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All Journal S2 Pendidikan Ekonomi Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan FONDATIA MANAZHIM AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini YASIN: Jurnal Pendidikan dan Sosial Budaya Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan At-Tahdzib: Jurnal Studi Islam dan Muamalah Journal of Educational Studies Al-Gafari : Jurnal Manajemen dan Pendidikan AF-JIES
M.Saipul Watoni, M.Saipul
STIT Palapa Nusantara Lombok - NTB
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : Journal of Educational Studies

 1 
Pedagogic Competence of PAI Teachers in the Implementation of the Merdeka Curriculum Watoni, M Saipul; Hadi, Alfan; Eniza
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.2125

Abstract

The implementation of the Merdeka Curriculum in Indonesia demands teachers to possess strong pedagogic competence characterized by student-centered instruction, adaptive planning, and integration of character values. This study aims to analyze the pedagogic competence of Islamic Education (PAI) teachers in implementing the Merdeka Curriculum, focusing on nine competence indicators: understanding student characteristics, lesson planning, learning implementation, assessment design, utilization of media and technology, classroom management, contextual learning integration, reflective teaching, and character and Pancasila Profile development. This research employed a mixed descriptive approach, combining rubric-based assessment, documentation analysis, classroom observation, and teacher self-reflection questionnaires. Three PAI teachers at RA Al Hikmah NW Batu Rimpang were evaluated by school leaders using a standardized rubric and further interviewed to explore challenges and pedagogical practices. The results show that PAI teachers demonstrate a high level of pedagogic competence with an overall score of 3.28. Teachers excel in lesson planning and character development, particularly in integrating Islamic values with the Pancasila Student Profile through contextual, ethical, and collaborative learning activities. However, the findings also reveal that teachers have not fully maximized reflective teaching and digital pedagogical competence due to insufficient training and limited use of interactive learning platforms. These limitations affect digital assessment practices and weaken data-driven instructional improvement. The study implies the need for structured mentoring in reflective teaching and professional development focused on digital pedagogy. This research recommends strengthened institutional support, technological resources, and longitudinal monitoring to optimize PAI teacher competence in implementing the Merdeka Curriculum.
Faith-Based Environmental Stewardship as Informal Education: Lessons from Rural Muslim Communities in Lombok, Indonesia watoni, M saipul; Rasyidi, Abdul Haris
Journal of Educational Studies Vol. 3 No. 1 (2025): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i1.3188

Abstract

Purpose: This study explores how faith-based environmental stewardship practices in rural Muslim communities in Lombok, Indonesia, function as an embedded system of informal environmental education. Despite growing scholarly interest in community-based and indigenous approaches to environmental learning, the pedagogical dimensions of Islamic ecological practices in non-Western rural settings remain underexplored. Methodology: Drawing on an ethnographic approach, this study employed participant observation, in-depth semi-structured interviews, and documentary analysis across three rural villages in Lombok over an eight-month period. Thematic analysis guided the interpretation of data from thirty-two community members, including religious leaders, farmers, youth, and women. Results: Four interlocking themes emerged: (1) the mosque and Islamic religious gatherings as ecological classrooms; (2) ritualized environmental practices as lived curriculum; (3) intergenerational transmission of faith-based ecological knowledge through community elders and religious figures; and (4) Islamic faith as an intrinsic motivational framework for pro-environmental agency that transcends fear-based or economic incentive approaches. Conclusions: The findings suggest that faith-based environmental stewardship constitutes a sophisticated, culturally embedded pedagogical system capable of sustaining ecological values across generations. These practices challenge the dominance of formal, school-centred models in environmental education research and offer transferable lessons for place-based, community-anchored environmental education policy and practice globally.
Co-Authors Abdul Haris Rasyidi, Abdul Haris Anitah, Sri Ema Dara Sista Eniza Hadi, Alfan Khaerus Syahidi Lalu A. Hery Qusyairi Lia Rismawati Maharani Muh. Jaelani Al Pansori Muhamad Yusril Muhammad Rodi Nasrullah Qusyairi, Lalu A Hery Romi Oriza Sanudin Sawiji, Hery Sulistianing Supetra Zakaki Zakaki