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Spiritualisasi dalam Mengatasi Problematika Guru di Pesantren Al-Qodiri 1 Jember dan Pesantren Baitul Arqom Balung Kabupaten Jember Imron Fauzi
Jurnal Tarbiyatuna : Kajian Pendidikan Islam Vol 2 No 1 (2018): (Februari 2018)
Publisher : LPPM Institut Agama Islam Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.55 KB)

Teachers ' professionalism is the mandate of law No. 20-year 2003, Act No. 14 of the year 2005, PP No. 74 years 2008, and Permendiknas No. 16 of the year 2007, yet still many such problamatika the teacher happens, especially related to the qualifications and performance of teachers. However, the spiritualization applied by KH. ACH. Muzakki Shah as caretakers of the Pesantren Al-Qodiri 1 Jember and KH. Masykur Abdul Mu'iad, as caretakers of the Pesantren Baitul Arqom Balung, proved that teachers can address problems through the application of spiritual leadership. In accordance with the nature and character of the issues become the focus in this paper, the study was designed with a qualitative approach, which is used to conduct studies and explorative deskriptive. Conclusion this study i.e. spiritualization at pesantren Al-Qodiri Jember and boarding 1 Baitul Arqom Balung, has a uniqueness for example when teacher recruitment process, there are additional criteria are required, including the following: must have sincerity and motivation (ghirrah) in educating high, has the understanding and practice of Islam is good, has character and personality rather and have communication skills that are helpful and behaving politely. This proves that the teachers, in addition to be able to teach in accordance with his duties well, also being required to implement the values of spirituality in all its activities.

Paradigma Perkembangan Kurikulum dari K13 ke Kurikulum Merdeka Pada Mata Pelajaran Bahasa Indonesia Di Madrasah Ibtidaiyah Siti Maimuna; Imron Fauzi; Mukni’ah
SIRAJUDDIN : Jurnal Penelitian dan Kajian Pendidikan Islam Vol 4 No 2 (2025): Sirajuddin Juni 2025
Publisher : P3M STAI MIFTAHUL ULUM LUMAJANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55120/sirajuddin.v4i2.2141

Artikel ini membahas paradigma perkembangan kurikulum dari K13 ke Kurikulum Merdeka pada mata pelajaran Bahasa Indonesia di Madrasah Ibtidaiyah (MI). Jenis penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) yaitu dengan cara menghimpun data dari berbagai sumber literatur dengan cara meliputi buku-buku, prosiding seminar nasional, dan artikel-artikel ilmiah yang berhubungan dengan penelitian yang sedang dilakukan K13 menekankan pada pendekatan tematik integratif dengan mengutamakan kompetensi siswa melalui pembelajaran berbasis penguatan literasi, penanaman karakter, serta penerapan asesmen autentik. Pada kurikulum ini, materi pembelajaran Bahasa Indonesia disusun secara terpadu dengan berbagai mata pelajaran lainnya, dan lebih fokus pada pencapaian kompetensi dasar serta indikator pencapaian yang telah ditetapkan.. Kurikulum Merdeka pada mata pelajaran Bahasa Indonesia di MI memiliki ciri khas yang berbeda, antara lain penekanan pada pemahaman dan keterampilan literasi, pembelajaran berbasis proyek, serta penanaman nilai-nilai kemandirian dan kreativitas. Pembelajaran Bahasa Indonesia pada Kurikulum Merdeka juga lebih mengutamakan pengembangan kompetensi melalui pendekatan yang lebih fleksibel dan berbasis pada potensi serta kebutuhan lokal siswa. Selain itu, asesmen pada Kurikulum Merdeka bersifat formatif dan diarahkan pada pencapaian perkembangan siswa secara holistik, bukan sekadar mengukur hasil akhir.

Integrative Model of Basic Education Curriculum: Integrating Local Wisdom and Global Challenges Maghfirotul Firmaning Lestari; Fathur Rahman Arrozi; Imron Fauzi; Mukni’ah, Mukni’ah
Journal of Elementary Education Research and Practice Vol. 1 No. 2 (2025): Journal of Elementary Education Research and Practice (JEERP)
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/06c5gy45

This study examines the transformation of the basic education curriculum by integrating local wisdom and global progress. This research stems from the dominance of the current curriculum that emphasizes global aspects and tends to ignore local values . Learning based on local wisdom can strengthen the identity of students and form a character that reflects the culture of the nation. This study uses a qualitative approach and literature, by analyzing documents such as national and international articles and relevant books. The results show that integrating local wisdom and global progress plays an important role in creating a generation that is characterful, competent, and ready to face the challenges of the 21st century. The Integrative Model developed in this study is holistic, contextual, and futuristic and utilizes information and Communication Technology in learning. Educators and policy makers consider this model effective in improving the quality of basic education in Indonesia. This research has implications for the development of a curriculum that is globally relevant and deeply rooted in local cultural values.

Analisis Kompetensi Sosial Guru terhadap Pembentukan Karakter Siswa di SD/MI: Kajian Literatur Kualitatif Nengseh, Hofsawati; Imron Fauzi
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8670

Character education is a fundamental aspect of shaping students’ personality and morality from an early age. In this context, teachers’ social competence plays a crucial role, as it directly influences their ability to create meaningful and value-based educational interactions. This study aims to describe the role of teachers’ social competence in shaping students’ character at elementary schools and Islamic elementary schools (SD/MI). The research employs a qualitative method with a library research approach, analyzing 35 scientific sources published between 2020 and 2025, including accredited national journals, reference books, and relevant research reports. The findings indicate that teachers’ social competence, particularly communication skills, empathy, cooperation, and exemplary behavior has a significant impact on the development of students’ character, especially in the aspects of responsibility, discipline, and honesty. Teachers with strong social competence are able to create a positive learning environment, internalize moral values, and serve as role models for their students. The implication of this study emphasizes the importance of strengthening teachers’ social competence through professional development and training programs to support the effective and sustainable implementation of character education in elementary and Islamic elementary schools.

Paradigma Perkembangan Kurikulum dari K13 ke Kurikulum Merdeka Pada Mata Pelajaran Bahasa Indonesia Di Madrasah Ibtidaiyah Siti Maimuna; Imron Fauzi; Mukni’ah
SIRAJUDDIN : Jurnal Penelitian dan Kajian Pendidikan Islam Vol 4 No 2 (2025): Sirajuddin Juni 2025
Publisher : P3M STAI MIFTAHUL ULUM LUMAJANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55120/sirajuddin.v4i2.2141

Artikel ini membahas paradigma perkembangan kurikulum dari K13 ke Kurikulum Merdeka pada mata pelajaran Bahasa Indonesia di Madrasah Ibtidaiyah (MI). Jenis penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) yaitu dengan cara menghimpun data dari berbagai sumber literatur dengan cara meliputi buku-buku, prosiding seminar nasional, dan artikel-artikel ilmiah yang berhubungan dengan penelitian yang sedang dilakukan K13 menekankan pada pendekatan tematik integratif dengan mengutamakan kompetensi siswa melalui pembelajaran berbasis penguatan literasi, penanaman karakter, serta penerapan asesmen autentik. Pada kurikulum ini, materi pembelajaran Bahasa Indonesia disusun secara terpadu dengan berbagai mata pelajaran lainnya, dan lebih fokus pada pencapaian kompetensi dasar serta indikator pencapaian yang telah ditetapkan.. Kurikulum Merdeka pada mata pelajaran Bahasa Indonesia di MI memiliki ciri khas yang berbeda, antara lain penekanan pada pemahaman dan keterampilan literasi, pembelajaran berbasis proyek, serta penanaman nilai-nilai kemandirian dan kreativitas. Pembelajaran Bahasa Indonesia pada Kurikulum Merdeka juga lebih mengutamakan pengembangan kompetensi melalui pendekatan yang lebih fleksibel dan berbasis pada potensi serta kebutuhan lokal siswa. Selain itu, asesmen pada Kurikulum Merdeka bersifat formatif dan diarahkan pada pencapaian perkembangan siswa secara holistik, bukan sekadar mengukur hasil akhir.

Rekonstruksi Etika Keguruan dalam Ekosistem Literasi Digital: Studi Fenomenologis tentang Praktik Profesional Guru Indonesia Ahmad Muflihul Fakih; Imron Fauzi
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8751

This study examines how teachers reinterpret teaching ethics in the context of digital literacy-based education, addressing the gaps in previous studies that primarily viewed digital literacy as a technical skill. Using a qualitative phenomenological design, the study involved 80 purposively selected teachers who participated in digital learning practices. Data were collected through in-depth interviews, observations, and documentation, then analyzed using thematic coding, with stages of data reduction, data presentation, and conclusion drawing. The results show that digital literacy is understood not only as a technological skill but also as an ethical foundation inherent in teachers' professional judgment. Five main themes emerged: ethical awareness shaped by digital literacy, critical reflection on technology use, the construction of contextual ethical norms, the role of teachers as role models of digital ethics, and the need for institutional strengthening. Challenges faced include limited access to digital resources and a lack of digital ethics training. This study offers a novel theoretical contribution by integrating digital literacy as a contextual variable within the framework of teacher professional ethics, while also providing practical implications for policy development and teacher training in responding to ethical demands in the digital education era.

Evaluasi Asesmen Diagnostik Terhadap Keadilan Penilaian Belajar Di Madrasah Ibtidaiyah Nabilatul Imamah; Imron Fauzi; M. Ilmil Zawawi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 1 (2025): Oktober
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i1.6201

This study aims to evaluate the implementation of diagnostic assessment in Madrasah Ibtidaiyah from the perspectives of technical quality and fairness principles. Using a mixed-methods approach with an explanatory sequential design, the research was conducted in three Madrasah Ibtidaiyah in Jombang Regency involving 12 classroom and Islamic Education teachers, 180 fourth- and fifth-grade students, and three principals. Quantitative data from diagnostic assessment results were analyzed using descriptive statistics and t-tests, while qualitative data were collected through interviews, observations, and document analysis. The findings show significant differences between classes (t = 3.47; p = 0.001 < 0.05), indicating variation in learning outcomes due to school context and assessment instrument quality. Although most Islamic Education teachers recognize the importance of diagnostic assessment, it is still used administratively, focused on cognitive aspects, and lacks follow-up actions such as enrichment or remedial programs. Triangulation identifies obstacles such as limited teacher competence, varied assessment designs, and insufficient systematic school policies. The study concludes that diagnostic assessment in Madrasah Ibtidaiyah has not fully reflected fairness principles and needs improvement by integrating technical accuracy, learning context, and Islamic educational values.

Peran Literasi Digital Dalam Pembentukan Karakter Peserta Didik Di Era Digital Kamilia Ulfa; Imron Fauzi; M. Ilmil Zawawi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 1 (2025): Oktober
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i1.6203

Penelitian ini dilatarbelakangi oleh meningkatnya penggunaan teknologi digital oleh peserta didik yang belum sepenuhnya diimbangi dengan literasi digital dan pembinaan karakter yang memadai, sehingga memunculkan berbagai persoalan seperti kurangnya etika digital, kedisiplinan yang melemah, serta ketidakmampuan memilah informasi yang tepat. Penelitian ini bertujuan menganalisis peran literasi digital dalam pembentukan karakter peserta didik dengan fokus studi kasus pada MA Plus Keterampilan Nurul Qarnain yang memiliki karakteristik unik sebagai madrasah berbasis keterampilan dan teknologi. Menggunakan pendekatan kualitatif studi kasus, data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi dari tujuh informan utama yang terdiri dari guru, peserta didik, serta pihak madrasah. Hasil penelitian menunjukkan bahwa literasi digital berperan penting dalam membentuk karakter disiplin, tanggung jawab, dan etika digital melalui pembiasaan penggunaan teknologi yang terarah serta penguatan nilai-nilai moral dalam aktivitas pembelajaran. Temuan juga mengindikasikan bahwa kolaborasi antara guru dan peserta didik, didukung kebijakan madrasah, mampu meningkatkan kesadaran kritis dalam penggunaan media digital. Penelitian ini menyimpulkan bahwa literasi digital bukan hanya kompetensi teknis, melainkan instrumen pembentukan karakter yang relevan dengan tuntutan era digital. Implikasi penelitian menegaskan perlunya integrasi literasi digital dalam strategi pendidikan karakter dan pengembangan kurikulum madrasah.

Peningkatan Kapasitas Guru dalam Menanggapi Kebutuhan Siswa Berkebutuhan Khusus Rodiah Luthfi, Isnaini; Imron Fauzi; M. Ilmil Zawawi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): In Press
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6247

Pendidikan inklusif menekankan pentingnya memberikan kesempatan belajar yang setara bagi seluruh peserta didik, termasuk Anak Berkebutuhan Khusus (ABK). Namun, berbagai penelitian menunjukkan bahwa guru masih menghadapi tantangan dalam memahami kebutuhan belajar ABK, menyesuaikan strategi pembelajaran, serta mengelola kelas yang heterogen. Penelitian ini bertujuan menganalisis kebutuhan pelatihan guru dalam konteks pendidikan inklusif serta mengkaji strategi pengembangan kapasitas yang dapat meningkatkan kemampuan guru dalam merespons keberagaman peserta didik secara efektif. Metode penelitian menggunakan pendekatan kualitatif deskriptif melalui kajian pustaka terhadap literatur yang diterbitkan pada tahun 2020–2025. Dari lebih dari 80 artikel yang diidentifikasi, sepuluh literatur utama dipilih berdasarkan relevansi dengan kompetensi guru, pembelajaran diferensiatif, dan penanganan ABK. Hasil analisis menunjukkan bahwa guru memiliki sikap positif terhadap inklusi, tetapi masih kurang dalam keterampilan praktis, seperti modifikasi kurikulum, asesmen kebutuhan siswa, dan penerapan strategi pembelajaran adaptif. Selain itu, keberhasilan pendidikan inklusif sangat dipengaruhi oleh kolaborasi antara guru kelas, guru BK, dan pihak sekolah serta dukungan sistem manajerial yang memadai. Penelitian ini menegaskan bahwa peningkatan kapasitas guru tidak dapat dilakukan secara umum, melainkan harus melalui model pelatihan yang terarah, aplikatif, dan berbasis kebutuhan nyata di lapangan. Dengan demikian, pengembangan profesional guru yang komprehensif dan sistematis menjadi kunci dalam meningkatkan kualitas praktik pendidikan inklusif secara berkelanjutan.

Transformasi Pembelajaran Digital terhadap Kualitas Interaksi Guru dan Siswa di Era Artificial Intelligence Muhammad Syifa’ Mashudi; Imron Fauzi; M Ilmil Zawawi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): In Press
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6256

This study aims to analyze the transformation of digital learning on the quality of interaction between teachers and students in the era of artificial intelligence (AI). The development of digital technologies and the integration of AI in education have reshaped communication patterns, increased student engagement, and simultaneously created new challenges in maintaining emotional closeness between teachers and learners. This research employed a qualitative approach with data collected through interviews, observations, and documentation over a three-month period in several elementary and secondary schools. The findings indicate a shift in teacher–student communication from one-way delivery toward more collaborative, digitally mediated interactions. Student engagement also increased significantly through the use of interactive learning platforms, gamification, and AI-based adaptive systems. However, teachers reported difficulties in sustaining emotional connection due to limited nonverbal communication in virtual environments. These findings suggest that the effectiveness of digital learning transformation is not solely determined by technological capability, but also by teachers’ socio-emotional competencies in fostering meaningful pedagogical relationships. The study recommends the need for digital literacy training and virtual empathy development for educators to ensure that AI integration enhances interaction quality without diminishing the humanistic dimension of education.

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