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All Journal JURNAL DIVERSITA Edukasi Islami: Jurnal Pendidikan Islam PeTeKa Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pendidikan dan Konseling CERMIN: Jurnal Penelitian Hikmah Ihsan: Jurnal Pengabdian Masyarakat Jurnal Ilmiah Al-Hadi Jurnal Kewarganegaraan Maslahah: Jurnal Pengabdian Masyarakat Proceeding International Seminar of Islamic Studies Educate: Jurnal Ilmu Pendidikan dan Pengajaran Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Journal of Language Education Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Education & Learning Journal of Social Knowledge Education (JSKE) JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Riwayat: Educational Journal of History and Humanities Journal of Humanities Education Management Accounting and Transportation Jurnal Keislaman
Panggabean, Hadi Saputra
Universitas Pembangunan Panca Budi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Transportation Other

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Management of Islamic Propagation Activities in Building an Inclusive Religious Program at the Muslimin Mosque on Jalan STM Medan Fadli, Fadli; Panggabean, Hadi Saputra
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 4 (2025): November
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i4.2158

Abstract

Purpose of the study: This study aims to explore three main aspects, namely the forms of da'wah management implemented, the challenges faced, and the strategies adopted to create inclusive religious programs that are accessible to all congregations. Methodology: The research employed a descriptive qualitative design with purposive site selection. Primary data were collected through in-depth interviews with mosque administrators, preachers, active congregants, and community leaders. Secondary data were gathered from administrative records and program documentation. Data analysis followed Miles and Huberman’s interactive model, which consists of data reduction, data display, and conclusion drawing. Main Findings: The findings indicate that da'wah activities function not only as religious gatherings but also as social learning arenas where congregants collectively negotiate values, identities, and intergroup relations. These activities are managed through systematic planning, congregation segmentation, diverse program implementation, and participatory evaluation. They also serve as a medium for interethnic interaction and cultural exchange that directly contribute to ethno-social pedagogy. Within this pedagogical space, local cultural wisdom and community-based religious understanding are integrated to strengthen inclusive learning processes. Ultimately, the management of da'wah in this context strengthens da'wah's role as a dynamic social learning arena that not only promotes inclusive religious education but also enriches ethno-social pedagogical practices that are essential for maintaining long-term social cohesion. Novelty/Originality of this study: This study provides evidence that Masjid Muslimin serves as a model of inclusive da’wah management in an urban context and demonstrates the potential of mosque-based religious governance to strengthen communal relations in multicultural settings. Its contribution lies in illustrating the socio-pedagogical value of structured da’wah management for enhancing inclusive participation among diverse Muslim congregants.
Islamic Religious Education Teachers' Understanding of Moderation in Schools and Its Implementation in Forming Tolerant Attitudes of Students at Dafa Integrated Islamic Elementary School, Binjai City Maulana, Heri; Panggabean, Hadi Saputra
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 4 (2025): November
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i4.2164

Abstract

Purpose of the study: The purpose of this study is to examine teachers’ understanding of madhhab moderation and its implementation in shaping students’ tolerant attitudes at Dafa Integrated Islamic Primary School in Binjai City. Methodology: This study adopts a qualitative descriptive method supported by observation, interviews, and documentation. Data validity is ensured through source triangulation and technique triangulation. The research participants consist of the school principal, the vice principal for curriculum affairs, and Islamic Religious Education teachers. Main Findings: The findings show that teachers possess a strong conceptual understanding of madhhab moderation, particularly in distinguishing between fundamental principles and subsidiary matters in Islamic jurisprudence. This understanding is applied through the use of a multi-madhhab curriculum, interactive and reflective learning strategies such as discussion, role play, and guided reflection, and a school culture that encourages respect for differences. These practices collectively contribute to the development of students’ tolerant attitudes, reflected in inclusive communication, appreciation of diverse worship practices, and the formation of harmonious social interactions among peers. Beyond classroom outcomes, these attitudes strengthen social cohesion within the school community and encourage more peaceful interactions among students’ families. The educational implications extend to the broader community, where the cultivation of tolerant behavior among students contributes to fostering an inclusive social environment and supports long-term community integration. Novelty/Originality of this study: The novelty of this study lies in demonstrating that conceptual clarity among Islamic Religious Education teachers, when combined with consistent pedagogical practice and supportive school culture, plays a significant role in strengthening character education and promoting social integration. The study contributes new insights into how theological understanding and educational praxis can work together to develop a moderate, empathetic, and socially responsible young generation.
Islamic Religious Education Teachers' Strategies in Improving the Al-Qur'an Learning Achievement of Grade XI Students at the Binjai State Islamic Senior High School Jauhari, Ibnu Jarot; Panggabean, Hadi Saputra
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 4 (2025): November
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i4.2165

Abstract

Purpose of the study: The study also aims to demonstrate how Qur’anic instructional strategies contribute to shaping students’ discipline, responsibility, cooperation, empathy, and spiritual awareness as essential elements of Character Education. Methodology: This research employs a descriptive qualitative approach. The participants include Islamic Religious Education teachers of Grade XI, with the primary focus placed on the pedagogical strategies they implement. Data were collected through classroom observations, in-depth interviews with teachers, school leaders, and students, and documentation of lesson plans, classroom activities, and assessment records. Data analysis followed Miles and Huberman’s interactive model, involving three stages: data reduction, data display, and conclusion drawing. Main Findings: The findings reveal that teachers implement several transformative learning strategies, including differentiated instruction, peer teaching, digital media integration, and motivational reinforcement. These strategies effectively meet students’ diverse learning needs and significantly improve their Qur’anic recitation performance, tajwid accuracy, and memorization ability. Beyond academic outcomes, these approaches foster crucial social character values such as discipline, collaboration, empathy, perseverance, and responsibility. They also nurture students’ respect for the Qur’an as both a moral compass and a spiritual foundation. Novelty/Originality of this study: This study provides empirical evidence that adaptive and transformative pedagogical strategies within Islamic Religious Education can simultaneously enhance Qur’anic learning outcomes and strengthen socio-moral character formation. Its originality lies in demonstrating how the integration of traditional teaching methods with modern instructional innovations contributes to academic achievement as well as the development of essential moral, social, and spiritual values. The research thus offers a meaningful contribution to contemporary discourse on Character Education in Islamic schooling.
The Principal's Leadership Model in Integrating Islamic Values ​​into School Culture at Imelda Vocational School, Medan Daud, Muhammad; Panggabean, Hadi Saputra
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 4 (2025): November
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i4.2166

Abstract

Purpose of the study: This study investigates how transformative school leadership integrates character values into the school culture of Imelda Health Vocational School Medan through ethno-social pedagogical practices. The main objective is to analyze the principal’s leadership model and its contribution to strengthening character formation grounded in the school’s socio-cultural context. The study is based on the premise that school leadership extends beyond administrative duties toward shaping a value-oriented educational ecosystem. Methodology: A qualitative design was employed using in-depth interviews, participatory observation, and document analysis. Data were processed through Miles and Huberman’s interactive analysis model consisting of data reduction, data display, and conclusion drawing. Main Findings: The findings reveal two interconnected dimensions of leadership practice. First, the managerial dimension includes policy development, standard operating procedures, human resource capacity-building, the teaching factory curriculum, and evaluation systems that embed character-oriented principles. Second, the cultural and ethical dimension is demonstrated through the leader’s moral exemplarity, consistent ethical conduct, and humanistic disciplinary narratives. Together, these practices cultivate a shared cultural habitus that reinforces character development and strengthens the school’s socio-pedagogical environment. Novelty/Originality of this study: This study proposes an integrative framework of transformative leadership that blends managerial system design with socio-cultural character formation. The model contributes to character education policy and implementation by demonstrating how socio-cultural values can shape school culture and guide value-based decision-making. It adds to contemporary scholarship by linking transformative leadership, character formation, and ethno-social pedagogy within vocational education.
Co-Authors Abdurrasyid Abdurrasyid Abdurrasyid Aburrasyid, Aburrasyid Aghna, Hannah Ahmad Aswan Waruwu Ahmad Fuad Al ‘Auni, Khofifah Alaska, Yogi Alfi, M Yus Alifatin, Suci Ririn Almanah Rambe Andrian, M Anggraini, Dian Sri Anisah Fitri, Ayu Annisa Febrianti Aqila, Nazwa Ariga, Iswanto Auni, Khofifah Al Candra Wijaya Chintya Sonia Danny Abrianto Daulay, Ronna Sari Dewi, Ira Mutiara Diniyah, Cantika Alfa Efsha, Aprilila Elfidayanti Elfidayanti Elfidayanti Elfidayanti Elsya Fitri Ependi, Rustam Fadilah G S, Mila Fadli Fadli Fakhira, Dhea Fitriani, Sulia Ginting, Aisyah Mutiara Ramadhani Gs, Mila Fadilah Harahap, Muhammad Ridho Hariani Hariani, Hariani Hasibuan, Muhammad Basir Hasibuan, Nuri Syamsika Heri Maulana Hidayah, Nailla Hidayah, Naillah Indra Laksana Ismy, Nurul Jauhari, Ibnu Jarot Lestari, Ridhayani Lubis, Eva Susanti Lubis, Sakban Manurung, Nazwa Salsabila Br Manurung, Nazwa Salsabilaahra Muhammad Andrian, Muhammad Muhammad Daud Muliani, Sri Indah Mulyani, Ika Dini Mutiara, Aisyah Nabila, Ade Nasution, Hasan Bakti Nida Ul Hasanah Nofianti, Rita Nuraini Nuraini Nurul Husna Oktarini, Limayasa Ayu Pratama, M. Rizky Prihartini Prihartini Puspita, Laila Dwi Putri Dalimunthe, Kurnia Dwika Putri Handayani Putri Widia Astuti Putri, Saskia Amanda Rahmah, Rizkiya Ramadhani, Mutia Rambe, Almanah Raudhah, Raudhah Retno, Suci Ananda Rita Nofianti Rita Novianti Rizky, Nanda Sabiru, Tri Saffana Ulfia Sanjaya, Bagus Septianingsih Siagian, Ahmad Fauzan Siregar, Iza Meri Siregar, Meldyana Priadina Siregar, Siti Aisyah Siti Aisyah Siti Jubaidah, Siti Sri Devi Hardiyanti Subayu, Dimas Suciani, Anggun Syahputri, Nadia Syari, Sabilla Rahma Tambunan, Nurhalima Tambunan, Nurhalima Tambunan, Nurhalimah Tumiran Tumiran Tumiran Umat, Hardakwah Ummu Hanifah, Ummu Usiono Usiono Waruwu, Ahmad Aswan Yumna, Najlaa Ghassani Yusranida Hidayati Zahrach, Eca May