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All Journal Jurnal Indo-Islamika Psikis : Jurnal Psikologi Islami Jurnal Pendidikan Agama Islam Jurnal Kedokteran dan Kesehatan AL-ATHFAL : JURNAL PENDIDIKAN ANAK Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam JURNAL EDUCATION AND DEVELOPMENT JURNAL PENDIDIKAN TAMBUSAI Instructional Development Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan IJGIE (International Journal of Graduate of Islamic Education) Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Thawalib: Jurnal Kependidikan Islam Sosio-Didaktika: Social Science Education Journal Indonesian Journal of Islam and Public Health Proceeding Muhammadiyah International Public Health and Medicine Conference YASIN: Jurnal Pendidikan dan Sosial Budaya International Journal of Islamic Thought and Humanities Journal of Islamic Education Studies Kartika: Jurnal Studi Keislaman RESLAJ: Religion Education Social Laa Roiba Journal EduInovasi: Journal of Basic Educational Studies JOUSIP EDUKASI IJHABS Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global Jurnal Tarbiyatuna Referensi Islamika: Jurnal Studi Islam GAPAI: Jurnal Pendidikan Agama Islam
Dede Rosyada
Jakarta Islamic University
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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ANALYSIS OF MULTICULTURAL EDUCATION VALUES IN ISMUBA TEXTBOOKS (AL-ISLAM, MUHAMMADIYAH STUDIES, AND ARABIC): A CONTENT ANALYSIS STUDY Vikri Aflaha Qomari; Dede Rosyada; Erba Rozalina Yulianti
Referensi Islamika: Jurnal Studi Islam Vol. 3 No. 2 (2025): DECEMBER
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v3i2.577

Abstract

This study aims to critically analyze the extent to which multicultural education values ​​are integrated into the ISMUBA textbooks for grade XI at Muhammadiyah educational institutions. Although Muhammadiyah schools are open to students from diverse backgrounds, all students are implicitly required to take ISMUBA, raising questions about whether these materials reflect multicultural principles. This study used a qualitative method with a library research approach. Primary data consisted of ISMUBA textbooks for grade XI, while secondary data included relevant books and scientific articles. The analysis was guided by the dimensions of multicultural education proposed by James A. Banks and a constructivist perspective. The findings indicate that multicultural education values are implicitly integrated into the textbooks, including content integration, knowledge construction, equity pedagogy, and prejudice reduction, although these values are not explicitly presented as dedicated multicultural topics. This study is limited to textbook content analysis and does not examine classroom implementation, which may influence how these values are interpreted in practice. This study concludes that, conceptually, ISMUBA textbooks align with key dimensions of multicultural education but require critical interpretation by educators to ensure effective implementation in diverse learning contexts.
MODEL PELITA SEBAGAI INOVASI MANAJEMEN PEMBELAJARAN PENDIDIKAN LINGKUNGAN HIDUP BERBASIS PLATFORM Suhardi; Nurkulla, Muhammad Mashuri; Rahman, Hasan Basri; Rosyada, Dede
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.56250

Abstract

This study aimed to develop the PELITA Model as a digital platform-based innovation for managing local content learning in Environmental Education (EE) in Kayong Utara Regency. The research employed the Design and Development Research (DDR) method, which consisted of needs analysis, model development and validation, implementation, and evaluation stages. The PELITA Model comprises six main components: Local Wisdom-Based Learning Planning, Digital Learning Ecosystem, Cultural and Technological Literacy, Integration of Local Learning Resources, Learning Quality Management, and Continuous Assessment. The results showed that the model achieved an average validity score of 4.71 (highly valid), a practicality level of 91.8% (highly practical), and effectively improved the quality of learning management. The integration of learning technology increased from 45.8% to 93.7%, while students’ learning mastery improved from 67.2% to 92.2%. These findings indicate that the PELITA Model is valid, practical, and effective in supporting the implementation of Environmental Education through the integration of educational management, digital technology, local wisdom, and a sustainable quality culture.
PENGEMBANGAN MODEL INTEGRATIF KEBIJAKAN PENDIDIKAN BERKELANJUTAN DALAM PERSPEKTIF PENDIDIKAN ISLAM Faizin, Muhamad; Rumiyatun; Ahmad Fikri; Dede Rosyada
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60041

Abstract

Sustainable education has become one of the strategic agendas in global development, positioning education as a primary instrument for building an inclusive, equitable, and future-oriented society, as emphasized in the Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. In the Indonesian context, Islamic education holds a strategic position as it not only contributes to the development of students’ intellectual capacities but also plays a significant role in character formation, moral values, and social sustainability. However, the implementation of sustainable education policies within the Islamic education sector continues to face various structural and conceptual challenges, including the dualism of the education system, policy fragmentation among institutions, disparities in educational quality and access, and the limited synergy among stakeholders in educational governance. These conditions indicate a gap between the paradigm of sustainable education, which requires a holistic approach, and the practice of Islamic education policy, which remains relatively partial and sectoral. This article aims to analyze the construction of Islamic education policy from the perspective of sustainable education and to formulate an integrative policy model that aligns with the characteristics and needs of Islamic education in Indonesia. This study employs a library research method using a conceptual approach and critical analysis of various academic literature, policy documents, educational regulations, and research findings related to sustainable education, Islamic education policy, systemic approaches, and the concept of multilevel governance. The analysis is conducted to identify the limitations of existing policy paradigms while exploring strategic principles for developing sustainable Islamic education governance. The findings reveal that Islamic education policies in Indonesia have not yet fully reflected the principles of sustainability, as they remain largely focused on institutional quality improvement, administrative management, and compliance with educational standards. Meanwhile, the aspects of value integration, system sustainability, and cross-stakeholder collaboration have not become the fundamental basis of policy development. Based on these findings, this article proposes an Integrative Model of Sustainable Education Policy built upon three main dimensions: (1) value integration, which connects Islamic educational principles with global sustainability values; (2) system integration, which harmonizes various educational subsystems through a holistic approach; and (3) policy integration, which strengthens coordination and collaboration among different levels of government and educational actors. This model is characterized as adaptive, value-based, collaborative, and long-term oriented, making it a conceptual framework for transforming Islamic education policies into a more responsive system that addresses social change, global challenges, and the needs of future generations.
Dinamika Pendidikan Islam di Thailand: Analisis Sejarah, Sistem Pendidikan, dan Kebijakan Negara Bustari Bustari; Dede Rosyada; Muhammad Zalnur; Ihsan Sanusi
YASIN Vol 5 No 4 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i4.6417

Abstract

The development of Islamic education in Thailand reflects a complex dynamic shaped by historical, sociocultural, and governmental policy factors. This article aims to examine the historical background, educational system, and state policies that have influenced the existence of Islamic education, particularly in the southern provinces of Pattani, Yala, Narathiwat, and Satun—regions known as centers of the Malay-Muslim community. This community has long played a pivotal role in preserving Islamic traditions through the provision of religious education. Islamic education in Thailand has evolved along two main pathways: traditional pondok institutions that emphasize classical Islamic studies, and modern madrasahs that integrate religious curricula with general subjects in accordance with national education standards. Since the 1960s, the Thai government has implemented policies to modernize Islamic education as part of a broader strategy to improve educational quality and promote social integration. However, these policies have also raised concerns about potential cultural assimilation and the diminishing autonomy of Islamic educational institutions. Using a qualitative approach through a literature review method, the findings reveal that Islamic education in Thailand continues to undergo adaptation and renewal. Despite facing structural and political challenges, Islamic educational institutions remain essential in maintaining the religious identity and cultural heritage of the Muslim minority in a predominantly Buddhist nation.
Co-Authors Abdul Hakim ABDUL MUJIB Abdulbosit R. Rafikjon Ugli Abdus Salam, Abdus Abrar, Khairul Abuddin Nata, Abuddin Agus Syukur Ahmad Fikri Ahmad Mujib, Ahmad ahmad sujai Ahmad Sujai Ahmad Suryadi, Ahmad Al Anziy, Misyal S Al-Maududi, Abul Ala Alip Nuryanto Andriyani Andriyani Andriyani Anuraga Jayanegara Anuraga Jayanegara Armai Arief Aslamiyah, Syaibatul Badruddin Binti Salleh, Nur Fatihah Wahidah Burhan Burhan, Burhan Bustari Bustari Dahri, Harapandi Darin Brenda Iskarina Dedi Muliadi Delvia, Melda Dewi Ratnasari Didin Saefuddin Dina Rahma Fadllilah Dwi Kartika Susanti Effendi, Heri Elijonnahdi Erba Rozalina Yulianti Erba Rozalina Yuliyanti Erma Suryani Ernyasih, Ernyasih Fadlilah, Dina Rahma Fadlilah, Dina Rahma Faeruz, Ratna Filhaq, Raghib Fitri Meliani, Fitri Fitri Mintarsih Gusmaweti Gusmaweti Hapsari, Tri Asihati Ratna Harun, Hanifah Musa Fathullah Hendrizal Hendrizal Herwina Bahar Hidayat, Amirul Husni Rahim Irna Hasanah Iswan Jaksa, Suherman karmawan karmawan Khairani, Dewi Kirin, Arwansyah Bin Kokom Komariah Kurnia, Asraf Lusida, Nurmalia Luthfi, Atabik Marliani, Lina Masrur Anhar Matanari, Thamara Putriani Br Meinarini Catur Utami Muammar Zulfiqri Mufti, Zaki Aulia Muhamad Faizin Muhammad Farid Hamzens Muhammad Iqbal Muhammad Zalnur Muhammad Zuhdi N. Oneng Nurul Bariyah Nahuda Nahuda Nahuda, Nahuda Nashrul Hakiem Nasution, Sri Mulyani Nasution, Sumiah Nini, Nini Nurkaidah Nurkulla, Muhammad Mashuri Nurmalia Lusida Özalp, Hasan Puadah, Popi Putri, Nikite Rahiem, Maila D.H. Rahiem, Maila Dinia Husni Rahman, Hasan Basri Rahmat Romadhon, Dzikri Rahmatullah Rahmatullah Rahmawan, Fery Raihan Raihan Raihan Raihan, Raihan Reksiana Reksiana Rena, Syahidah Resmi, Mega Mesra Ritonga, Matnur Rumiyatun S, R.Kukun Agung Sa'adah, Umi Sanusi, Ihsan Sapiudin Saptorini, Endang Sari Dewi, Ratna Saridudin Saridudin Sartini, Titi Siti Hadiyanti Dini Islamiati Sri Mulyani Nasution Suhaili, Hidayati Suhardi Suparto Suralaga, Fadhilah Surayyah Madhubala Abdullah, Nur Syahrullah Syahrullah Syahrullah Syahrullah Syukur, Agus Titi Sartini Vegia Oviensy Vikri Aflaha Qomari Voullin Hamzah Wahdi Sayuti Wandrianto, Wandrianto Zulkifli Zulkifli