Article Per Year (5 Year)
p-Index From 2021 - 2026
1.259
P-Index
This Author published in this journals
All Journal Jurnal Civics: Media Kajian Kewarganegaraan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Didaktika: Jurnal Kependidikan Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Referensi Islamika: Jurnal Studi Islam
Arifuddin M. Arif
Universitas Islam Negeri Datokarama, Palu
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Learning Model for Natural Disaster Mitigation Based on Local Wisdom Arifuddin M Arif
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 16 No 1 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i1.4412

Abstract

The geographical situation of Palu City is rich in local culture and, at the same time, vulnerable to natural disasters. Learning with an insight into natural disaster mitigation based on local wisdom in Junior High Schools (SMP) in Palu City is important. This research aims to explain a learning model with an insight into natural disaster mitigation based on local wisdom in Palu City Junior High Schools (SMP). This research is a type of descriptive qualitative research. The source of research data is learning documents, and the subjects of this research are students and teachers at five junior high schools in Palu City. Data collection techniques were carried out using documentation, observation, and interviews. Data analysis techniques are done by data reduction, classification, and verification. The research results found that the learning model for natural disaster mitigation based on local wisdom was implemented through intracurricular and extracurricular learning activities. Extracurricular activities are taught with a practical preparedness approach in OSIS activities, Scouts, Youth Red Cross (PMR), etc. Intracurricular learning is taught with an integrated approach to natural disaster mitigation material based on local wisdom in Indonesian Language, Natural Sciences, Social Sciences, Civics, and Arts and Culture.
Marakka' bola as an educational vehicle for youth character values in South Sulawesi Handayani, Dewi; Arif, Arifuddin M.; Nurliana, Nurliana; Sari, Dian Permata; Wijaya, Roma
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 22 No. 1 (2025)
Publisher : Universitas Negeri Yogyakarta

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

Abstract

This study explores the Marakka' Bola tradition as an educational medium to instil character values in the youth of South Sulawesi. Employing a qualitative research approach, data were gathered through observation, interviews, and documentation. The Marakka' Bola tradition, widely practised in Palakka Village, Barru District, embodies the values of unity, cooperation, and integrity. The findings reveal that the Marakka' Bola tradition is a significant cultural heritage of the Bugis community, recognised as an intangible cultural asset of Indonesia. It is a practical application of Pancasila values, particularly gotong royong (cooperation). However, the research identifies challenges, such as waning youth participation in traditional practices due to modernisation and a lack of cultural and educational significance awareness. By engaging in Marakka' Bola, participants experience a sense of togetherness and solidarity, essential for cultivating a strong societal character. This study underscores the importance of preserving ancestral traditions like Marakka' Bola, not only as a cultural identity but also as a dynamic tool for character education. The research advocates for integrating traditional practices into broader educational frameworks to address contemporary challenges in youth character development and enhance community cohesion.
Penerapan Kurikulum Gabungan Cambridge dan Kurikulum Merdeka dalam Meningkatkan Keterampilan Belajar Peserta Didik di Sekolah Dasar Putri Salsabila; Arifuddin M. Arif; Mastura Minabari
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2189

Abstract

Kurikulum adalah seperangkat rencana pembelajaran yang digunakan sebagai acuan atau pedoman dalam melaksanakan pembelajaran di kelas sebagai upaya untuk mencapai tujuan pendidikan secara efektif dan efisien. Salah satu perkembangan Kurikulum pendidikan yang diterapkan di Indonesia pada saat ini yaitu Kurikulum Merdeka Belajar dan Kurikulum Cambridge. fokus penelitian ini adalah untuk mengetahui dampak penerapan gabungan kurikulum merdeka dan kurikulum Cambridge terhadap keterampilan belajar peserta didik. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif. Teknik pengumpulan data yang digunakan antara lain, observasi, wawancara dan dokumentasi. Hasil penelitian ini tahapan penerapan kurikulum Cambridge dan kurikulum merdeka meliputi tiga aspek, perencanaan, penerapan dan evaluasi. Dari penggabungan kedua kurikulum ini terdapat dampak dan hasil yang signifikan, yakni meningkatkan keterampilan belajar peserta didik berpikir kritis, kreatif dan inovatif. Penelitian ini menunjukkan bahwa menjalankan atau menerapkan kurikulum gabungan Cambridge dan kurikulum merdeka juga terdapat kendala, namun ada juga kendala yang terjadi di penelitian sebelumnya, namun tidak terjadi di penelitian ini. Penelitian ini memberikan kontribusi penting bagi pengembangan kurikulum di Indonesia, bagi sekolah-sekolah yang ingin menerapkan pembelajaran berbasis Internasional, serta memberikan kontribusi bagi pendidik dalam menerapkan dan menjalankan kurikulum dengan baik sehingga menciptakan peserta didik yang terampil.
PERAN GURU DALAM MEMBERIKAN PEMAHAMAN TERHADAP PESERTA DIDIK DISLEKSIA PADA PROSES PEMBELAJARAN DI MIN DONGGALA Nur Afifah Sakka, Nur Afifah Sakka; Arifuddin M Arif, Ufiyah Ramlah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.28318

Abstract

This study investigates the role of teachers in helping students with dyslexia understand learning materials at MIN Donggala. Using a qualitative descriptive method, data were collected through interviews, observations, and documentation. The research found that teachers assume four primary roles: class manager, facilitator, demonstrator, and evaluator. As class managers, teachers address the challenge of students’ lack of focus by applying active and differentiated learning approaches. As facilitators, they overcome time limitations through private guidance and provide motivational support to build students' self-confidence. As demonstrators, teachers use audiovisual media to improve comprehension. As evaluators, they accommodate slower processing speeds by giving extra time and simplifying language in assessments. These roles highlight teachers’ adaptive strategies in promoting inclusive education and ensuring that students with dyslexia receive appropriate support throughout the learning process.
Integration of Islamic Religious Education and Local Wisdom in Forming Multicultural Character Sodikin Sodikin; Ahmad Syahid; Arifuddin M. Arif; Adawiyah Pettalongi
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 1 (2026): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v9i1.1146

Abstract

Indonesia, as a multicultural nation, faces the challenge of increasing intolerance and exclusive attitudes among adolescents, indicating a suboptimal internalization of multicultural values ​​in education. At the madrasah level, Islamic Religious Education (PAI) plays a strategic role in character formation, but its implementation is often normative-doctrinal and poorly connected to students' socio-cultural context. This study aims to analyze the form of collaboration between PAI and local culture in instilling multicultural values at MTs Al Barakah Rojo, examine the ongoing process of value internalization, and formulate an applicable, contextually relevant conceptual model. This study employed a descriptive qualitative approach, with data collection techniques including observation, in-depth interviews, and documentation. Informants included the madrasah principal, Islamic Religious Education teachers, other subject teachers, and students. Data analysis was conducted through the stages of reduction, presentation, and conclusion, using triangulation of sources and techniques to ensure the validity of the findings. The research results show that the collaboration between Islamic Religious Education (PAI) and local culture is realized through the integration of Islamic brotherhood values ​​with cooperation, the inculcation of madrasah culture (greetings, deliberation, community service), dialogic learning, socio-religious activities based on local traditions, and teacher role models. This process internalizes values cognitively, affectively, and psychomotorically, thereby forming tolerant, inclusive, empathetic, and moderate students. The implications of this research underscore the importance of an integrative model grounded in the madrasah ecosystem as an effective strategy for strengthening multicultural education and religious moderation.
THE EFFECTIVENESS OF TEACHING ASSISTANCE IN IMPROVING STUDENTS’ PEDAGOGICAL COMPETENCE AT UIN DATOKARAMA PALU Najla Abdul Ilah Badjeber; Arifuddin M. Arif; Naima; Darmawansyah; Jihan
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): April
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.832

Abstract

This study explores how the Teaching Assistance Program at Educational Units (Asistensi Mengajar pada Satuan Pendidikan/AMSP) supports the development of pedagogical competence among Islamic Religious Education (PAI) students at the Faculty of Tarbiyah and Teacher Training, UIN Datokarama Palu. The study addresses the gap between campus-based pedagogical theory and students’ classroom practice, with attention to the integration of Islamic values in teaching. This research used a descriptive qualitative approach. Data were collected through semi-structured interviews with eight PAI students, two cooperating teachers, and one school principal, supported by document analysis of AMSP technical guidelines, lesson plans, logbooks, and program reports, as well as non-participant observation. Data were analyzed through reduction, display, and conclusion drawing, with credibility strengthened through source triangulation, technique triangulation, and member checking. The findings indicate that AMSP supported the development of students’ pedagogical competence in three main areas: lesson planning became more contextual and realistic; teaching implementation shifted toward more active and innovative learning; and learning assessment became more comprehensive by covering cognitive, affective, and psychomotor domains. The main constraints were limited formal coordination between university supervisors and cooperating teachers, early classroom management difficulties, administrative workload, and curriculum adjustment challenges. The findings are limited to PAI students, selected partner schools, and one academic period. Because the study used a qualitative design, the results should be understood as evidence of perceived and observed pedagogical development rather than a statistical measure of program contribution. This study contributes to the conceptual discussion of field experience, pedagogical competence, Islamic value integration, and pre-service PAI teacher formation within Islamic higher education.
PROPHETIC ISLAMIC EDUCATIONAL THEOLOGY: A CONCEPTUAL CONSTRUCTION BASED ON THE QUR’ANIC TRILOGY OF THE PROPHETIC MISSION Agustan Agustan; Arifuddin M. Arif; Rusli Takunas; A. Ardiansyah; Zulfa Khairati
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10588

Abstract

Contemporary Islamic education faces a paradigmatic crisis: curriculum secularization pressures and the dichotomy between religious and general knowledge have stripped its transformative power. Existing reform efforts—Al-Attas, Al-Faruqi, Abdullah, Azra—share one fundamental gap: none has constructed an Islamic educational theology directly from thematic-comparative analysis of Qur’anic verses formulating the prophetic mission. This article aims to construct a Prophetic Islamic Educational Theology based on thematic-comparative exegetical analysis of four prophetic mission verses and to demonstrate its convergence with Kuntowijoyo’s Prophetic Social Science (PSS), directed toward khairu ummah as the ultimate goal of Islamic education. This library research employs three complementary analytical approaches: (1) thematic exegesis (mawḍū‘ī) using four techniques—taqdīm-ta’khīr, tikrār, siyāq, and munāsabah; (2) Arabic linguistic-semantic analysis of key terms; and (3) comparative-integrative analysis proceeding through five stages based on tafsīr al-Qur’ān bi al-Qur’ān, supported by Peircean abductive reasoning. Four findings emerge: first, Ibrahim’s supplication (Q.S. al-Baqarah: 129) represents the apex of the prophetic covenant with an internal pedagogical structure embodying al-tarbīyah bi al-qudwah; second, tikrār of the trilogy across three distinct sociological contexts provides strong exegetical grounds for interpreting the trilogy as a Qur’anic educational paradigm that transcends particular contexts; third, the tilāwah-tazkīyah-ta‘līm trilogy forms an epistemological architecture answering three foundational educational questions with ecological rather than hierarchical relations; fourth, systematic convergence exists—tilāwah↔transcendence, tazkīyah↔humanization, ta‘līm↔liberation—between two trilogies rooted in the same Qur’anic source. Implications call for reform at three levels: philosophical, curricular, and evaluative, with the most significant reposition being that insān kāmil functions as an ontological prerequisite toward khairu ummah as the collective-civilizational ultimate goal of Islamic education within the prophetic educational theology constructed in this study.
Co-Authors A. Ardiansyah Adawiyah Pettalongi Agustan Agustan Arifuddin M. Arif Darmawansyah Dewi Handayani Dian Permata Sari Jihan Mastura Minabari Naima Najla Abdul Ilah Badjeber Nur Afifah Sakka, Nur Afifah Sakka NURLIANA NURLIANA Putri Salsabila Rusli Takunas Sodikin Sodikin Wijaya, Roma Zulfa Khairati