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All Journal Akademika Reforma: Jurnal Pendidikan dan Pembelajaran
Ulil Albab
Universitas Islam Lamongan
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Metode Pembelajaran Sorogan Dan Bandongan Dalam Pengajaran Mata Pelajaran Pendidikan Agama Islam Di Sd Nu Banat Banin Lamongan Ulil Albab; M. Ulul Albab; Novitasari Novitasari; Ja’far Shodiq; Adinda Talia Salsabilah
Akademika Vol 16, No 2 (2022): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v16i2.1134

Abstract

Sorogan and Bandongan learning methods that characterize learning methods in Islamic boarding schools are applied in formal institutions, especially at the Elementary School level. SD NU Banat Banin Lamongan has implemented the boarding school learning system in teaching and learning activities on Islamic Education subjects in the classroom. The results showed that the background of the implementation of the Sorogan and Bandongan learning methods in teaching of Islamic Religious Education subjects at SD NU Banat Banin Lamongan was to put more emphasis on student understanding, in addition, the application of the Sorogan and Bandongan learning methods was also very simple, so that all children students are expected to be able to understand the material quickly. In the process of implementation, it is carried out in three stages. The first is the preparation stage. The teacher always checks the readiness of his students. The second is the implementation phase. For the Sorogan method, students who get their turn to read, are told to go forward and sit facing the teacher, then read the reading text prepared in the last week. For the Bandongan method, the teacher reads and translates the reading text contained in the textbook. And the third stage is the closing stage. The teacher will give an explanation of the material that has been read and translated. Based on the results of the research, in implementing the Sorogan and Bandongan learning methods, it should be improved and improved in all activities and learning. 
Internalizing Islamic Moderation Values (Tawazun and Tasamuh) in Character Education: A Case Study of an Indonesian Elementary School Ulil Albab; Wahyuni Ahadiyah; Mutiara Primadani
Reforma: Jurnal Pendidikan dan Pembelajaran Vol. 16 No. 1 (2026): Reforma: Jurnal Pendidikan dan Pembelajaran
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/reforma.v16i1.1379

Abstract

As global ideological polarization intensifies, integrating religious moderation into primary education has emerged as a critical imperative for cultivating harmonious pluralistic societies. While macro-institutional policies on moderate character formation are well-documented, empirical evidence detailing the micro-pedagogical actualization of these values within elementary classrooms remains critically scarce. This study investigates the operationalization of moderation principles through a qualitative case study approach, utilizing Thomas Lickona's tripartite moral framework. Triangulated data were collected from purposeful sampling of educators and grade VI students at an Indonesian madrasah, and subsequently processed through rigorous thematic analysis using NVivo software. The findings demonstrate a highly structured progression from cognitive instruction via historical reasoning, to affective cultivation through emotional validation, and finally behavioral habituation via collaborative peer interactions. However, the efficacy of this pedagogical architecture is occasionally compromised by socio-cognitive dissonance stemming from exclusionary domestic environments and a structural deficit in teachers' Pedagogical Content Knowledge (PCK). This study provides a replicable, micro-pedagogical blueprint for global character educators, asserting that sustainable moral development requires transitioning from abstract theological indoctrination to the creation of active, democratic classroom ecosystems supported by parental synergy.
Co-Authors Adinda Talia Salsabilah Ja’far Shodiq M. Ulul Albab Mutiara Primadani Novitasari Novitasari Wahyuni Ahadiyah