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All Journal Intizar Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar J-PAI: Jurnal Pendidikan Agama Islam Jurnal Pendidikan Islam Indonesian Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Muallimuna : Jurnal Madrasah Ibtidaiyah JMIE (Journal of Madrasah Ibtidaiyah Education) Pendidikan Multikultural Elementeris : Jurnal Ilmiah Pendidikan Dasar Islam GUYUB: Journal of Community Engagement Southeast Asian Journal of Islamic Education JPMI: Jurnal Pendidikan Madrasah Ibtidaiyah Vicratina : Jurnal Ilmiah Keagamaan Jurnal Pendidikan Islam Indonesia Engagement: Jurnal Pengabdian Kepada Masyarakat Al-Hayat: Journal of Islamic Education
Fita Mustafida
Universitas Islam Malang
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Social Sciences Other

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INTEGRATIVE THEMATIC LEARNING MODEL BASED ON MULTICULTURAL VALUES AT TAMAN HARAPAN PRIMARY SCHOOL, MALANG CITY Fita Mustafida; Abd. Gafur
JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan dan Pengajaran Vol 24, No 1 (2023): Jurnal Ilmiah Didaktika August 2023
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v24i1.11954

Abstract

The development of attitudes of intolerance and antipathy due to differences in religion, culture, language, and ethnicity is a common problem faced by plural societies, including Indonesia. Education that upholds the values of diversity, justice, and equality is the required educational model. Multicultural education through the values contained therein becomes the main material to be internalized by students as a systemic effort in school education to educate the value of cultural diversity amidst the erosion of values of respect for diversity in society. This study discusses an overview of an integrative thematic learning model based on multicultural values at Taman Harapan Elementary School, Malang City. Qualitative research approach with case study type. Data collection techniques use participant observation; in-depth interviews and also documentation as support. Data analysis through stages of condensation, data presentation, and concluding/verification according to the Milles-Huberman model. Based on this process, the results of this research show that the integrative thematic learning model based on multicultural values at Taman Harapan Elementary School is built from 1) Input that requires multicultural values; starting from students, teachers, curriculum, and infrastructure used. Inp management This ut is a manifestation of the institution's commitment to providing multicultural education. 2) The learning process is based on multicultural values including; planning, and implementation with various strategies, methods, media, and learning materials that contain multicultural values, and authentic assessment. As well as habituation to multicultural social interactions; and an academic atmosphere that respects cultural diversity. 3) Output learning outcomes that can shape students' multicultural knowledge, attitudes, and skills.
Developing Practical Skills in Differentiated Learning: Training for Prospective Teachers in Malaysia Cahyanto, Bagus; Mustafida, Fita; Syahputra, Hafiz Udabi Ersyan
GUYUB: Journal of Community Engagement Vol 5, No 3 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/guyub.v5i3.9074

Abstract

This training was conducted for prospective teachers at Universiti Kebangsaan Malaysia (UKM) to develop participants' understanding and practical skills in differentiated learning. This community service was designed in several stages including preparation, socialization, mentoring, and monitoring and evaluation of activities. The training materials included materials on student diversity, dimensions of diversity, equality and justice in learning, learning according to ability level, basic principles of differentiated learning, strategies for differentiating learning, and assessment in differentiated learning. The community service team also provided assistance to participants in preparing learning designs and ended with filling out a questionnaire to assess the implementation of the training as a whole. The results of the questionnaire showed that 93% of participants experienced an increase in understanding, 95% were motivated to implement differentiated learning and 100% of participants gave a positive response to the community service activities.
Implementasi Penguatan Materi Keagamaan Melalui Program Madrasah Diniyah Takmiliyah Safitri, Diana Dwi Oktafia; Arief, Nur Fajar; Mustafida, Fita
Intizar Vol 29 No 2 (2023): Intizar
Publisher : Pusat Penelitian dan Penerbitan Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/intizar.v29i2.15506

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan, evaluasi, dan implikasi program madrasah diniyah di Madrasah Ibtidaiyah Tholabuddin Gandusari Blitar. Jenis pendekatan penelitian yang digunakan adalah kualitatif-deskriptif. Prosedur pengumpulan data meliputi wawancara, observasi dan dokumentasi. Analisis data yang digunakan menggunakan Miles dan Huberman. Pengecekan data menggunakan Triangulasi. Hasil penelitian diperoleh bahwa implementasi penguatan materi keagamaan melalui program Madrasah Diniyah Takmiliyah dilatar belakangi oleh usaha penguatan PAI terhadap peserta didik sesuai visi misi lembaga. Pendidikan madrasah diniyah dilaksanakan setelah selesainya Pendidikan formal, menggunakan bahasa Jawa serta mengutamakan penguatan karakter dan juga penguasaan terhadap materi-materi praktek ubudiyah. Evaluasi terhadap pelaksanaan program dilaksanakan setiap akhir semester menggunakan penilaian tes maupun non test. Implikasi bagi lembaga adalah naiknya grafik jumlah penerimaan siswa baru setiap tahunnya, memudahkan para guru PAI di kelas formal untuk menyampaikan materi, serta mendogkrak prestasi siswa yang mengharumkan lembaga dalam kompetisi keagamaan. Sedangkan bagi peserta didik, program ini menjadikan peserta didik lebih paham hukum-hukum dasar, lancar dalam membaca Al-Qur’an serta menguasai tata cara peribadatan sehari-hari. Program madrasah diniyah juga menjadikan peserta didik mempunyai akhlak dan karakter yang baik serta kesadaran diri untuk beribadah.
Internalization of Multicultural Education Values in Fiqh Learning at Madrasah Aliyah Afrian, Nurfahmi; Hakim, Dian Mohammad; Mustafida, Fita
Southeast Asian Journal of Islamic Education Vol 8 No 1 (2025): Southeast Asian Journal of Islamic Education, June 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i1.9977

Abstract

This study aims to examine the process of internalizing multicultural education values in Islamic jurisprudence (fiqh) learning at MA DDI Darun Najah Kaloling, situated within a multiethnic community. The research focuses on planning, teacher strategies for internalization, and evaluation and its impacts on students. The subjects of this study were the Head of the Madrasah, the Fiqh subject teacher, and students. A qualitative approach was employed, using interviews, observations, and documentation, with data analyzed through collection, condensation, presentation, and verification stages. Data validity was ensured through triangulation of sources, techniques, and time. The findings reveal that multicultural value internalization was systematically carried out through the synergy of institutional policies, curriculum enhancement, and teacher training. The madrasah’s vision, which emphasizes Qur'anic character and religious moderation, served as a foundation for instilling tolerance values. Teachers applied a phased strategy of transformation, transaction, and transinternalization using active learning approaches such as discussions and case studies. Evaluation indicated improved tolerant attitudes, a more inclusive classroom environment, and reduced conflict potential. These findings produced an internalization model that can serve as a reference for other madrasahs in fostering a multicultural and harmonious learning environment. This indicates that multicultural education can be effectively integrated into religious instruction. A holistic educational design is needed, encompassing policy, instructional strategies, evaluation, and teacher training alongside further research to explore broader contexts and identify enabling and inhibiting factors in the internalization of multicultural values across diverse madrasah settings.
INTEGRATIVE THEMATIC LEARNING MODEL BASED ON MULTICULTURAL VALUES AT TAMAN HARAPAN PRIMARY SCHOOL, MALANG CITY Mustafida, Fita; Gafur, Abd.
Jurnal Ilmiah Didaktika Vol 24 No 1 (2023): Jurnal Ilmiah Didaktika August 2023
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v24i1.11954

Abstract

The development of attitudes of intolerance and antipathy due to differences in religion, culture, language, and ethnicity is a common problem faced by plural societies, including Indonesia. Education that upholds the values of diversity, justice, and equality is the required educational model. Multicultural education through the values contained therein becomes the main material to be internalized by students as a systemic effort in school education to educate the value of cultural diversity amidst the erosion of values of respect for diversity in society. This study discusses an overview of an integrative thematic learning model based on multicultural values at Taman Harapan Elementary School, Malang City. Qualitative research approach with case study type. Data collection techniques use participant observation; in-depth interviews and also documentation as support. Data analysis through stages of condensation, data presentation, and concluding/verification according to the Milles-Huberman model. Based on this process, the results of this research show that the integrative thematic learning model based on multicultural values at Taman Harapan Elementary School is built from 1) Input that requires multicultural values; starting from students, teachers, curriculum, and infrastructure used. Inp management This ut is a manifestation of the institution's commitment to providing multicultural education. 2) The learning process is based on multicultural values including; planning, and implementation with various strategies, methods, media, and learning materials that contain multicultural values, and authentic assessment. As well as habituation to multicultural social interactions; and an academic atmosphere that respects cultural diversity. 3) Output learning outcomes that can shape students' multicultural knowledge, attitudes, and skills.
Implementasi Pembelajaran Akidah Akhlak dalam Pembentukan Profil Pelajar Rahmatan Lil ‘Alamin di MTsN 7 Malang Mufidah, Isma; Mustafida, Fita; Setiawan, Eko; Hakim, Dian Mohammad
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.36604

Abstract

The cultivation of the Rahmatan lil-‘Alamīn Student Profile has become an essential agenda in strengthening character education within the Merdeka Curriculum, particularly in madrasahs that play a strategic role in fostering moderate, inclusive, and ethically grounded Islamic values. This study aims to analyze the Rahmatan lil-‘Alamīn values, values are integrated into the instructional, the assessment practices and student profiles embedded in the teaching of Akidah Akhlak at MTsN 7 Malang. Employing a qualitative case study design, data were collected through classroom observations, interviews with teachers and school leaders, and document analysis of curriculum materials and instructional plans. Data were analyzed using techniques of data reduction, data display, conclusion drawing, and triangulation to ensure credibility. The findings reveal that ten key Rahmatan lil-‘Alamīn values are integrated into both the planning and implementation of instruction through collaborative strategies, role modelling, case-based learning, and P5PPRA project activities. However, character assessment within intrakurikular learning remains limited and is largely conducted through cocurricular programs. This study contributes to the understanding of how character values are embedded in Islamic education and highlights the need to strengthen formative assessment practices in Akidah Akhlak instruction. It concludes that cultivating a Rahmatan lil-‘Alamīn student profile requires a comprehensive and continuous approach that aligns planning, practice, and assessment, and recommends future research across broader madrasah contexts and longitudinal designs to capture developmental character trajectories more fully.
MULTICULTURAL SCHOOL CULTURE: MEDIA TO INSTILL THE VALUES OF RELIGIOUS MODERATION IN PRIMARY SCHOOLS Mustafida, Fita; Sulistiono, Muhammad; Gafur, Abd.
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 9, No 2 (2025): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32934/jmie.v9i2.808

Abstract

Multicultural school culture plays an important role in shaping the character of tolerant and moderate students in the midst of diversity. This study aims to analyze the cultural forms of multicultural schools that support the cultivation of religious moderation values in elementary schools. A qualitative approach with case study types is used to produce comprehensive research. Data collection techniques used participant observation, in-depth interviews, and documentation. The results of the study show that there are three main forms of multicultural school culture that contribute to instilling the value of religious moderation, namely: (1) democratic culture; provide space for student participation, deliberation, and procedural justice; (2) positive social culture; building relationships based on trust, mutual respect, and solidarity; and (3) child-friendly culture; ensuring physical, psychological, and social security as a prerequisite for active participation. These three cultures complement each other and form an inclusive-multiculturalist education ecosystem, so that a multicultural value-based school culture is important as a systemic and transformative strategy in an effort to implement character education to strengthen religious moderation for elementary school students. This paper recommends strengthening school policies that support the systematic and collaborative implementation of multicultural culture between schools, families, and communities for the development of multicultural school culture as a medium to strengthen religious moderation. These findings are expected to be a reference for the development of multicultural education models and the strengthening of effective religious moderation, especially at the basic education level.
Effects of Neuro-Semantic Reframing on Students’ Emotional Coping Kibtiyah, Asriana; Jasminto; Muaz, Yusuf Ahmed; Tasya, Dinar Ayu; Mustafida, Fita
Al-Hayat: Journal of Islamic Education Vol. 10 No. 1 (2026): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v10i1.258

Abstract

Academic stress often undermines university students’ emotional coping abilities. This study examines the effectiveness of a neuro-semantics-based cognitive reframing technique in enhancing students’ emotional coping when facing academic stress. A quasi-experimental one-group pre-test–post-test design was used, involving 31 undergraduate students from Universitas Hasyim Asy’ari Tebuireng Jombang who experienced academic stress. Data were collected using the Emotional Coping Scale (ECS) and analysed with paired sample t-tests in SPSS 26.0 to measure changes after the intervention. Results showed a significant improvement in emotional coping abilities after the intervention (p = .000, p < 0.05), indicating that neuro-semantics-based reframing effectively enhanced adaptive emotional regulation and resilience against stress. The study's limitations include a small sample, the absence of a control group, and a short intervention period. Future studies should use larger, more diverse samples and longer-term designs to validate these results. This research provides empirical support for integrating cognitive-behavioural and neuro-semantic frameworks in psychological interventions. It demonstrates how meaning reconstruction and meta-state alignment can foster more profound emotional transformation, offering a novel approach to managing academic stress among students.
Co-Authors Abd Gafur Abd. Gafur Abd. Gafur Abdul Gafur Abdul Jalil Ach Faiso Adi Sudrajat Afrian, Nurfahmi Ahdiana Ela Nihayatul Khusna Amalia Baroroh Amanatu Rizkiya Anggita Windi Saputri Anwar Sa&#039;dullah Anwar Sa’dullah Anwar Sa’dullah Astuti Astuti Azhar Haq Bagus Cahyanto Binti Nur Aini Chalimah Sa’dijah Chalimatus Sa’dijah Chalimatus Sa’dijah Sa’dijah Dea Lulu Firdausi Dewi Muawwiya Sofyani Dina Oktaviana Dwi Fitri Wiyono Dwi Ristikawati Eka Zuliana Eko Setiawan Elianata Ningtyas Faizzatus ShoIikhah Faridatul Isnaeni Fitri Lailatul Maghfiroh Fransiska Silvia Novinda Anggraini Hakim, Dian Mohammad Handini Eka Putri Hikmatul Amalia Nahdlia Ibnu Jazari Ika Ratih Sulistiani Ilma Fiveronica Ilmi Rodhiyatul Aulia Ilyas Thohari Ilyas Thohari Ima Mukarromah Imasatul Adamiyah Intan Sahara Irma Nur Maulidatur Rofikoh Ita Diana Sari Jamilatul Fajriyah Jasminto Khoirul Asfiyak Khusnun Nihayah Kibtiyah, Asriana Kiki Mamlu’atul Karimah Lailatul Choyriah Lailatul Maharani Lailatul Musharrofah Lia Nur Atiqoh Bela Dina Luthfi Yasykur M Ilyas Thohari M. Ilyas Thohari Mar’atul Khoiriyah Maskuri Maulana Ahmad Syifa Moch Haris Anshori Mochammad Ainul Yaqin Mohammad Afifullah Mohammad Afifulloh Mohammad Afifulloh Mohammad Afifulloh Muaz, Yusuf Ahmed Much Ilham Muttaqin Muchamad Khilmi Mufidah, Isma Muhaiminah Muhaiminah Muhamad Ilyas Muhammad Hanief Muhammad Hanif Muhammad Hanif Muhammad Ilham Adiyanto Muhammad Rizal Miftahul Huda Muhammad Sahal Muhammad Sulistiono Nanik Nur Hidayah Nia Meiliya Permata Nilawati Nilawati Noor Alfi Fajriyani Nova Ainaya Alfaticha Nova Anjarwati Novadita Agustin Damayanti Novinda Aswana Putri Nur Choiroyyaroh Absa Nur Fajar Arief Nur Hamidah Nur Hasan Nur Mujibatur Rohmaniyah Nuranti Nuranti Nuril Khausumah Nurul Husniyah Nurul Muawana Phila Delphia Ria Dwi Rahmawati Ashari Rifqotul Hasanah Rismawatul Hasanah Rizki Cahyaning Arifin Putri Rizqi Amalia Maghfuri Rosichin Mansur Safirah Nurdin Safitri, Diana Dwi Oktafia Shofiana Khoirunnisa Sholiya Wilda Shobirina Sifaul Liulil Absor Silviana Silviana Siti Romlah Siti Zulaikha Sulistiono, Muhammad Syafiyatul Mafruhah Syahputra, Hafiz Udabi Ersyan Syamsiar, Syamsiar Syifaul Fauziyah Tasya, Dinar Ayu Vinka Afni Nabila Vira Indrasanti Wiwik Nur Hayati Yaqub Cikusin Yulia Kristanti Yulianto Eko Saputro Zuhkhriyan Zakaria