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All Journal Jurnal Evaluasi dan Pembelajaran Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Periskop : Jurnal Sains dan Ilmu Pendidikan Cahaya Pengabdian Journal of Early Childhood Education Research GAJIE; Global Journal of Islamic Education AL-USTHURAH
Jimi Harianto
STKIP Al Islam Tunas Bangsa
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Social Sciences Other

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PENCEGAHAN RADIKALISME DALAM MEMBENTUK KARAKTER ANAK MELALUI PENDIDIKAN AGAMA ISLAM Jimi Harianto
Jurnal Evaluasi dan Pembelajaran Vol 3 No 2 (2021)
Publisher : STKIP Al Islam Tunas Bangsa dan HEPI Korda Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52647/jep.v3i2.38

Abstract

Tulisan ini akan membahas tentang peran pendidikan agama Islam di sekolah dalam membentuk karakter peserta didik. Dalam pendidikan sekolah khususnya pengajar/pendidik berkomitmen mencegah masuknya radikalisme dalam kalangan pelajar-pelajar di sekolah dengan adanya Pendidikan Agama Islam (PAI) merupakan salah satu pilar pendidikan karakter yang paling utama. Pendidikan karakter akan tumbuh dengan baik jika dimulai sejak dini pada anak, oleh karena itu materi PAI disekolah menjadi salah satu penunjang pendidikan karakter. Melalui pembelajaaran PAI siswa diajarkan aqidah sebagai dasar keagamaannya, diajarkan Al-Qur'an dan hadits sebagai pedoman hidupnya, diajarkan fiqih sebagai rambu-rambu hukum dalam beribadah, mengajarkan sejarah Islam sebagai sebuah keteladan hidup, dan mengajarkan akhlak sebagai pedoman prilaku manusia apakah dalam kategori baik ataupun buruk. Oleh sebab itu, tujuan utama dari Pembelajaran PAI adalah pembentukan kepribadian pada diri siswa yang tercermin dalam tingkah laku dan pola pikirnya dalam kehidupan sehari-hari. Disamping itu, langkah yang harus dilakukan adalah mengisi ekstrakurikuler siswa siswi dengan kegiatan positif dan berkarakter pancasila. Keberhasilan pembelajaran PAI disekolah salah satunya juga ditentukan oleh penerapan metode pembelajaran yang tepat.
PEMBERIAN BIMBINGAN KEPADA TEMAN SEJAWAT UNTUK PENINGKATAN KINERJA DOSEN Jimi Harianto; Ngadimun
Jurnal Evaluasi dan Pembelajaran Vol 4 No 1 (2022)
Publisher : STKIP Al Islam Tunas Bangsa dan HEPI Korda Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52647/jep.v4i1.45

Abstract

Penelitian ini bertujuan untuk mengetahui proses peningkatan kinerja dosen dengan dengan desain penelitian tindakan, dengan meng­adopsi beberapa kaidah penelitian tindakan kelas (PTK) dan penelitian tindakan sekolah (PTS). Hasil penelitian ini menunjukkan sebagai berikut. Setelah dilakukan pemberian bimbingan dalam bentuk ajakan untuk meningkatkan kehadiran dosen tetap di kampus sesuai dengan tugas masing-masing, rerata jumlah jam hadir mengalami kenaikan. Pada September sampai Desember 2017, rerata tertinggi sebesar 85 jam dan terendah 69 jam hadir dan pada September sampai Desember 2018, tertinggi sebesar 93 jam dan terendah 75 jam hadir per bulannya. Perbandingan rerata jumlah jam hadir dosen antar program studi (Prodi) pada September s.d. Desember 2017, hadir terbanyak dosen PGSD, yaitu sebanyak 95 jam hadir dan 62 jam pada dosen Prodi PGPAUD, dan terendah pada dosen Prodi Penjas 45 jam hadir. Setelah diberikan ajakan tentang disiplin hadir, kondisi kehadiran dosen secara umum meningkat, yaitu pada: Prodi PGPAUD dari 62 jam hadir menjadi 65 jam hadir, Prodi Penjas dari 45 jam hadir menjadi 56 jam hadir, kecuali pada Prodi PGSD dan 93 jam hadir menurun sedikit menjadi 90 jam hadir. Hasil pemberian bimbingan dalam pening­katan jumlah dosen meman­fa­at­kan website sebagai media pembela­jaran on line secara umum hasilnya baru sampai pada taraf “Cukup”. Lebih rinci, dapat dijelaskan bahwa kualitas Blog Dosen yang sampai pada taraf “Baik Sekali” baru satu orang atau 16,7% dari dosen yang diteliti. Sampai pada taraf “Baik” dan “Cukup” masing-masing sebanyak 16,7%; lalu yang kualitas Blognya masih mencapai taraf “Sangat Kurang” masih sebanyak tiga orang atau 50% dari dosen yang dite­liti.
DINAMIKA KEMAMPUAN BERSOSIALISASI ANAK USIA DINI DARI ORANG TUA YANG BERCERAI (STUDI KASUS) DI TK MEIRA - TELUK BETUNG TIMUR Ananda Frizka; Hetty Anggraini; Jimi Harianto; Sulistianah
PERISKOP : Jurnal Sains dan Ilmu Pendidikan Vol. 4 No. 2 (2023): PERISKOP: Jurnal Sains dan Ilmu Pendidikan
Publisher : Institut Pendidikan dan Bahasa Invada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/periskop.v4i2.44

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan bersosialisasi anak usia dini dari orang tua yang bercerai. Penelitian ini menggunakan jenis penelitian kualitatif, dengan pendekatan studi kasus. Subjek penelitian dalam penelitian ini adalah peserta didik TK MEIRA - Kecamatan Teluk Betung Timur, Kota Bandar Lampung. Subjek penelitian adalah 2 peserta didik yang merupakan anak dari orang tua yang bercerai. Penelitian ini menggunakan Teknik pengumpulan data dengan menggunakan observasi, wawancara, dan studi dokumentasi. Teknik keabsahan data menggunakan triangulasi sumber dengan teknik analisis data interaktif. Hasil Penelitian ini menunjukkan bahwa beberapa permasalahan yang terjadi pada anak usia dini dengan kondisi orang tua yang bercerai, yang dimana perceraian orang tua ini disebabkan oleh beberapa faktor yaitu: Faktor perselingkuhan, kekerasan dalam rumah tangga, ekonomi dan campur tangan orang ketiga (orang tua) salah satu pasangan.
I الكفاءة التربوية لمعلمي اللغة العربية والمحاولة التي قام بها المعلمون لتحسين كفاءتهم: دراسة ميدانية في تانجرانج الجنوبية M. Rohim; Jimi Harianto
Al-Usthurah Vol. 1 No. 02 (2026): Januari
Publisher : Study Program of Arabic Language Education (PBA)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyse field conditions related to the level of teaching competence of Arabic language teachers. This study also aims to analyse the efforts of teachers to improve their ability to teach Arabic language materials in Islamic Secondary Schools (Madrasa) in South Tangerang City. The researchers used descriptive qualitative methods by collecting information directly in the field. The research location is 6 Madrasas out of 18 Madrasas in South Tangerang Region. Which consists of two public madrasas and four private madrasas. The researchers examined teachers who had succeeded in obtaining a teaching profession certificate from the Government, and teachers who had not yet received certification. Researchers observed the teaching process and interviewed the teachers under study. Among the results of this study, is that the pedagogic abilities of Arabic teachers still need to be improved and developed. And a competency development process should be carried out in terms of educational competencies that are directly related to the learning process, by attending trainings and exercises both inside and outside Madrasas. However, the guidance and development process has not been carried out by the Directors of Madrasas, meanwhile, it is very necessary for Madrasas to pay more attention to the development of Arabic language teacher competencies.
Unveiling Digital Religious Phenomenology: the Negotiation of Literacy, Ethics, and Islamic Character Building among University Students Jimi Harianto; Vetty Febriana; Roliyah; Widiyati
Global Journal of Islamic Education Vol. 2 No. 1 (2026): Global Journal of Islamic Education (GAJIE)
Publisher : Magister Programme Of Islamic Education Departement at Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v2i01.4644

Abstract

The pervasive integration of social media into university students' daily lives has created a complex digital-religious landscape, necessitating a deeper understanding of how Islamic values are negotiated online. This is particularly critical in Islamic teacher education, where future educators must embody and teach these values. This study aimed to investigate the phenomenological experience of Muslim student-teachers as they negotiate digital literacy, ethical practices (adab), and the construction of Islamic character within their social media ecosystems. A qualitative study employing Interpretative Phenomenological Analysis (IPA) was conducted. Data were collected through digital ethnography (observation of 9 WhatsApp/Telegram groups), in-depth phenomenological interviews with 24 students from teacher education programs (PGSD, PGPAUD, Penjaskesrek), and analysis of digital artifacts over 4 months. Three central themes emerged: (1) the contextual compartmentalization of adab, where students applied distinct ethical norms across different digital spaces; (2) strategic value negotiation, employing methods such as silence, private confirmation, or polite confrontation to resolve ethical dilemmas; and (3) a performative-internalization dialectic, where curated displays of piety on public platforms contrasted with more instrumental communication in private groups. Social media functions as a significant pedagogical space for the moral development of Muslim student-teachers, characterized by active negotiation rather than passive reception of norms. The findings underscore the necessity for educational strategies in Islamic higher education that foster critical digital religious literacy, moving beyond normative instruction to support reflective ethical reasoning in digital contexts.
Pelaksanaan Sistem Pembiasaan Untuk Menguatkan Hafalan Doa Terhadap Anak Umur 5-6 Tahun: Pelaksanaan Sistem Pembiasaan Untuk Menguatkan Hafalan Doa Jimi Harianto; Sugiyati Sugiyati; Lilis Siti Aisah; Umil Luthfina
Cahaya Pengabdian Vol. 2 No. 2 (2025): Desember 2025
Publisher : Apik Cahaya Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61971/cp.v2i2.256

Abstract

This community engagement project addresses the critical need to foster spiritual values during early childhood, identifying proficiency in daily prayers as a foundational element of character development in young learners. The study evaluates the effectiveness of a structured habituation framework in supporting the memorization of daily supplications among children aged 5–6 at the Nusa Indah Sukamulya Playgroup (Kober) during the 2025–2026 academic year. The research utilizes a qualitative phenomenological approach, incorporating participant observation and semi-structured interviews for data collection, followed by thematic analysis using data reduction techniques. The findings highlight the creation of a systematic instructional design for prayer habituation, its staged integration into daily teaching routines (including introduction, core activity, and reflection), and the implementation of an assessment strategy that uses positive reinforcement through customized star stickers tailored to individual developmental milestones and cognitive abilities. The results indicate that a carefully structured, consistently implemented, and adaptively evaluated habituation system substantially improves prayer retention and fosters intrinsic motivation in children. This framework thus provides a promising model for innovative pedagogical practices to enhance spiritual literacy in early childhood education. Keywords: Implementation, Habituation System, Memorization of Prayer
Improving Early Childhood Educators' Communication Skills for Optimal Child Growth and Development Jimi Harianto; Fiky Nurrohmah; Revalina Ardinda
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.520

Abstract

Purpose: The causal relationship between teacher communication skills and early childhood developmental outcomes has been a central focus of empirical inquiry in early childhood education literature. While effective teacher-child communication is widely recognized as a critical driver of children's cognitive, linguistic, and socio-emotional growth, a comprehensive synthesis of existing evidence remains necessary to establish a solid theoretical foundation for the design of teacher training programs. This literature review aims to synthesize empirical evidence from previous research on the impact of improving early childhood teachers' communication skills on key developmental indicators in early childhood. The study's significance lies in providing an evidence-based framework to inform the development of communication-competency-focused teacher professional development initiatives. Methodology: This study employed a systematic literature review approach, analyzing peer-reviewed empirical research published between 2020 and 2025. Data sources included major indexed academic databases such as Scopus, Web of Science, ERIC, and Google Scholar. Relevant journal articles employing both qualitative and quantitative methodologies were selected using predetermined keywords related to teacher communication skills and early childhood development. A total of 25 articles meeting the inclusion criteria were identified, critically appraised, and synthesized thematically to identify consistent patterns regarding communication training interventions, pedagogical strategies, and their associated child developmental outcomes. Results : The thematic synthesis of the 25 selected research articles reveals consistent and converging findings. The literature indicates that structured training interventions including coaching, microteaching, reflective practice, and video-based professional learning significantly improve teachers' responsive and instructional communication competencies. Based on evidence from the reviewed studies, these improvements are strongly correlated with measurable child progress across multiple developmental domains, particularly vocabulary acquisition, expressive and receptive language skills, social competence, active participation in classroom interactions, and emotional regulation. Studies further suggest that the quality of teacher-child verbal interaction, characterized by open-ended questioning, contingent responsiveness, and extended discourse, serves as a key mediating factor in facilitating positive developmental outcomes. Conclusions: This review establishes that there is strong, consistent scientific evidence in the literature linking improvements in early childhood teachers' communication skills to more positive child developmental outcomes across cognitive, linguistic, and socio-emotional domains. The findings underscore the critical need for evidence-based, explicitly communication-competency-focused approaches in teacher professional development programs. Recommendations are provided for policymakers, teacher educators, and early childhood institutions to prioritize sustained, practice-oriented communication training as a foundational component of professional development frameworks, ultimately fostering higher-quality teacher-child interactions that support children's holistic development during the critical early years.
Sintesis Prinsip Filosofis Pendidikan Jasmani Islam: Ontologi, Epistemologi, dan Aksiologi Jimi Harianto; Rachmat Dody Ariesna
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1598

Abstract

Pendidikan jasmani dalam perspektif Islam telah banyak dikaji secara parsial, namun sintesis filosofis yang mengintegrasikan hakikat (ontologi), sumber pengetahuan (epistemologi), dan tujuan pengembangannya (aksiologi) masih terbatas. Penelitian ini bertujuan untuk merumuskan prinsip-prinsip filosofis pendidikan jasmani Islam melalui sintesis ketiga pilar keilmuan tersebut. Penelitian ini merupakan kajian kepustakaan (library research) dengan pendekatan konseptual-filosofis terhadap Al-Qur’an, hadis, pemikiran tokoh pendidikan Islam, serta artikel ilmiah nasional dan internasional. Teknik analisis data dilakukan melalui pembacaan kritis, pengelompokan tematik, perbandingan antarsumber, dan sintesis konseptual untuk membangun kerangka berpikir yang utuh. Hasil kajian menemukan bahwa secara ontologis, jasmani merupakan bagian integral dari eksistensi manusia, amanah Tuhan, dan medium aktualisasi tanggung jawab; secara epistemologis, pengetahuan pendidikan jasmani dibangun melalui integrasi wahyu, akal, pengalaman empiris, dan ilmu pengetahuan; sedangkan secara aksiologis, pendidikan jasmani diarahkan pada pencapaian kesehatan, kemaslahatan, pembentukan akhlak, disiplin, tanggung jawab, dan pengendalian diri. Sintesis dari ketiganya menghasilkan prinsip filosofis terpadu yang menegaskan bahwa pendidikan jasmani dalam Islam bukan sekadar aktivitas fisik, melainkan proses ibadah dan pembentukan insan kamil. Temuan ini menawarkan kerangka filosofis holistik yang dapat dijadikan landasan dalam merumuskan tujuan, materi, strategi, dan evaluasi pembelajaran pendidikan jasmani Islam.
Co-Authors Ananda Frizka Fiky Nurrohmah Hetty Anggraini Lilis Siti Aisah M. Rohim Ngadimun Rachmat Dody Ariesna Revalina Ardinda Roliyah Sugiyati Sugiyati Sulistianah Umil Luthfina Vetty Febriana Widiyati