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All Journal Al Ishlah Jurnal Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat JEDCHEM (JOURNAL EDUCATION AND CHEMISTRY) Journal Of Human And Education (JAHE) Jurnal Manajemen dan Bisnis Terapan Jurnal Pendidikan dan Ilmu Sosial Jurmas Azam Insan Cendikia
Nurfaisal Nurfaisal
Universitas Lancang Kuning
Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Exploring Inclusive Education in Early Childhood: Perspectives, Practices, and Implementation Deby Octaviany Ritonga; Junaidi Junaidi; Nurfaisal Nurfaisal
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.v17i1.6744

Abstract

Inclusive education aims to provide equal learning opportunities for all children, including those with special needs. This study examines the perspectives and implementation of inclusive education at Taman Kanak-kanak (TK) Melati. A qualitative research design was employed, using a case study approach. Data were collected through interviews with teachers and parents, alongside observations of classroom practices. The findings indicate a strong commitment to inclusivity at TK Melati. Teachers apply differentiated instruction based on individual learning needs, utilize assistive technologies, and encourage social interaction through collaborative activities. Educators demonstrate enthusiasm and adapt teaching strategies to accommodate diverse learners. Additionally, collaboration with therapists and psychologists ensures tailored interventions for children with special needs, enhancing the effectiveness of support provided. While TK Melati exemplifies effective inclusive practices, the study highlights areas requiring improvement. Strengthening inclusive education calls for increased funding, targeted teacher training, and structured parental involvement. Furthermore, fostering strong partnerships between schools, families, and external professionals is essential for sustaining and enhancing inclusive practices.
Effective Curriculum Management in Islamic Primary Education: A Case Study of Integrated Islamic Schools Nurfaisal Nurfaisal; Sunengko Sunengko; M.Fadhly Farhy Abbas
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.6211

Abstract

This study investigates curriculum management at SDIT Fadhilah, an Integrated Islamic School in Pekanbaru, Indonesia. The focus lies on balancing national academic standards and Islamic educational values, a key issue in contemporary Islamic education. The aim is to explore how the school integrates these dual priorities to foster academic and spiritual development. A qualitative case study approach was employed, collecting data through interviews, observations, and document analysis. The research addressed the question: How does SDIT Fadhilah implement, organize, and evaluate an integrated curriculum to achieve its dual educational goals?. Findings indicate that SDIT Fadhilah effectively integrates academic and religious education. However, significant challenges include inadequate instructional time for covering both curricula and the lack of standardized tools for assessing students' spiritual development. These issues hinder the coherence and quality of the integrated curriculum. To mitigate these challenges, the study recommends structured scheduling strategies, such as block scheduling or thematic units, to optimize instructional time. Additionally, it suggests developing standardized assessment tools, such as rubrics for character development and self-assessment journals for spiritual reflection, to ensure consistency in evaluating students' progress. These findings have broader implications for other Integrated Islamic Schools, underscoring the importance of strategic time management and assessment standardization in achieving holistic educational outcomes. Future research should conduct comparative studies across various schools to examine the broader applicability and long-term effects of these strategies, aiming to enhance curriculum management in Islamic education contexts.
PENGUATAN PERAN WALI KELAS DALAM PELAYANAN SISWA MELALUI PELATIHAN PENYUSUNAN PROGRAM KERJA DI MAN 2 PEKANBARU Adolf Bastian; Junaidi Junaidi; Nurfaisal Nurfaisal; Shelvie Famella; Ardiyah Ardiyah
Azam Insan Cendikia Vol. 4 No. 3 (2025): Jurmas Azam Insan Cendikia
Publisher : Yayasan Azam Insan Cendikia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62833/pkm.v4i3.220

Abstract

MAN 2 Kota Pekanbaru sebagai madrasah percontohan nasional menghadapi tantangan serius berupa degradasi moral siswa yang disebabkan oleh paparan media sosial dan pergaulan bebas. Namun, ketidakterpaduan program kerja antarkelas menjadikan penanganan siswa kurang optimal. Oleh karena itu, kegiatan ini bertujuan untuk membangun kapasitas 33 wali kelas dalam menyusun program kerja terintegrasi berbasis kerangka "Dua Belas Langkah Tugas Wali Kelas". Kegiatan dilaksanakan melalui pelatihan partisipatif yang meliputi ceramah, brainstorming, dan workshop penggunaan template, yang diadakan pada 24 Juli 2025 dengan evaluasi melalui pre-test dan post-test. Hasilnya, seluruh peserta (100%) berhasil menyusun draf program kerja terpadu, disertai peningkatan pemahaman tugas pokok sebesar 75%. Selain itu, program unggulan berbasis kearifan budaya Melayu berhasil diintegrasikan ke dalam rencana harian, mingguan, dan tahunan. Dengan demikian, kolaborasi antarkelas mampu menciptakan sistem penanganan siswa yang lebih seragam dan bersifat preventif, sekaligus memperkuat peran wali kelas sebagai garda depan dalam pembinaan karakter.
Pendampingan Implementasi Pembelajaran Sosial-Emosional Berbasis Kelas melalui Coaching Reflektif Herlinawati Herlinawati; Nurfaisal Nurfaisal; M. Firdaus
Journal Of Human And Education (JAHE) Vol. 6 No. 3 (2026): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

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

Abstract

This community engagement program aimed to strengthen teachers' capacity to integrate social-emotional learning into regular classroom instruction through a workshop, classroom practice, observation, reflective coaching, and evaluation. The partner school was SMA Negeri 2 Tambang, Kampar Regency, Riau, which employed 70 teachers; 43 teachers (61.43%) participated. Evaluation used a teacher-understanding pretest-posttest, observations across 15 units before and 15 units after mentoring, a student response questionnaire, and teacher reflection. The mean understanding score increased from 61.74 to 82.56, a difference of 20.82 score points. The largest difference was found in teachers' ability to integrate social-emotional learning into instruction (22.09 points). After mentoring, supportive teacher-student interaction was observed in 93.3% of observation units, collaboration and empathy in 86.7%, emotion check-ins/reflection in 80.0%, and end-of-lesson reflection in 73.3%. Twelve of 15 observation units displayed at least three SEL strategies. Aggregated positive student responses ranged from 74% to 81%. The findings indicate strengthened teacher understanding and early changes in classroom practice. The data do not establish causality or direct improvement in students' psychological well-being.
Co-Authors Adolf Bastian Ali Asfar Ardiya Ardiyah Ardiyah Deby Octaviany Ritonga HARDI HARDI Hengki Irawan Herlinawati Herlinawati Junaidi Junaidi M. Fadhly Farhy Abbas M. Firdaus Marwa, Marwa Mualiardi Mualiardi rahmat, adi Raudhah Awal Riana Kristiana Shelvie Famella Sunengko Sunengko Syafni Yanti Yeni Karmilasari