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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Bahana Manajemen Pendidikan Jurnal Hortikultura Jurnal Pengkajian dan Pengembangan Teknologi Pertanian AWLADY Jurnal Pendidikan Anak Al Ishlah Jurnal Pendidikan Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini Jurnal Bina Praja RAUDHAH Atthulab: Islamic Religion Teaching and Learning Journal Creative Research Journal International Journal of Elementary Education Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Jurnal Entomologi Indonesia Ta'dib: Jurnal Pendidikan Islam EduChild: Majalah Ilmiah Pendidikan JURNAL RAUDHAH JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) JURNAL KEISLAMAN TARBAWY: Indonesian Journal of Islamic Education International Journal of Humanities Education and Social Sciences Journal of General Education and Humanities International Journal of Ethno-Sciences and Education Research Penamas Lughawiyah: Journal of Arabic Education and Linguistics MARAS : Jurnal Penelitian Multidisplin Jurnal Penelitian Pendidikan Indonesia Jurnal Keislaman Al-Hayat: Journal of Islamic Education Mutiara Guru: Jurnal Model Pembelajaran Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Agus Ruswandi
Universitas Islam Nusantara
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Strategi Guru dalam Mengembangkan Nilai Agama dan Moral pada Anak Usia 4-6 Tahun Rahmatullah, Ari Abdul Kohar; Ruswandi, Agus; Azizah, Annisa Nur; Nurkholipah, Nurkholipah; Putriani, Puput
Jurnal Keislaman Vol. 7 No. 1 (2024): Jurnal Keislaman
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/jk.v7i1.253

Abstract

This research is motivated by the frequent occurrence of children committing acts such as bullying, violence, and a lack of politeness and courtesy. Among the factors causing this is that the teacher's strategy in teaching religion and morals is not in accordance with the learning objectives. This study aims to determine the teacher's strategy for teaching religious and moral values to children aged 4-6 years. The research approach used a qualitative approach through the case study method. The data source for this research is Early Childhood Education (ECE) teachers at Kober Raudhotul Jannah Cicalengka and RA Arraudotunnur Garut Regency, with as many as five informants. Data analysis techniques have three main steps: data reduction, data display, and verification. The results concluded that teachers do not fully understand the learning objectives of religion and morals at the PAUD level. Teachers use a variety of methods in accordance with predetermined learning objectives. The methods used by teachers include habituation methods, exemplary singing, role-playing, and tourism work
Students' Perceptions of Islamic Religious Education Teachers' Exemplary Ruswandi, Agus
Al-Hayat: Journal of Islamic Education Vol. 9 No. 4 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i4.198

Abstract

This study aimed to examine students' perceptions of Islamic Education teachers' exemplary behaviour (Uswah Hasanah) and its influence on students' moral and behavioural tendencies in a vocational school context. Using a quantitative survey design, data were collected from 106 students of SMK As Sulaimaniyyah, Cianjur, Indonesia, through a structured questionnaire developed based on Islamic pedagogical frameworks and ethical teacher behaviour indicators. The instrument demonstrated high reliability (Cronbach's Alpha = 0.87). Data were analysed using descriptive and inferential statistics through SPSS version 2.5, including mean scores, t-tests, one-way ANOVA, and Pearson correlation. The results revealed that students' overall perceptions of their teachers' exemplary behaviour were very high (M = 4.61), with the indicator of teachers’ influence on students obtaining the highest mean (M = 4.83), followed by religious devotion, patience, humility, and discipline. At the same time, asceticism was rated as the lowest (M = 4.17). Significant differences were found based on gender (t = 2.97, p < 0.05), frequency of interaction (F = 3.41, p < 0.05), and academic achievement (F = 2.103, p < 0.05). These findings affirm that teacher exemplarity plays a critical role in shaping students’ moral awareness and conduct, particularly in vocational schools where religious exposure is limited. The study recommends integrating continuous professional development and reflective ethical training for Islamic Education teachers to strengthen their role as moral exemplars in the digital era.
Studi Komparatif Motivasi Mengajar Guru PAUD Bersertifikasi dan Nonbersertifikasi di Kecamatan Ujung Berung Kota Bandung Yanuarsari, Revita; Ruswandi, Agus; Choerunnasa, Erisca Desriana
MARAS : Jurnal Penelitian Multidisiplin Vol. 3 No. 4 (2025): MARAS : Jurnal Penelitian Multidisiplin, Desember 2025
Publisher : Lumbung Pare Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60126/maras.v3i4.1304

Abstract

Motivasi mengajar merupakan faktor penting yang menentukan kualitas proses pembelajaran di Pendidikan Anak Usia Dini (PAUD). Sertifikasi guru dipandang sebagai salah satu upaya pemerintah untuk meningkatkan kompetensi dan motivasi kerja pendidik, namun efektivitasnya masih perlu dikaji lebih lanjut. Penelitian ini bertujuan untuk membandingkan motivasi mengajar guru PAUD bersertifikasi dan nonbersertifikasi di Kecamatan Ujung Berung, Bandung. Metode penelitian yang digunakan adalah deskriptif komparatif dengan pendekatan kuantitatif. Sampel penelitian terdiri atas 60 guru PAUD yang dipilih melalui teknik purposive sampling, masing-masing 30 guru bersertifikasi dan 30 guru nonbersertifikasi. Instrumen penelitian berupa kuesioner skala Likert yang mencakup aspek motivasi intrinsik dan ekstrinsik. Hasil penelitian menunjukkan bahwa secara umum motivasi mengajar guru PAUD berada pada kategori tinggi, namun terdapat perbedaan signifikan antara guru bersertifikasi dan nonbersertifikasi. Guru bersertifikasi cenderung memiliki motivasi ekstrinsik lebih tinggi yang dipengaruhi oleh tunjangan profesi, sedangkan guru nonbersertifikasi lebih menonjol pada motivasi intrinsik berupa semangat pengabdian dan kepedulian terhadap perkembangan anak. Kesimpulannya, sertifikasi berkontribusi positif terhadap peningkatan motivasi mengajar, terutama pada aspek ekstrinsik, namun motivasi intrinsik tetap menjadi landasan utama bagi guru PAUD dalam menjalankan tugasnya.
Exploring Students' Perceptions and Interest in the Merdeka Belajar Kampus Merdeka (MBKM) Program: A Case Study at Universitas Islam Nusantara Agus Ruswandi; Hendi Suhendraya Muchtar; Agus Mulyanto; Riki Ruswandi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.2485

Abstract

The Merdeka Belajar Kampus Merdeka (MBKM) program is a national initiative aimed at aligning higher education outcomes with workforce demands. However, at Universitas Islam Nusantara, student participation in MBKM remains low. This study investigates the perceptions, interest, and readiness of students—factors that may influence their engagement in the program. This study employed a quantitative survey design using a cross-sectional approach. Data were collected through an online questionnaire distributed to 207 students from three study programs within the Faculty of Teacher Training and Education. The sample was determined using the Isaac and Michael formula with a 1% error margin. Data were analyzed descriptively. Findings indicate that students’ perceptions of the MBKM program are varied and lack a dominant consensus. While 54.11% of respondents viewed the program as "very useful," only 21.26% considered it "very important" for future employment. Additionally, student knowledge about MBKM is limited, with only 0.97% claiming full awareness of the program. Interest was highest in internship (44.93%), student exchange (41.06%), and teaching assistantship (40.10%) activities. Overall, 63.77% of students expressed a strong interest in MBKM, yet only 31.40% felt ready to participate. The study highlights a gap between student interest and readiness, potentially due to limited socialization and understanding of the program. Enhanced communication strategies and institutional support are recommended to increase student engagement in MBKM.
Exploring Student Perceptions of Blended Learning: Flexibility, ICT Literacy, and the Preference for Traditional Classroom Learning Agus Ruswandi; Riki Ruswandi; M Aditya Firdaus; Revita Yanuarsari; Hendi S Muchtar
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6266

Abstract

Student participation remains a key challenge in blended learning (BL), particularly in the Faculty of Islamic Religion and Teacher Training and Education. Understanding students’ perceptions is essential to evaluate the effectiveness of BL and identify areas for enhancement. This study employed a quantitative, non-experimental survey design. Data were collected from 238 students at Universitas Islam Nusantara through an online questionnaire. Descriptive statistical methods were used to analyze the data and calculate mean scores across various dimensions of students’ perceptions. The findings indicate that students generally perceive blended learning positively, with an overall mean score of 3.45 on a 4-point scale. Flexibility was viewed favorably, while convenience received a moderate rating (mean score: 3.1). Students also reported high levels of ICT literacy, averaging 3.6. Despite these positive aspects, a notable proportion of students still preferred face-to-face learning, citing it as more effective and easier for active participation. The results suggest that while blended learning enhances flexibility and supports digital skill development, concerns about convenience and engagement persist. These findings highlight the need for improved instructional design and better support systems within BL environments. Blended learning is perceived as effective and beneficial, particularly in developing ICT literacy. However, to increase student participation and overall satisfaction, institutions should focus on improving the usability and interactivity of blended platforms, as well as providing targeted support to address learner preferences and challenges.
Implementation of the Pancasila student profile strengthening project (p5) in early childhood education (PAUD) Agus Ruswandi; Andina Alviona; Ghina Hasna; Ine Amelia; Jihan Nabilla
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020244487

Abstract

The purpose of this study was to measure the achievement of the project to strengthen the profile of Pancasila students (P5) at The Early Childhood Education unit. This study employs a quantitative research design using a survey method. The sampling technique used is simple random sampling with a margin of error of 5%. A total of 78 PAUD teachers in the Buah Batu District, Bandung City, West Java Province. The data collection method used in this study uses an online questionnaire distributed via Google Forms to each research participant consisting of 13 questions. Data analysis techniques using descriptive statistical analysis, namely by calculating the mean value of each indicator. The findings reveal that the reinforcement of P5 in PAUD settings has been achieved, as evidenced by 56.41% of teachers reporting adequate understanding of P5 and 47.43% indicating sufficient availability of P5-related documents. Statistical calculations show a final score of 66.3%, categorized as "Achieved".The results suggest that there are some areas that need to be improved, particularly in relation to teacher training, the availability of teaching modules and parental involvement in P5 implementation. Therefore, recommendations to improve the achievement of P5 implementation in early childhood education include improving teacher training and understanding, providing more resources and guidelines, and strengthening efforts to involve parents in children's character education process.
Teachers' Perspectives on Primary School Students' Speaking and Presenting Skills: A Survey Study Adrias; Mansurdin; Yunisrul; Agus Ruswandi; Fadhilah Majid
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 35 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v35i12026p55-73

Abstract

Abstract: Speaking and presenting are learning outcomes that present greater challenges than other elements as they require students to possess both adequate verbal proficiency and psychological readiness. This study aims to describe teachers' perceptions of student achievement in speaking and to identify the factors perceived to influence these outcomes. A quantitative survey method was employed, utilizing questionnaires for data collection. The respondents consisted of 161 fifth and sixth-grade elementary school teachers in Padang City, selected through multistage random sampling. Data were analyzed using descriptive statistics. The results indicate that the overall achievement level of speaking and presenting in Phase C is 77.90%, categorized as "High". The highest achievement was found in students' post-learning confidence at 81.57% (Very High), while the lowest achievement was in the ability to organize a presentation with a clear structure (introduction, body, and conclusion), which only reached 69.57% and was categorized as "Moderate". Abstrak: Berbicara dan mempresentasikan merupakan salah satu hasil belajar yang lebih sulit dibandingkan unsur-unsur lain, karena keduanya menuntut siswa untuk memiliki kemampuan verbal yang memadai serta kesiapan psikologis. Penelitian ini bertujuan untuk menggambarkan persepsi guru terhadap pencapaian siswa dalam berbicara serta mengidentifikasi faktor-faktor yang dianggap memengaruhi hasil belajar tersebut. Metode survei kuantitatif digunakan dalam penelitian ini, dengan memanfaatkan kuesioner sebagai alat pengumpulan data. Responden terdiri dari 161 guru sekolah dasar kelas lima dan enam di Kota Padang, yang dipilih melalui pengambilan sampel acak bertahap. Data dianalisis menggunakan statistik deskriptif. Hasilnya menunjukkan bahwa tingkat pencapaian keseluruhan dalam berbicara dan mempresentasikan pada Fase C adalah 77,90%, yang dikategorikan sebagai "Tinggi". Pencapaian tertinggi ditemukan pada kepercayaan diri siswa pasca pembelajaran sebesar 81,57% (Sangat Tinggi), sedangkan hasil terendah terdapat pada kemampuan menyusun presentasi dengan struktur yang jelas (pendahuluan, isi, dan kesimpulan), yang hanya mencapai 69,57% dan dikategorikan sebagai "Sedang".
Teacher Strategies and Parental Involvement in Supporting the Transition from Early Childhood Education to Primary School in West Java: A Survey Study Susan Maulani; Shinta Mutiara Puspita; Agus Ruswandi; Cucu Susanti; Widya Tasya Astiti; Siti Nasriatul Hamidah; Nailal Munayah
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1250

Abstract

The transition from early childhood education to primary school remains a critical yet underexamined phase, particularly in contexts where school readiness is narrowly defined in academic terms. Despite increasing attention to early childhood education, limited research has explored how teacher strategies and parental involvement jointly shape children’s transition. This study aims to examine the strategies employed by PAUD teachers and the role of parental involvement in supporting children’s transition to primary school in West Java. A cross-sectional survey was conducted involving 132 teachers and 182 parents. Data were analyzed using descriptive statistics and the Kruskal–Wallis H test. Findings indicate that teachers predominantly implement classroom-based strategies focused on pre-literacy, numeracy, behavioral regulation, and independence. However, these practices are more strongly influenced by parental expectations for early academic achievement than by child-centered pedagogical approaches. Collaboration between early childhood and primary school teachers remains limited, contributing to a fragmented understanding of school readiness. Parental involvement is largely home-based, with relatively low participation in school-based programs. These findings highlight the need for structured institutional collaboration and more balanced approaches to school readiness that integrate academic and developmental dimensions to support children’s holistic transition.
Early Childhood Teachers' Understanding and Practice of Inclusive Curriculum: A Mixed Method Study in Bandung Sudarti Sudarti; Susan Maulani; Agus Ruswandi
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1258

Abstract

This study investigates Early Childhood Education (ECE) teachers’ understanding and practice of inclusive curriculum implementation, and examines the role of training and collaboration in enhancing teacher competence. Employing a concurrent triangulation mixed-method design, quantitative and qualitative data were collected through questionnaires, in-depth interviews, observations, and document analysis. Simple random sampling was used for the survey, while purposive sampling identified key informants with direct experience in inclusive practices. The findings indicate that teachers demonstrate a relatively good conceptual understanding of inclusive principles, particularly in recognizing children’s diversity, applying child-centered approaches, and valuing collaboration with parents and support staff. However, a significant gap persists between conceptual understanding and classroom practice, especially in adaptive lesson planning and differentiated instruction. Continuous professional training contributes positively to improving pedagogical competence, although institutional support and professional supervision remain limited. Collaboration among teachers, parents, and support staff is identified as a critical factor in fostering inclusive learning environments. Despite growing attention to inclusive education, prior studies have largely focused on teachers’ perceptions rather than examining how such understanding is enacted in practice, particularly through the combined influence of training and collaborative support. This study highlights the need for sustained, reflective, practice-based training and strengthened professional partnerships to ensure effective, sustainable, inclusive curriculum implementation in ECE contexts.
Arabic Language Acquisition in Boarding High School Students: A Study of Environment, Motivation, and Social Interaction Imam Asrofi; Amir Supriatna; Ari Abdul Kohar R; Agus Ruswandi
Lughawiyah: Journal of Arabic Education and Linguistics Vol. 7 No. 2 (2025)
Publisher : UIN Mahmud Yunus Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v7i2.16488

Abstract

Arabic language acquisition in boarding schools exhibits distinctive dynamics shaped by immersive environments, institutional policies, and social interaction. Previous studies have primarily examined these factors separately, resulting in a limited integrative understanding. This study explores patterns of Arabic acquisition through the interrelationship between environmental design, motivational mechanisms, and social interaction in three Islamic boarding senior high schools in West Java. Using a qualitative phenomenological approach, participants were purposively selected from schools implementing Arabic programs. Data were collected through in-depth interviews, participatory observation, and document analysis, and analysed using Moustakas’ thematic procedures. The findings reveal three acquisition models. SMA Asy-Syifa represents a classical, fragmented model emphasising grammatical mastery with minimal communicative exposure. FIBBIS High School applies an immersion–regulatory model through language zones and sanctions, increasing exposure but also generating anxiety and silence strategies. In contrast, Yaspida High School implements an integrative ecosystem model that combines a structured language environment, positive incentives, and layered peer support, effectively reducing affective barriers and fostering authentic communicative competence.
Co-Authors - Hardiyanto - Sabari Aang Mahyani Achmad Syafei Ade Tutty R. Rosa Adrias Adrias Agus Muharam Agus Mulyanto Ahmad Fajrun Naja Ahmad Hapidin Aji Winara ALEX SUMADIJAYA Alifa Nurul Fajri Alviona, Andina Amelia, Ine Amir Supriatna Andina Alviona Ani Suryani Anita Kresnawaty Ari Abdul Kohar R Ari Abdul Kohar Rahmatullah Asfiya, Wara Avirda Nuri Quroini Avirda Azizah, Annisa Nur Budiasih, Yulie Cece Hidayat Choerunnasa, Erisca Desriana Cucu Susanti Darmawan Darojat Dedi Junaedi Emay Mastiani Encilia Endrawati, Eli Erni Haryanti Fadhilah Majid Ferianto Ferianto Firdaus, M Aditya Firdaus, Muhammad Aditya Fitria, Yanti Ghina Fauziyyah Mar’atus Shalihah Ghina Hasna Gumelar, Iwang Halimatus Sya’diah Hapsari, Laras Ay Hasna, Ghina Hendi S Muchtar Hendi Suhendraya Muchtar Hendri Abdul Qohar Hikmah Nuzulunnisa Hilmi Kahmir Ridwan Hilmi Ridwan Kahmir Imam Asrofi Ine Amelia Ishaq , Iskandar Iskandar Ishaq Iwan Satriyo Nugroho Iwang Gumilar Jihan Nabilla Juliawati, Deti Ladiva, Hasmai Bungsu Larassaty Alifah Liferdi M Aditya Firdaus M Aditya Firdaus M. Makbul Mahensa Billqys Nurhayati Prativi, Mahensa Billqys Nurhayati mahyani, aang Maman Suherman Maman Suherman Mansurdin Maulani, Susan Mohamad Erihadiana, Mohamad Mohammad Muammar Zaky Muhammad Aditya Firdaus Muhammad Kadafi Fadilah Nabilla, Jihan Nailal Munayah Nana Sutrisna Narakusumo, Raden Pramesa Natsir, Nanat Fatah Nenden Widayanti Nuarida, Eva Bella Nurhasanah, Sindi Nurkholipah Nurkholipah, Nurkholipah P. M. Winarno Pinasti Putriani, Puput Rahmat Sutarya Reni Nurapriani Revita Yanuarsari Riva Ola Purwantari Rofik Sinung Basuki Ruswandi, Riki Ruswandi, Uus Saeful Bachrein Sarino Shinta Mutiara Sih Kahono Siti Nasriatul Hamidah Sudarti Sudarti Suwandari, Lilis Taufik Mustofa Trisna Subarna Wahyu Satya Gumelar Widya Tasya Astiti Yanto Surdianto, Yanto Yeni Erita Yunisrul