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All Journal Elementary: Islamic Teacher 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 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
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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INTERNALISASI NILAI MULTIKULTURAL DALAM MEMBENTUK SIKAP MODERASI BERAGAMA SISWA DI MADRASAH IBTIDAIYAH NEGERI 1 KOTA MALANG Fita Mustafida; Mohammad Afifulloh; Abd. Gafur
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 9, No 1 (2023): OKTOBER 2023
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v9i1.11061

Abstract

This paper aims to describe and analyze multicultural values that develop in Madrasah Ibtidaiyah Negeri I Malang City, as well as the process of multicultural values shaping students' attitudes toward religious moderation. The choice of research location is considered appropriate because MIN I Malang City has provided evidence of the incorporation of multicultural values, as enshrined in the philosophy of multiculturalism, into religious education and moderation education practices. This is evidenced by the inclusion of the principles of multicultural education into scholastic and community efforts, as well as the internalization of moderation values in curricular planning and implementation, so as to be able to manage the diversity of madrasah residents with an attitude of accepting differences so that they can live together in a harmonious school environment. With a qualitative approach, data collection is done through observation, interviews, and documentation. While data analysis uses the Milles Huberman model of data condensation, display, and conclusion, The results of this study found five multicultural values developed in MIN I Malang City: 1) religion, 2) Harmony, 3) Tolerance, 4) Equality, and 5) Cooperation. Meanwhile, the internalization of multicultural values in shaping attitudes of religious moderation is carried out through inculcating values in madrasah policies, curriculum, and learning, exemplary and habituation of moral culture, ubudiyah character, and Islamic culture
Teacher Professionalism Development in Community Based Research-Based Multicultural Islamic Education Learning Lia Nur Atiqoh Bela Dina; Fita Mustafida
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2021): November 2021
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/engagement.v5i2.783

Abstract

Learning Islamic Education by integrating multicultural values is indispensable. The presence of multicultural education has an important role in improving and providing solutions to various religious problems. It's just that teachers still have difficulty in integrating multicultural values in learning. There needs to be a development of teacher professionalism in terms of learning based on multicultural values, because the increasing professionalism of teachers will have an effect on improving the quality of learning both processes andresults. The method of community service used is the Community Based Research (CBR) method with RRA(Rapid Rural Appraisal) technique. Devotional activities through the multicultural PAI learning model raise awareness of teachers or assisted groups to develop their professionalism and competence in organizing innovative and quality learning.
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.
Co-Authors Abd Gafur Abd. Gafur Abd. Gafur Abdul Jalil Ach Faiso Adi Sudrajat Afrian, Nurfahmi Ahdiana Ela Nihayatul Khusna Amalia Baroroh Amanatu Rizkiya Anggita Windi Saputri Anwar Sa'dullah Anwar Sa’dullah Anwar Sa’dullah Astuti Astuti Azhar Haq Bagus Cahyanto Binti Nur Aini Cahyanto, Bagus 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 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 Khoirul Asfiyak Khusnun Nihayah 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 Much Ilham Muttaqin Muchamad Khilmi 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 Syafiyatul Mafruhah Syahputra, Hafiz Udabi Ersyan Syamsiar, Syamsiar Syifaul Fauziyah Vinka Afni Nabila Vira Indrasanti Wiwik Nur Hayati Yaqub Cikusin Yulia Kristanti Yulianto Eko Saputro Zuhkhriyan Zakaria