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Fathul Jannah, Fathul
STAIN Samarinda
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Inclusive Leadership in the Context of Wetland Ecology: Realizing Child Friendly Schools and Character Building for Elementary School Students Jannah, Fathul; Aslamiah , Aslamiah
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1214-1226

Abstract

Inclusive education and leadership that is responsive to social diversity and the surrounding environment are increasingly recognized as essential elements in creating child friendly schools. In the context of wetland ecology which is a vital but often overlooked ecosystem in the educational curriculum, inclusive leadership plays an important role. This study aims to analyze the application of inclusive leadership in elementary schools located in wetland areas to create child friendly schools and instill character in students. This research identifies four main issues, namely, the role of inclusive leadership in creating child friendly schools in wetland areas; the application of inclusive leadership in character education; implementation challenges; and strategies that can be implemented by school principals to strengthen the implementation of child friendly schools and character education. The research uses a descriptive qualitative approach with a literature study method. The results of the study show that inclusive leadership is essential in integrating the values of diversity and environmental awareness in education in elementary schools located in wetland environments. The conclusion of this study is that inclusive leadership based on the ecological context of wetlands can be an effective model for creating child friendly schools and developing student character in primary schools.
Posisi Kurikulum Pendidikan Indonesia dalam Pendidikan Multikultural Rahman, Arif; Berliyana, Adhe Sukma; Iklima, Iklima; Rahma, Anisa Nuraida; Fitriah, Januari; Jannah, Fathul
ALSYS Vol 2 No 2 (2022): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.868 KB) | DOI: 10.58578/alsys.v2i2.305

Abstract

Indonesia consists of various tribes, races, ethnicities and religions. In this diversity, multicultural education is needed to be implemented in people's lives. To be able to tolerate each other, take responsibility and to be able to help each other among others. Not to hate each other or complain to each other. Religion is expected to be a complement and can also complement each other so that it can become strong and also close. Circumstances like this can shape the character of the Indonesian nation to be more formed. As Indonesian people, we should be able to take care of each other so that there are no disputes that can lead to conflict.
Internalization of Religious Tolerance Values through Islamic Religious Education in Multicultural Schools Wijaya, Indra; Jannah, Fathul
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3152

Abstract

This study aims to analyze the internalization of religious tolerance values in Islamic Religious Education at SMP Negeri 8 Samarinda and SMP Negeri 1 Bontang. The research employed a qualitative multisite approach involving observations, in-depth interviews, and documentation techniques. The participants included Islamic Religious Education teachers, school principals, vice principals, and students from diverse religious backgrounds. Data were analyzed using interactive analysis techniques through data reduction, data display, and conclusion drawing. The findings reveal that the internalization of tolerance values was implemented through contextual learning, teacher exemplification, habituation activities, multicultural interaction, and inclusive school culture. Islamic Religious Education teachers integrated values of justice, empathy, equality, and peaceful coexistence into classroom instruction and daily social interaction. Teachers also functioned as moral role models who demonstrated inclusive attitudes toward students from diverse religious backgrounds. Habituation programs such as collaborative extracurricular activities, social service, and school cultural programs strengthened students’ awareness of diversity and social harmony. Supporting factors included teachers’ commitment, positive school culture, and multicultural interaction among students, while inhibiting factors involved social media influence, exclusive family environments, and limited instructional time. The study concludes that tolerance education becomes more effective when cognitive understanding, social interaction, and moral exemplification are integrated simultaneously within educational practices. Therefore, schools play strategic roles in strengthening multicultural harmony and preventing intolerance among students in pluralistic societies
MENINGKATKAN MOTIVASI BELAJAR DAN KERJA SAMA PESERTA DIDIK MUATAN MATEMATIKA KELAS IV MELALUI MODEL BALANTING DAN PERMAINAN BADAMPRAK DI SDN TABALONG MATI HSU Zaki Ridhoni, Akhmad; Jannah, Fathul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 1 (2026): Volume 11 No.1, Maret 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i1.40431

Abstract

In this study, the issue is the students' lack of motivation and cooperation, which results in subpar learning outcomes. Researchers used the Badamprak game and the BALANTING model (Problem Based Learning, Numbered Head Together, and Snowball Throwing) to address this issue. The goal of this research is to enhance students' learning motivation, teamwork, and academic performance. The Classroom Action Research (CAR) approach was used in this study, which was conducted over four sessions during the second semester of the 2024/2025 academic year with the topic of eight fourth-grade pupils from Tabalong Mati HSU Elementary School. The data collected consisted of qualitative data from observations of instructors' and students' actions, as well as their drive and collaboration. To assess learning results, quantitative data were collected using written group and individual tests. The outcomes of the study demonstrated that at the fourth session, pupils' motivation to learn rose from 50% to 100%. The level of student cooperation also rose, going from 38% to 100% during the fourth session. From 38% at meeting I to 100% at meeting IV, the classical completeness of pupils' learning outcomes rose. The use of the Badamprak game and the BALANTING model was shown to be successful in boosting students' drive, teamwork, and academic performance.
Peran Tawakkal dan Sabr sebagai Mekanisme Koping (Coping Mechanism) dalam Mengatasi Burnout pada Mahasiswa Tingkat Akhir Rodhiah, Saniatur; Afandi, Nur Kholik; Jannah, Fathul
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4214

Abstract

Fenomena burnout yang meningkat di kalangan mahasiswa, terutama pada tahap penyusunan skripsi, menimbulkan kebutuhan untuk memahami strategi koping berbasis nilai spiritual yang digunakan mahasiswa Muslim dalam menghadapi tekanan akademik. Penelitian ini bertujuan untuk mengeksplorasi peran tawakkal dan sabr sebagai mekanisme koping religius dalam mengatasi burnout pada mahasiswa tingkat akhir di UIN Sultan Aji Muhammad Idris Samarinda. Penelitian ini menggunakan pendekatan kualitatif fenomenologi untuk menggali pengalaman subjektif mahasiswa dalam memaknai dan mengimplementasikan tawakkal dan sabr selama proses akademik. Data dikumpulkan melalui wawancara mendalam semi-terstruktur, observasi terbatas, dan dokumentasi, dengan partisipan yang dipilih melalui teknik purposive sampling sebanyak 8 mahasiswa tingkat akhir dari berbagai fakultas. Hasil analisis tematik menunjukkan empat tema utama: (1) sumber-sumber burnout dam dampaknya (2) pemaknaan tawakkal sebagai stabilisasi emosional melalui sikap berserah diri setelah berusaha; (3) pengamalan sabr sebagai bentuk ketahanan aktif dalam menghadapi hambatan akademik; dan (4) integrasi tawakkal–sabr sebagai mekanisme koping holistik yang memperkuat ketangguhan spiritual dalam menghadapi stres akademik. Temuan ini mengungkap bahwa kedua nilai religius tersebut berfungsi sebagai strategi psikologis yang efektif dan kontekstual dalam membantu mahasiswa mengelola burnout. Kesimpulan penelitian menegaskan bahwa tawakkal dan sabr memberikan kontribusi penting terhadap pemahaman mekanisme koping religius pada mahasiswa Muslim. Implikasi praktisnya mendorong pengembangan program pendampingan akademik berbasis spiritual di perguruan tinggi Islam. Penelitian selanjutnya disarankan untuk mengeksplorasi perbedaan pengalaman berdasarkan gender, fakultas, atau pendekatan metodologis yang lebih luas.
Upaya Guru dalam Membangun Lingkungan Kelas yang Ramah untuk Anak Berkebutuhan Khusus Waroh, Muna; Jannah, Fathul; Afandi, Nur Kholik
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4290

Abstract

Penelitian ini dilatarbelakangi oleh pentingya implementasi pendidikan inklusi sebagai upaya mewujudkan kesetaraan akses pendidikan bagi seluruh peserta didik, termasuk Anak Berkebutuhan Khusus (ABK). Meskipun kebijakan pendidikan inklusi telah diterapkan di Indonesia, praktik di lapangan masih menghadapi berbagai tantangan, terutama dalam menciptakan lingkungan kelas yang ramah dan suportif bagi ABK. Kondisi ini menunjukkan urgensi penelitian untuk mengkaji secara mendalam strategi guru dalam membenangun lingkungan belajar yang inklusif. Penelitian ini bertujuan menganalisis strategi guru dalam membangun lingkungan kelas yang ramah bagi Anak Berkebutuhan Khusus (ABK) di SD Islamic Center, Samarinda. Pendidikan inklusi menekankan terciptanya kelas yang aman, suportif, dan menghargai perbedaan agar ABK dapat berpartisipasi optimal. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek guru kelas dan Guru Pendamping Khusus (GPK). Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan metode Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru menerapkan strategi preventif melalui edukasi teman sebaya, penerapan aturan partisipatif, pendampingan personal ABK, adaptasi media pembelajaran, serta koordinasi dengan orang tua. Strategi tersebut menciptakan interaksi harmonis, meningkatkan penerimaan sosial, dan mendukung keberhasilan belajar ABK. Kendala utama meliputi keterbatasan kompetensi guru dan kurangnya pelatihan khusus. Penelitian ini menekankan pentingnya peran guru, pendampingan intensif, dan dukungan sekolah untuk menciptakan kelas inklusif, serta merekomendasikan pengembangan profesional guru sebagai upaya optimalisasi pendidikan inklusi. Berdasarkan temuan berikut, penelitian ini merekomendasika agar peneltiaian selanjutnya memperluas cakupan lokasi, melibatkan lebih banyak informan seperti kepala sekolah dan orang tua, serta mengkaji secara lebih mendalam efektivitas strategi pembelajaran inklusif terhadap hasil belajar dan perkembangan prikososial ABK.
Co-Authors A'isy, Muhammad Fauzan a, Asrani AA Sudharmawan, AA Abdul Azis Abdul Basith Abdul Majid Abdul Razak, Andi Agusta, Akhmad Riandy ahmad habibi Ahmad Ridwan Ahmad Suriansyah Aisyah, Intan Nur Akhir, Chorunnisa Yaumal Aldy Ferdiyansyah Alexsander Yandra, Alexsander Alice, Alice Aliya, Afrida Risa Alzazuli, Sulaiman Amini, Ma’ripah Angranti, Wiwik Apriliadi, Muhammad Akbar Apriliana Ariani, Malisa Arif Rahman Arnawati, Ida Ayu Arta Mulya Budi Harsono Ashfia, Nurul Asikin, Nevyani ASLAMIAH , ASLAMIAH Asrani Asrani, Asrani Aufa, Ni'matul Awali, Muhammad Risky Azizah, Ni'mah Azizah, Sofhia Aulia Putri Badrut Tamam BAHARAS, VITA RIA SAFITRI Batubara, Lilian Bayanurrahmah, Najjini Berliyana, Adhe Sukma CAHYANI, INDAH Deasy Arisanty DELVIRA, WIWIEK Deni Setiawan Denia, Ergi Desi Wulandari, Desi Dewi Puspita Sari Dewicca Fatma Nadilla, Dewicca Fatma Diani Ayu Pratiwi Dwitalia Sari, Dessy Edi Syahputra Eka Cahya Sari Putra Eka Zuliana Eklima, Mawahesa Elmukhsinur, Elmukhsinur Enny Hardi Evi Yulianti Fadhlan Muchlas Abrori Fadillah, Anif Fadillah, Rizvi Fadlullah, Irfan Fajar Adyatama, Muhammad Farid Muttaqin, Farid Faridah, Ainun Farlina Hardianti Fatimah, Maulina Fatmawati Fatmawati Fauzi, Zain Ahmad Febriani, Noor Rahmi Fitriah, Januari Fitriani Fitriani Fitriani Fitriyani, Ecy Forwaty, Erni Gajah, Nina Badriah Habibie, Muhammad Fathan Noor Hapzi Ali Harahap, Hotni Sari Harahap, Muhammad Riduan Harahap, Nikmah Royani Hartini, Yayuk Herti Prastitasari Hidayani, Sri Vina Hidayat, Ari Hj. Latifah Humairoh Ida Ayu Putu Sri Widnyani Idayanti Idayanti Ikhsan, Maulana Iklima Iklima Indriani, Erika Indriati, Sonia Isnawati Isnawati Iswana , Della Jannah, Mariatul Jauhari, Mashun Syafuan Jumriani, Jumriani Kamina, Tasya Khadijah, Nor Khairul Saleh Khairun Nisa Khodari, Neti Tri Khoiriyah Khoiriyah Kholis Ernawati Kurniawati Kurniawati Kurniyati, Widi Latifah, Hayatun Lestari, Kustiasih Lina Revilla Malik Madina, Nurul Mahmudah, Imil Mahriani, Ariska Maimunah, Maimunah Mala, Mita Pita Manto, Onieqie Ayu Dhea Mardiani, Fitri Masbiyanti, Masbiyanti Mawaddah, Rifdatul Metta Octora Miladiarsi Mohamad Firdaus, Mohamad Muhammad Hanif Muhammad Zaki Muhsinah Annisa Mujtahidin, Samsul Mukhlshah, Neneng Rachmalia Izzatul Mulyanto*, Hendra Musyafa’, Achmad Mutmainah, Iis Nadie Fatimatuzzahro Nastasya, Difa Nasution, Umy Fitriani Nia Khusniyati Nito, Paul Joae Brett Noor Habibi, Muhammad Fathan Noorfarida , Sri Noorfarida, Sri Noorhapizah Norjannah, Siti Nur Aditya, Muhammad Nur Fadhilah Nur Kholik Afandi Nur, Muhammad Ilham Nurhayda, Nurhayda NURUL HIDAYAH Paulina, Norma Permatasai, Lina Prame Shela, Icha Pranata, M. Yuda Prasetyo, Rukmana Pulungan, Nurhamidah Puspita, Prima Mega Putri, Natasya Amalia Qibthiah, Mariatul Radiansyah Radiansyah Radiansyah Radina, Radina Rafiah, Siti Rahimah, Ainor Rahma, Anisa Nuraida Rahmaniah, Nahdia Fitri Rahmatia, Annisa Rahmawati, Nanda Hesti Rahmawati, Siti Rafika Rakasiwi, Sandrina Septia Ramadhan, Andre Ramadhani, Novi Pertiwi Fitrie Rayes, Norina Shaumy Putri Reja Fahlevi Renata, Elin Restusari, Lily Lily Ridwan , Ahmad Rifqaatusa'adah, Rifqaatusa'adah Rifqi Novriyandana Risa Aliya, Afrida Rizal, M. Saifu Rizki, Fitria Rizky Amelia Rodhiah, Saniatur Rosalinda, Kelara Royani Harahap, Nikmah Royani Hrp, Nikmah Rufi'i Rusali, Fahria Rusmadi Rusmadi Rusmaniah, Rusmaniah rz, ira oktaviani Sabina, Sandra Safitri, Dwi Yani Salsabhilla, Ericca Dwi Samsul Hadi Saragih, Nehemia Mutiara Sari Harahap, Hotni Sari, Raihanah sarinda Sarwani Sarwani, Sarwani SATRIYAS ILYAS Septyanti, Elvrin Simamora, Elmanani Siti Fatimah Siti Nuraini Siti Raihanah Sofiya, Nur Ainin Sri Mulyani Sry Anita Rachman Subiyakto, Bambang Sugianto, Akhmad Sukmana, M. Laily Qadry Sulistiyana, Sulistiyana Supriadi, Latif Syafrisar Meri Agritubella Syaharuddin Teguh Prasetio Triyono, Sigit Ulfah, Nahdiati Ummah, Amelia Khoirum Utami, Melsya Halim Uthia, Rahimatul Uthia, Rahmiatul v, Rukmana Vincent Vincent, Vincent Wahyudi Wahyudi Waljuni Astu Rahman waroh, muna Widianti, Dian Wijaya, Indra Yahya, Mohd. Yogi Prihandoko Yogo Dwi Prasetyo Yuliana Arsil Yunarti Yunarti Yusfanita, Intan Audi YUSNITA YUSNITA Yusri Yusri Zahra, Mayang Ratu Zaini, Abdillah Muhammad Zaki Ridhoni, Akhmad Zanna Khairatu Nisya Zefri, Muhammad Zulhafizh, Zulhafizh