqo Normuslim Normuslim Surawan Surawan