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All Journal JAKP (Jurnal Administrasi dan Kebijakan Publik) Jurnal Isema : Islamic Educational Management Didaktika: Jurnal Kependidikan Al-Hasanah : Jurnal Pendidikan Agama Islam Jurnal Manajemen Pendidikan Islam Al-Munadzomah ELOQUENCE: Journal of Foreign Language Jurnal Al-Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Tarbiya Islamica

Supiana

Universitas Islam Negeri Sunan Gunung Djati Bandung

Author-ID : 4107965

Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 8 Documents Claim Missing Document

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Articles

KEBIJAKAN PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM Selamet; Supiana; Qiqi Yuliati Zaqiah
AL-MUNADZOMAH Vol. 1 No. 2 (2022): AL-MUNADZOMAH
Publisher : Institut Ummul Quro Al-Islami Bogor

Kurikulum merupakan komponen terpenting dalam pendidikan. Pengembangan kurikulum dalam pendidikan Islam merupakan sebuah keniscayaan, karena perubahan pasti terjadi mengikuti zamannya. Maka tujuan penulisan ini akan mengkaji terkait kebijakan pengembangan kurikulum pendidikan Islam khususnya di Indonesia dengan memperhatikan sejarah dan regulasi yang berlaku. Tulisan ini menggunakan metode library research dengan pendekatan content analysis. Hasil penelitian menunjukan bahwa kurikulum pendidikan Islam dalam tinjauan sejarah dari masa kemerdekaan hingga era reformasi terus mengalami perubahan sesuai dengan kondisi dan kebutuhan. Pengembangan kurikulum pendidikan Islam terbagi atas 3 masa; yaitu pertama, masa orde lama, terjadi 3 kali perubahan yaitu kurikulum tahun 1947, 1952, dan kurikulum 1964; kedua, masa orde baru, terjadi 4 kali perubahan yaitu kurikulum 1968, 1975, 1984, dan Kurikulum 1994; ketiga, masa reformasi, tejadi 3 kali perubahan yaitu kurikulum 2004 (KBK), Kurikulum 2006 (KTSP), kurikulum 2013 yang dipakai hingga kini. Sedangkan dalam tinjauan regulasi kurikulum pendidikan islam terdapat 4 kategori yakni: pertama, regulasi kurikulum madrasah mengikuti UU nomor 20 tahun 2003 tentang sistem pendidikan nasional; kedua, regulasi kurikulum pesantren mengikuti UU nomor 18 tahun 2019 tentang Pesantren; ketiga, regulasi kurikulum perguruan tinggi keagamaan Islam menginduk UU nomor 12 tahun 2012 tentang pendidikan tinggi; dan keempat, regulasi kurikulum pendidikan agama Islam untuk sekolah/kampus umum menginduk UU nomor 20 tahun 2003.

PEMBELAJARAN TATAP MUKA DI TENGAH PANDEMI COVID 19: Penelitian di Madrasah Tsanawiyah Al Huda Al Musri 1 Cianjur Muhammad Makky; Supiana; Qiqi Yuliati Zaqiyah
Al-Hasanah : Jurnal Pendidikan Agama Islam Vol 7 No 2 (2022): Al-Hasanah : Jurnal Pendidikan Agama Islam
Publisher : STAI Pelabuhan Ratu

The emergence of the Covid-19 pandemic has caused some educational institutions to stop carrying out teaching and learning activities online. However, Madrasah Tsanawiyah AL Huda AL Musri 1 Cianjur is one of the educational institutions that consistently carries out face-to-face teaching and learning activities throughout the era of the Covid-19 pandemic. This post intends to define the wisdom of implementing face-to-face teaching and learning activities in the midst of a Pandemic, the consequences of the wisdom of face-to-face teaching and learning activities in the midst of a pandemic, and supporting aspects and barriers to the wisdom of face-to-face teaching and learning activities in the midst of the Covid-19 pandemic at Madrasah Tsanawiyah Al Huda Al Musri 1 Cianjur. This paper is prepared using a problem research approach in a qualitative research method, the main information base is obtained from the Principal, teachers and students of Madrasah Tsanawiyah AL Huda AL Musri 1 and the inferior information base from the selection of Madrasah Tsanawiyah AL Huda AL Musri 1. The method of collecting information used is in the form of question and answer, monitoring and selection with 3 ways of information analysis, namely reducing information, presenting information and revoking conclusions. Face-to-face teaching and learning activities in the midst of the Covid-19 Pandemic at Madrasah Tsanawiyah AL Huda AL Musri 1 are carried out by reducing the length of teaching and learning activities as a result of the accumulation of activities outside the category, but people of age benefit because their children consistently welcome teaching and learning activities comfortably. The supporting aspect of the implementation of teaching and learning activities is the existence of a 24-hour mes system and the inhibiting aspect is the lack of tools and infrastructure.

KEBIJAKAN MODEL PEMBELAJARAN MOTESSORI DALAM MENGENAL HURUF DI RA AL- IHSAN BANDUNG Rida Nurfarida; Supiana; Qiqi Yuliati Zakiah
Tarbiya Islamica Vol. 9 No. 1 (2021): Tarbiya Islamica
Publisher : Fakutas Tarbiyah Institut Agama Islam Sultan Muhammaad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ti.v2i1.624

Policy Analysis Problems PP No. 27 of 1990 Chapter I article 1 paragraph 2 and RI Law number 20 of 2003 concerning the national education system article 28 in RA Al-Ihsan Bandung whether the policy is appropriate or not appropriate if applied in this educational institution. . The purpose of this study is to discuss the policy of the Montessori Learning model in recognizing letters at RA Al-Ihsan Bandung. The research method uses qualitative where the data is presented in a narrative manner rather than based on statistics. The research method uses a qualitative approach, collecting data through interviews, observations and documentation studies. The results show that the PP Policy No. 27 of 1990 Chapter I Article 1 paragraph 2 and Law No. 20 of 2003 concerning the National Education System Article 28 are in accordance with policy at RA Al-Ihsan Bandung because the Montessori Learning model in recognizing letters is appropriate and has a good impact. Until it can be implemented and implemented.

PERAN GURU AGAMA ISLAM DALAM MENANAMKAN MODERASI BERAGAMA MELALUI PROGRAM PEMBIASAAN DI SMPN 1 PARONGPONG KABUPATEN BANDUNG BARAT Fitria Hidayat; Maslani; Supiana
Jurnal Al-Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Vol. 6 No. 1 (2021): Jurnal Al Karim : Maret 2021
Publisher : STAI YAPTIP

In order to create a conducive learning atmosphere, it is necessary to foster the ethics of tolerance between students in order to realize harmony between religious people and not to discriminate against different religions. Therefore, it is necessary to play an important role of a teacher in fostering the ethics of tolerance of students among religious people. Because teachers not only act as teachers but also as educators, mediators, evaluators, motivators, facilitators in fostering, shaping and preparing mental students or students actively carry out their duties and are expected to provide stability in the face of various possibilities even in the direction of the worst possibilities, namely shocks and psychic tensions. The purpose of this research is to find out and analyze how the role of Islamic teachers in instilling religious moderation towards students at SMPN 1 Parongpong West Bandung Regency. So that life is harmonious in learning despite different religions and beliefs. The results of this study show that Islamic Education Teachers (GPAI) at SMPN 1 Parongpong Barat in instilling religious tolerance by habituating daily religion, this is implemented in several activities in schools.

Penerapan Model STEM Menggunakan Virtual Reality pada Pembelajaran Gelombang Elektromagnetik Wawan Purnama; Sri Wulan; Mohammad Sabarudin; Supiana; Qiqi Yuliati Zaqiah
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2414

Penelitian ini mengkaji respon siswa terhadap penggunaan media Virtual Reality (VR) dalam pembelajaran Gelombang Elektromagnetik pada siswa SMAN 1 Soreang angkatan 2024/2025. Metode penelitian menggunakan kuesioner yang mengukur tiga aspek utama yaitu kemudahan penggunaan, efektivitas pembelajaran, serta minat dan motivasi belajar terhadap media VR. Data dari 36 responden menunjukkan bahwa meskipun terdapat kendala awal dalam penggunaan aplikasi VR, sebagian besar siswa menyatakan bahwa media ini memudahkan pemahaman konsep gelombang elektromagnetik melalui visualisasi interaktif dan pengalaman belajar yang lebih imersif. Hasil juga mengindikasikan peningkatan minat dan motivasi belajar, serta rasa percaya diri siswa dalam menguasai materi. Namun, keterbatasan literasi digital dan dukungan teknis menjadi tantangan yang perlu diperhatikan dalam implementasi VR secara lebih luas. Penelitian ini merekomendasikan integrasi VR dengan metode pembelajaran yang mendukung serta peningkatan pelatihan dan infrastruktur agar media VR dapat memberikan manfaat optimal dalam pembelajaran sains.

Enhancing Arabic Reading Comprehension Through the Reference Epistemological Model: Meningkatkan Pemahaman Membaca Bahasa Arab Melalui Model Epistemologis Referensi Hikmah Maulani; Jenal Bustomi; Nalahuddin Saleh; Erni Haryanti; Supiana
ELOQUENCE : Journal of Foreign Language Vol. 4 No. 2 (2025): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v4i2.2845

Background: Reading comprehension (qirā’ah) is a fundamental skill in learning Arabic as a foreign language. As the complexity of texts and the demands of critical literacy increase, there is a need for a conceptual model that can map the cognitive and epistemic processes involved in understanding Arabic texts. Purpose: This study explores the technical potential of the Reference Epistemological Model (REM) in enhancing students' qirā’ah comprehension. Method: This study employs a qualitative approach with an exploratory case study design. Data were collected through text-based comprehension tests using authentic materials, semi-structured interviews, structured observations, and classroom documentation. Thematic analysis results indicate that the REM is effective in identifying students’ conceptual representations, epistemic activities, and epistemic stances while reading Arabic texts. Results and Discussion: The main findings indicate that the majority of students are still at the stage of literal comprehension and have not yet fully activated inferential and reflective strategies in reading. The REM has potential as both a diagnostic and pedagogical framework for developing qirā’ah assessment, constructing authentic evaluation rubrics, and designing learning strategies based on deep meaning-making. Conclusions and Implications: Contains one to two important sentences. This section provides a conclusion about the results of the research and what these results mean for us today, as well as the implications of the suggested research results for future research on the topic.

THE INTEGRATION MODEL OF KNOWLEDGE AT UIN BANDUNG: FROM THE WAHYU MEMANDU ILMU PARADIGM TO RAHMATAN LIL ‘ALAMIN Supiana; Afnie Rizky Nurkamaliyah; Nenden Ahadiah Halimah; Nirwati
Jurnal Isema : Islamic Educational Management Vol. 10 No. 2 (2025): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v10i2.51980

The Wahyu Memandu Ilmu (WMI) paradigm promoted by UIN Bandung represents a model of knowledge integration that positions revelation as the epistemological foundation and scientific inquiry as the medium for academic development. This study aims to analyze the implementation of WMI by emphasizing Rahmatan lil ‘Alamin (RLA) as an axiological orientation manifested through institutional governance, academic policies, and impact-based evaluation mechanisms. The research employs a qualitative approach with a descriptive-analytical design, examining policy documents, curricula, and the practices of the university’s Tri Dharma at UIN Bandung. The findings indicate that epistemic integration between revelation and scientific knowledge has the potential to strengthen Islamic relevance and enhance academic responsiveness to global challenges. However, the effectiveness of RLA as a scholarly praxis requires the strengthening of institutional capacity, interdisciplinary collaboration, and measurable evaluation indicators to ensure that the values of rahmatan are concretely realized in campus activities.

Scholarly Knowledge Investigation in Graduate Competency Standards Policy: Analysis of Kma 347 in 2022 Hikmah Maulani; Jaja Jahari; Supiana
Jurnal Administrasi dan Kebijakan Publik Vol. 11 No. 1 (2026): April
Publisher : Laboratorium Administrasi Publik FISIP Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jakp.11.1.36-45.2026

This study aims to examine the representation of scholarly knowledge in the madrasah Graduate Competency Standards (SKL) policy as stated in the Decree of the Minister of Religion (KMA) Number 347 of 2022. Scholarly knowledge is understood as knowledge that comes from the integration of revelation (naqli) and reason (‘aqli), and is developed through a scientific, reflective, and contextual approach. This study uses a qualitative approach with a document analysis method. The main data source is the official document KMA 347 of 2022 and its attachments, supported by theoretical literature on Islamic epistemology, contemporary learning theory, and religious moderation. Data analysis was carried out using content and thematic analysis techniques to identify the scientific structure contained in the madrasah SKL. The results of the study show that the madrasah SKL contains three main dimensions of scholarly knowledge: (1) the scientific-academic dimension, which includes the ability to think critically in understanding interpretation, hadith, and fiqh; (2) the socio-affective dimension, which emphasizes religious moderation, tolerance, and social ethics as a form of Islamic sociological literacy; and (3) the religious-practice dimension, which integrates a deep understanding of worship and spiritual values. SKL is also designed based on modern learning theories such as Bloom's taxonomy, constructivism, and the scientific approach. The emphasis on contextual interpretation theory, the history of moderate Islamic thought, and the cross-school fiqh approach shows that religious moderation in SKL is not only a moral value, but also an academic domain that can be transformed in learning. This study recommends strengthening the epistemological dimension in the development of future madrasah curricula.

Co-Authors Afnie Rizky Nurkamaliyah Erni Haryanti Fitria Hidayat Hikmah Maulani Jaja Jahari Jenal Bustomi Maslani Mohammad Sabarudin Muhammad Makky Nalahuddin Saleh Nenden Ahadiah Halimah Nirwati Qiqi Yuliati Zakiah Qiqi Yuliati Zaqiah, Qiqi Yuliati Qiqi Yuliati Zaqiyah Rida Nurfarida Selamet Sri Wulan Wawan Purnama

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