Article Per Year (5 Year)
p-Index From 2021 - 2026
4.187
P-Index
This Author published in this journals
All Journal Ta´dib Taqdir Al Ishlah Jurnal Pendidikan Orbital: Jurnal Pendidikan Kimia al-Afkar, Journal For Islamic Studies Edukasi Islami: Jurnal Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI Jurnal PAI Raden Fatah Jurnal Pendidikan dan Konseling Journal of Lifelong Learning (JOLL) Jurnal PkM (Pengabdian kepada Masyarakat) Journal of General Education and Humanities Abdi Cendekia: Jurnal Pengabdian Masyarakat Innovative: Journal Of Social Science Research Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Konseling Pendidikan Islam Seminar Nasional Teknologi dan Multidisiplin Ilmu Journal of Innovative and Creativity Naskhi: Jurnal Kajian Pendidikan dan Bahasa Arab Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Jurnal Cendekia Ilmiah Al-Munawwarah : Jurnal Pendidikan Islam
Yuniar Yuniar
Universitas Islam Negeri Raden Fatah Palembang
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 35 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 35 Documents
Search

 1   2   3   4 
Strategi Pengembangan Instrumen Asesmen Sumatif Dalam Kurikulum Merdeka Pada Pelajaran Pendidikan Agama Islam SMA Karya Ibu Palembang Ridho MMungga Taaba; Yuniar Yuniar; Mutia Dewi
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.2660

Abstract

Pengembang instrumen penilaian sumatif bertujuan untuk memperoleh dan menghasilkan instrumen penilaian yang valid untuk mengukur kemampuan siswa. Penelitian ini menggunakan tipe kualitatif dengan pendekatan fenomenologis. Pengumpulan data digunakan melalui sumber data primer dan sumber data sekunder. Mata kuliah dan informan yang dipilih adalah guru Pendidikan Agama Islam (PAI) kelas X sebagai informan kunci yang berinteraksi langsung dengan siswa dalam pelaksanaan penilaian formatif, wakil kepala sekolah bagian kurikulum yang berperan dalam merencanakan dan mengawasi pelaksanaan Kurikulum Merdeka di sekolah. Wawancara menggunakan teknik wawancara terstruktur dengan menyiapkan beberapa pertanyaan untuk diajukan kepada guru mata pelajaran PAI, wakil kepala sekolah di bagian kurikulum. Hasil penelitian menunjukkan bahwa ada tiga strategi pengembangan instrumen penilaian sumatif dalam Kurikulum Merdeka dalam mata pelajaran Pendidikan Agama Islam, yaitu: 1). Penggunaan soal dengan konteks, 2). Pemberian tugas, 3). Ujian lisan atau sesi tanya jawab. Pengembangan instrumen penilaian sumatif diharapkan dapat meningkatkan motivasi belajar dan pemahaman bahan ajar.
EVALUATION OF THE IMPLEMENTATION OF THE ISLAMIC RELIGIOUS EDUCATION CURRICULUM AT STATE ELEMENTARY SCHOOL 32 TALANG UBI, PALI Siska Septia Ulfa; Yulia Tri Samiha; Afriantoni Afriantoni; Yuniar Yuniar
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1563

Abstract

This research evaluates the Islamic Education (PAI) curriculum management at SDN 32 Talang Ubi PALI using the CIPP model. A mixed-method approach was employed, combining qualitative and quantitative descriptive data from 175 respondents. Context evaluation (criteria: background, problems, opportunities) scored 16.14%, revealing a vision-practice gap despite management's openness to integrating Islamic values into Kurikulum Merdeka. Input (criteria: teacher competence/readiness) scored 20.21%, revealing digital proficiency but hindered by non-integrated modules, the lack of child protection SOPs, and the absence of a prayer room (mushola). Process (criteria: procedures, methods, supervision) scored 23.99%, indicating inclusive activities though still lecture-dominant, with weak physical documentation and low parental synergy (9.15%). Product (criteria: cognitive, affective, psychomotor) scored 19.99%, noting good learning outcomes, yet character habituation remains inconsistent and lacks independent worship monitoring tools. Overall, curriculum management is categorized as Good (80.33%). Recommendations include building a prayer room, formalizing child protection policies, optimizing gamification, and developing a worship monitoring app to maintain character continuity between school and home.
THE EFFECT OF COMPENSATION ON WORK DISCIPLINE AND PERFORMANCE AMONG TEACHERS AT MTs AL-AZHAR CENTER BATURAJA Nurlaili Nurlaili; Saipul Annur; Yuniar Yuniar
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1581

Abstract

This study examines the effect of compensation on work discipline and teacher performance at MTs Al Azhar Center Baturaja. The research is grounded in the issue of high disciplinary expectations imposed on teachers despite relatively limited financial compensation, which may affect their professional performance and institutional sustainability. The objectives of this study are: (1) to analyze the effect of compensation on teachers’ work discipline, (2) to determine the effect of work discipline on teacher performance, and (3) to examine the direct effect of compensation on teacher performance. This research employed a quantitative approach using a verificative survey design. Data were analyzed through simple linear regression, t-tests, and the coefficient of determination (R²). The findings indicate that compensation has a positive and statistically significant effect on work discipline (t = 10.885; p < 0.05; R² = 0.656). Work discipline also has a positive and significant effect on teacher performance (t = 8.380; p < 0.05; R² = 0.531). Furthermore, compensation directly and significantly influences teacher performance (t = 5.796; p < 0.05; R² = 0.351). These findings suggest that fair and adequate financial compensation strengthens teachers’ discipline and enhances their pedagogical performance. Therefore, effective compensation management is a strategic factor in improving and sustaining teacher performance in Islamic educational institutions.
Penguatan Karakter Siswa melalui Kurikulum Berbasis Cinta: Studi Kasus di Pondok Pesantren Buya Riadi; Yuniar Yuniar; Firmansyah Firmansyah; Mardiah Astuti
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/almunawwarah.v18i1.566

Abstract

This study aims to analyze the implementation of the Compassion-Based Curriculum in strengthening students’ character in an Islamic boarding school setting and to identify the supporting and inhibiting factors influencing its implementation. The study employed a qualitative descriptive method by collecting data through observation, interviews, and documentation involving school leaders, teachers, students, dormitory supervisors, and parents. The findings indicate that compassion values were integrated into classroom learning, religious habituation, pesantren culture, and students’ daily interactions. The principal and teachers played an active role in fostering empathy, discipline, responsibility, and mutual respect through both instructional activities and school culture. The implementation process was supported by a strong collective commitment among school members, a conducive boarding school environment, and parental involvement. Nevertheless, differences in students’ backgrounds and external social influences remained challenges in maintaining sustainable character development. This study demonstrates that the Compassion-Based Curriculum provides a meaningful approach to integrating emotional, spiritual, and social values within Islamic boarding school education.
Exploring the Management of Inclusive Education at Sekolah Kebangsaan Ayer Hitam Gusti Gusti; Saipul Annur; Yuniar Yuniar
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.589

Abstract

This study aims to explore and analyze the management of inclusive education at Sekolah Kebangsaan Ayer Hitam, Malaysia. The research focuses on the strategies implemented in the practice of inclusive education, the challenges faced by the school, and the impact of inclusive education management on the academic and social development of students with special needs. A qualitative case study approach was employed, utilizing in-depth interviews, participant observations, and document analysis as data collection techniques. The findings indicate that Sekolah Kebangsaan Ayer Hitam adopts two inclusion models full and partialin accordance with students’ physical and cognitive conditions. Key strategies include differentiated instruction, collaboration between mainstream and special education teachers, continuous teacher training, and support from parents and external communities. Despite supportive government policies, such as the “No-Reject Policy,” limited resources and the shortage of trained educators remain significant challenges in the implementation process. The study concludes that effective inclusive education management requires synergy between policy, teacher competency, family support, and community engagement. These findings are expected to contribute to the development of more effective inclusive education policies and practices in the future.
Digital Smart Classroom Integration: Enhancing Student Learning Motivation and Pedagogical Dynamics Riza Kurnia; Saipul Annur; Afriantoni Afriantoni; Yuniar Yuniar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1057

Abstract

This study evaluates the implementation of the Digital Smart Classroom program at MAN 3 Palembang using the CIPP (Context, Input, Process, Product) evaluation model. The research is driven by the disparity between rapid technological infrastructure expansion and educators' actual pedagogical readiness. Employing a qualitative-dominant mixed-methods approach, data were gathered through in-depth interviews with 18 key informants, participatory observations, and questionnaires distributed to 72 respondents. The findings reveal that while the Context and Input phases show strong institutional alignment and infrastructure readiness (score 3.70–3.90), teacher digital pedagogical competence remains a critical bottleneck (score 3.60). Process evaluation indicates that digital transformation has successfully fostered an active learning environment (score 4.05), although it is frequently hindered by network stability issues (score 3.45). Ultimately, the Product evaluation demonstrates that the program significantly enhances student motivation and satisfaction, placing it in the "Very Good" category (score 4.21). The study concludes that successful digital transformation in madrasahs necessitates a strategic shift from hardware-oriented procurement to sustainable human resource development, with a focus on innovative digital pedagogical strategies.
Innovative School Leadership and Digital Literacy of Islamic Education Teachers Rohani Rohani; Yuniar Yuniar; Mardiah Astuti; Ahmad Zainuri
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1109

Abstract

The rapid technological shift in education increasingly requires teachers to demonstrate strong digital literacy aligned with continuous curriculum reform processes. In Indonesia, the Merdeka Curriculum promotes learner-centred pedagogy and systematic technology integration; however, many Islamic Education teachers still struggle to effectively apply digital competencies in lesson planning, instructional delivery, and assessment practices. This qualitative case study examined how innovative school leadership supports and strengthens teachers’ digital literacy development in a public secondary school in South Sumatra. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis involving principals, teachers, administrative staff, and students. The data were analysed thematically using iterative analytical procedures supported by trustworthiness strategies. The findings reveal that leadership practices such as shared vision building, mentoring, instructional supervision, and collaborative professional learning consistently embed digital competence within school planning and ongoing professional development. These practices enhance teachers’ confidence, adaptability, and their use of digital tools in the classroom. Overall, leadership bridges curriculum reform objectives with teachers’ digital readiness in Education contexts.
Evaluating Professional Development for Islamic Education Teachers in Palembang, Indonesia Rahmawati Rahmawati; Mardiah Astuti; Afriantoni Afriantoni; Yuniar Yuniar
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1281

Abstract

This study evaluates the effectiveness of a professional development program for Islamic education teachers organized by the Palembang City Government, Indonesia. Despite the growing number of teacher-training initiatives, empirical evaluations of programs specifically designed for Islamic education teachers remain limited, particularly at the local government level. Therefore, this study aims to examine the program’s effectiveness in improving teachers’ competencies using the Context, Input, Process, and Product (CIPP) evaluation framework. The study employed a sequential explanatory mixed-methods design. Quantitative data were collected through questionnaires from 66 Islamic education teachers, while qualitative data were obtained through interviews, observations, and document analysis. The quantitative results indicate very high levels of agreement across all CIPP components: 94.53% for context evaluation, 95.53% for input, 97.02% for process, and 98.51% for product evaluation. The findings also indicate improvements in teachers’ professional, pedagogical, personality, and social competencies after participating in the program. These results suggest that the program effectively enhances teachers’ instructional capacity and supports improvements in the quality of Islamic education. This study provides empirical evidence on the effectiveness of local government-led professional development programs and contributes to the application of the CIPP evaluation model in Islamic education policy contexts.
Integrasi Nilai Ethnoteologi Sebagai Strategi Penguatan Identitas Budaya dan Karakter Religius Peserta Didik di Lembaga Pendidikan Islam Else Meina; Titi Oktarina Sambadha; Indah Wigati; Yuniar Yuniar
Jurnal Penelitian dan Pengabdian Masyarakat Vol. 4 No. 3 (2026): August 2026 In Press
Publisher : Yayasan Pondok Pesantren Sunan Bonang Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61231/nca4fb76

Abstract

This research examines the integration of ethnotheological values in Islamic education as a strategy to strengthen the cultural and religious identity of students, particularly within madrasahs. The study employs a qualitative approach using a literature review method to analyze various scientific sources related to ethnotheology, Islamic education, cultural integration, and the reinforcement of students’ religious identity. The findings indicate that ethnotheology, as a framework of culture-based theological reflection, is capable of connecting religious teachings with local traditions through curriculum development, learning activities, and the creation of an inclusive school culture. This integration not only enhances students’ religious understanding but also fosters pride in local culture, develops tolerant attitudes, and shapes adaptive characters capable of facing globalization without losing their religious and cultural roots. The implications of this ethnotheological integration are reflected in the strengthening of students' religious identity, the enhancement of pride in local culture, and the formation of a tolerant and multicultural character. 
Isu Radikalisme dan Moderasi Beragama dalam Kebijakan Pendidikan Agama Islam Hendri Purnama sari; Ida Fitri; Yuniar Yuniar; Indah Wigati
Jurnal Penelitian dan Pengabdian Masyarakat Vol. 4 No. 3 (2026): August 2026 In Press
Publisher : Yayasan Pondok Pesantren Sunan Bonang Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61231/h2frxj68

Abstract

This study aims to analyze the issues of radicalism and religious moderation within Islamic Religious Education (PAI) policies and their implementation in learning practices. The research employs a descriptive qualitative approach using a literature study method by examining policy documents, curriculum frameworks, and relevant academic literature. The findings indicate that religious moderation plays a significant preventive role in addressing extreme perspectives in educational settings through the integration of tolerance, balance, and inclusivity values into the curriculum and classroom practices. Teachers’ roles as moderation agents, dialogical and contextual learning models, and adaptive educational policies are key factors in strengthening religious moderation. However, challenges arising from the digital era and social diversity require continuous curriculum development, teacher training, and institutional collaboration to ensure effective implementation
Co-Authors Afriantoni Afriantoni Ahmad Sibron Ahmad Zainuri Alvi Delta Viani Amil Salim Amilda Amilda Arwan Arwan Atikah Marwa Ayu Lestari Bastomi Bastomi Buya Riadi Dzakia Fifi Mahardini Edi Zalharis Elsa Cindrya Else Meina Febriyanti Febriyanti Firmansyah Firmansyah Fitri Hidayati Gusti Gusti Hendri Purnama Sari Hikmatun Afifah Ibrahim Ibrahim Ida Fitri Ikas Kasenda Indah Wigati Indah Wigiati Iqbal Ramdhani Junaidah Kemas Muhammad Litiyah Litiyah Mardiah Astuti Megawati Megawati Mela Pratiwi Mita Eliza Moh. Ismail Sholeh Muh Misdar Mukti Ali Mutia Dewi Naila Putri Imani Nur Ilahiah Nurlaela Nurlaela Nurlaila Nurlaila Nurlaili Nurlaili Nyimas Atika Pipit Ridiana Putri, Yecha Febrieanitha Rahmawati Rahmawati Reni Munalisa Ria Adien Ridho MMungga Taaba Riza Kurnia Riza Kurnia Robi yanto Rohani Rohani Saipul Annur Salsabila, Unik Hanifah Siska Septia Ulfa Suci Alevia Syarnubi, Syarnubi Tiara Nadilah Titi Oktarina Sambadha Tiya Anggita Tutut Handayani ULFA KHOIRIYAH Ulil Albab Waliya Purnama Sari Wasilah Wasilah Weni Lestari Yulia Tri Samiha Zainal Berlian Zakiya Dwi Putri