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All Journal Ulul Albab: Jurnal Studi Islam El-HARAKAH : Jurnal Budaya Islam EGALITA El-QUDWAH Journal of Education and Learning (EduLearn) JOURNAL OF INDONESIAN ISLAM Tadbir: Jurnal Manajemen Pendidikan Islam Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Manajemen Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Ijaz Arabi Journal of Arabic Learning Pendas : Jurnah Ilmiah Pendidikan Dasar Journal EVALUASI Edukasi Islami: Jurnal Pendidikan Islam Atthulab: Islamic Religion Teaching and Learning Journal Journal of Educational Research and Evaluation AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM JTP - Jurnal Teknologi Pendidikan Tarbawiyah Jurnal Ilmiah Pendidikan DAYAH: Journal of Islamic Education SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Khazanah Pendidikan Islam AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Munaddhomah: Jurnal Manajemen Pendidikan Islam Didaktika Religia Penamas Jurnal Manajemen Pendidikan Islam Atthiflah: Journal of Early Childhood Islamic Education International Journal of Education, Vocational and Social Science Al-Hayat: Journal of Islamic Education Journal of Research on Community Engagement
Agus Maimun
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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MANAJEMEN KURIKULUM DALAM MENGINTEGRASIKAN EMPAT PILAR PENDIDIKAN UNESCO SEBAGAI UPAYA MEMBENTUK KARAKTER PESERTA DIDIK DI SD MAMBA’UL HISAN KEDIRI Akbar, Ahmad Abdal; Maimun, Agus; Ghofur, Abdul
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1209

Abstract

Penelitian This study aims to analyze curriculum management in integrating the Four Pillars of UNESCO Education as a strategy to develop students’ character at SD Mamba’ul Hisan Kediri. The research employed a qualitative approach with a quasi-qualitative design, combining observation, in-depth interviews, and document analysis to obtain a comprehensive understanding of the planning, implementation, and evaluation of the integrated curriculum. The findings indicate that the school integrates the four pillars learning to know, learning to do, learning to be, and learning to live together through character-based curriculum planning, structured module development, religious habituation, and the strengthening of social interaction within classroom activities. The implementation of this integration is carried out collaboratively by the principal, teachers, and foundation, supported by a religious school culture and a conducive academic environment. The impact is reflected in the improvement of students’ discipline, responsibility, independence, and positive social interaction skills. However, the study also identifies several challenges, including limited facilities, varied teacher competencies in applying student-centered learning, and low motivation among some students. The study concludes that directed and consistent curriculum management significantly contributes to the internalization of character values through the UNESCO Four Pillars.
Beyond Gendered Boundaries: The Implications of Riffat Hassan and Simone de Beauvoir’s Thought for Islamic Education in Indonesia Mutmainah, Rofikasari; Maimun, Agus; Jamilah
Khazanah Pendidikan Islam Vol. 7 No. 3 (2025): Khazanah Pendidikan Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/kpi.v7i3.47866

Abstract

This article discusses the philosophical studies of feminists (Simone de Beauvoir) and Islamic feminist theology (Riffat Hassan) and their impact on gender-responsive Islamic education in Indonesia. This study integrates secular and religious frameworks in the context of inclusive and emancipatory educational reform. Hassan's rereading of Islamic texts and canons highlights the patriarchal bias of the dominant interpretation and calls for a theology of gender justice and equal values for all people. On the other hand, de Beauvoir's existentialism, particularly the idea of women as the "Other," serves as a critique of the educational philosophy of deconstruction and reconstruction of the education system that supports gender inequality. These thinkers problematize the nature and role of gender that is taken for granted, showing how these roles are constructed, maintained and, in many cases, legitimized through networks of cultural and religious practices. The use of comparative philosophical approaches and the integration of sociological and historical frameworks allows this study to illuminate the ways in which traditional education systems re-educate gender inequality in a hidden way, through formal and informal culture and institutional structures, to the curriculum. de Beauvoir's humanistic existentialism called for the liberation of the individual from social shackles, while Hassan's reformist theology articulated a radical position on equality and a moral agency grounded in faith. However, in the Indonesian context, the promotion of Gender Mainstreaming in Islamic educational institutions is still very reactive to culture and structural constraints. This article argues that education based on respect for human beings and gender-friendly is an absolute prerequisite for creating a safe learning space for women. Curriculum reform, reinterpretation of gender-biased religious teachings and strengthening critical awareness among educators are one of the many homework and strategic steps in realizing equitable and gender-friendly Islamic education.
INTERNALIZATION OF ISLAMIC EDUCATIONAL VALUES IN SIRANGKAP QUR'ANIC VILLAGE: A CASE STUDY Wulandari, Martina Ayu; Maimun, Agus; Kawakip, Akhmad Nurul
Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 001 (2025): Edukasi Islami: Jurnal Pendidikan Islam (Spesial Issue)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v14i001.9396

Abstract

Background: This study is grounded in the importance of Islamic education in shaping community character and the need to understand how Qur’anic values are internalized within a religious community that consistently upholds them in daily life. Purpose: The research aims to analyze the process of internalizing Islamic educational values in the Qur’anic Village of Sirangkap, Mandailing Natal, through five interconnected stages: value transformation, value transaction, transinternalization, social integration of values, and value formalization. Method: Employing a qualitative phenomenological approach, data were collected through in-depth interviews, participant observation, and document analysis, and examined using Muhaimin’s theory of value internalization, Bandura’s social learning theory, Piaget–Kohlberg’s moral development theory, Vygotsky’s sociocultural theory, and Durkheim’s concept of social integration. Result: The findings reveal that Islamic values are internalized through five interconnected stages: value transformation, value transaction, transinternalization, social integration, and value formalization. This process is sustained through parental and religious role modeling, educational interactions in schools and community spaces, collective religious habituation, strong social cohesion based on ukhuwah, and the institutionalization of values within village regulations and religious institutions. As a result, Islamic values evolve from external norms into intrinsic motivations that shape individual behavior and collective identity. Conclusion: This study demonstrates that the Sirangkap model offers a sustainable community-based framework for Islamic value education, which can inform similar initiatives in other rural or socially vulnerable communities seeking to strengthen moral character and social resilience through Islamic education.
Co-Authors Abd. Haris Abdul Aziz Abdul Aziz Abdul Ghofur Abdul Hamid Abdul Malik Karim Amrullah Agus Indiyanto Agus Mulyono Ahmad Abtokhi Ahmad Barizi Ahmad Barizi Ahmad Fatah Yasin Akbar, Ahmad Abdal Akhmad Nurul Kawakib Alfiana Yuli Efiyanti Alfin Mustikawan Angga Dwi Mulyanto As'ad, Muhammad Baharuddin Baharuddin Basri Benny Afwadzi, Benny El-Warfali, Sulaiman El-Yunusi, Melikai Jihan Fadil, Fadil Fantika Febry Puspitasari Farida Isroani Fauzi, Ihwan Firda Nazilatur Rohmah Hartanti, Oktarina Eka Hasanah, Siti Muawanatul Indah Aminatuz Zuhriyah J. Nabiel Aha Putra JAMILAH KAWAKIP, Akhmad Nurul Khumaidi, Mohammad Wisnu Lutfi, Muhammad Khoirul M. Fauzan Zenrif M. Mujab Marno Marno Masturin Masturin Masuwd, Mowafg Abrahem Mat Jalil Maulana, Muhammad Miftahul Mohammad Asrori Mohammad Padil Muchammad Isma'il Fanani Mudjia Rahardjo Muhamad Yasin Muhammad Muhlis Muhayanah, Luluk Musyarofah, Lindarty Dian Mutmainah, Rofikasari Nabila, Munadhil Nahrawi, Sudirman Nazilatur Rohmah, Firda Nofiantoro, Ugi Nurhalimah, Evi Rahinah Ibrahim Rahmat Aziz Ruslan Samsul Susilawati Sawiji, Bekti Sholahuddin, Mohammad Sudirman Nahrawi Sugeng Listyo Prabowo Syaiful Mustofa Syari'ah, Atiris Triyo Supriyatno Umi Sumbulah wahyudin wahyudin Wulandari, Martina Ayu Yasin, Muhamad Yusuf, Mochamad Irfan zen Amrullah, zen