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All Journal Intiqad: Jurnal Agama dan Pendidikan Islam AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Islam Hijri al-Afkar, Journal For Islamic Studies Islamic Management: Jurnal Manajemen Pendidikan Islam Atthulab: Islamic Religion Teaching and Learning Journal al-Aulad: Journal of Islamic Primary Education JURNAL EDUKASI NONFORMAL Al-Fikru: Jurnal Ilmiah JIKEM: Jurnal Ilmu Komputer, Ekonomi dan Manajemen BASHAIR Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Islam Nusantara Educational Journal of Islamic Management (EJIM) An-Nahdliyyah : Jurnal Studi Keislaman Gunung Djati Conference Series Journal of Educational Management Research Jurnal Ilmiah Research Student Zona Education Indonesia Cipulus Edu: Jurnal Pendidikan Islam Expectation: Journal of Islamic Education Management (JIEM) Ihtirom: Jurnal Manajemen Pendidikan Islam Jurnal Studi Keislaman LEADERIA : Jurnal Manajemen Pendidikan Islam INJIES: Journal of Islamic Education Studies THORIQOTUNA: Jurnal Pendidikan Islam
Cecep Anwar
Universitas Islam Negeri Sunan Gunung Djati Bandung
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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Kompetensi Pedagogik Guru: Kajian Ayat dan Manajemen Pengembangannya Lestari, Rhani Fuji; Anwar, Cecep; Putri, Shinta Meirnawati Pratiwi; Maulana, Yuli
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1880

Abstract

Kompetensi pedagogik guru berperan penting dalam menjamin keberhasilan pembelajaran karena mencakup pemahaman karakteristik peserta didik, perancangan pembelajaran kontekstual, penerapan strategi yang efektif, serta pelaksanaan evaluasi yang adil. Namun, pengembangannya masih menghadapi berbagai hambatan seperti ketidakmerataan akses pelatihan, keterbatasan sumber daya, dan dukungan manajerial yang tidak konsisten. Penelitian ini bertujuan untuk menganalisis kompetensi pedagogik guru dalam perspektif nilai-nilai Al-Qur’an serta merumuskan strategi manajemen untuk pengembangannya. Penelitian menggunakan metode kualitatif deskriptif melalui wawancara, observasi, dan dokumentasi dengan melibatkan guru, kepala sekolah, dan pengawas yang dipilih secara purposif. Hasil penelitian menunjukkan bahwa prinsip-prinsip Qur’ani seperti kebijaksanaan dalam mengajar serta eksplorasi potensi manusia memberikan landasan kuat bagi pengembangan kompetensi guru. Integrasi nilai-nilai tersebut dalam manajemen pendidikan memperkuat pertumbuhan profesional, memperdalam dimensi spiritual, dan intelektual. Penelitian ini berkontribusi pada literatur dengan menawarkan kerangka berbasis Al-Qur’an untuk kompetensi guru serta memberikan rekomendasi praktis bagi pembuat kebijakan dan sekolah dalam merancang program pengembangan guru yang holistik dan berkelanjutan.
Learning and Teaching Ethics in Tafsir Al-Maraghi by Abd Al-Rahman Al-Maraghi Cecep Anwar; Hafid; Azkia Fazri Nurhidayah; Sundari
al-Afkar, Journal For Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i1.1947

Abstract

In the educational process, of course, it cannot be separated from the teaching and learning process which requires interaction between teachers and students. In order to achieve the goal of Islamic education, namely to produce people who serve themselves to Allah SWT, it is necessary to have rules that accompany the interaction process between students and their teachers. Ethics in learning and teaching includes principles and values that teach about what is right and wrong. To explain this ethics, the main basis is Islamic ethics, which comes from the Al-Qur'an and As-Sunnah. Therefore, this research aims to explore the ethics of learning and teaching contained in the Al-Qur'an. This research discusses the ethics of teaching and learning according to the interpretation of Al-Maraghi Q.S An-Nahl: 125 and Q.s Al-Mujadilah verse 11. This research uses a qualitative approach and literature study as the analysis method. The research results show that the application of ethics in learning and teaching is a very important part of the learning process. Both educators and students involved in teaching and learning activities must respect each other and maintain ethics. Tafsir al-Maraghi, the work of a great scholar from Egypt, provides extensive insight into how to understand the Al-Qur'an in a social, political and cultural context. This journal examines the importance of ethics in learning and teaching tafsir, with a focus on thematic tafsir in the style of al-Maraghi. This research aims to identify the ethical values contained in al-Maraghi's tafsir.
Implementation of Qur’an-Based Character Education in Pesantren Disciplinary Policy Cecep Anwar; Findi Alexsandy; Ilham Nugraha; Sulton Arif
Intiqad: Jurnal Agama dan Pendidikan Islam Vol 18, No 1 (2026)
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/intiqad.v18i1.28097

Abstract

This study empirically investigates the implementation of Qur’an based character education through disciplinary regulations at Pesantren Al Musyarrofah, Warungkondang, Cianjur. The research adopts a quantitative descriptive survey design. Data were gathered through a five point Likert scale questionnaire distributed to 19 respondents, comprising 11 students and 8 teachers. The analysis employed descriptive statistical techniques, including mean values and categorical assessment. The results indicate that the application of Qur’an based character education through disciplinary policies falls within the good to very good category, particularly with respect to the internalization of Qur’anic values and the substance of the regulations. At the same time, perceptual differences between students and teachers emerged, mainly related to role modeling and the perceived influence of the policies on student behavior.
Normative Foundations of Islamic Education Based on Qur'anic Pedagogical Values Salma Raudya Rachma; Cecep Anwar; Hilma Fauzia Ulfa; Shofa Fauziyah
JURNAL ISLAM NUSANTARA Vol 9, No 2 (2025)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v9i3.661

Abstract

Education in Islam is inherently value-driven and aims at holistic human Development grounded in moral and spiritual consciousness. This study aims to formulate Qur'anic pedagogical values as normative foundations for Islamic education by examining their epistemological, methodological, and character-based dimensions. Employing a qualitative, normative–interpretative approach, the study analyzes selected Qur'anic verses alongside classical and contemporary tafsir, drawing on authoritative exegetes and scholarly literature through a systematic thematic analysis. The findings demonstrate that Islamic education is founded on a theocentric epistemology emphasizing literacy, knowledge transmission, and lifelong learning; an ethical and dialogical pedagogy rooted in wisdom and non-coercive communication; and a character education model centered on family-based moral formation. These results indicate that Qur'anic pedagogy offers an integrated and operational educational framework rather than abstract moral ideals. The study contributes a coherent normative model that bridges classical Qur'anic interpretation with contemporary academic discourse. It recommends the systematic integration of Qur'anic pedagogical values into curriculum design, instructional strategies, and teacher formation to strengthen the moral and philosophical coherence of Islamic education.
Co-Authors Aan Hasanah Abdullahi Ibrahim Sani Agung Harliyadi Imam Dhuhuri Ahmad Al Gufron Ahmad Sahira Zandi Aisah, Deuis Aisyah Alief Dzulfiqrah Aldi Ripaldi Andi Permana, Moch Aqsha Cahya Abdilah Ari Nuryana Arif Nugraha Asep Sobirin Ayu Qurrota ‘Ayun Ayuning Tiyas Azahra Auliana Fitri Aziz, Hilman Abdul Azkia Fazri Nurhidayah Azmi Nur Izzah Cantika Riani Cucu Hamin Dedih, Ujang Dewi Septiani, Dewi Dila Nurlaila Zannah Diva Nur Wulandari Euisy Dwi Nur Fadhilah Fadhila Mizana Fadhyla, Gumilang Eka Febi Febriana Findi Alexsandy Fitri Nurlaeli Fuad Ahmad Riva`i Hafid Hafid Muslih Hafidz Hafidz Hamdan Sugilar Hasanah, Zahra Uswah Hasbiyallah Hasbiyallah Hasna Nabilah Mumtaz Heni Suhertini Hilma Fauzia Ulfa Ihsan, Mahlil Nurul Ii Wartini Ilham Nugraha Irfan Ahmad Zain Ismatu Zahroh Jaka Nugraha Karman Khoerunnisa La Ode Nursyah Dendi Lestari, Rhani Fuji M. Aziz Fikri Mahadi Ihsanuddin Ramadhan Maliki, Sabila Nur Mangkuwibawa, Hilman Maulana, Yuli Meliawati, Linda Muhamad Arif Nugraha Nashiratunnisa, Nashiratunnisa Nia Kurnia Novi Yulianti nuraeni, eva Puri Ratnasari Putri, Shinta Meirnawati Pratiwi Qiqi Yuliati Zakiyah Rahman, Asep Andi Ralfsanjani, Kresna Rita Nurjanah Riva’i, Fuad Ahmad Rizkarima Rohmat Mulyana Sapdi Salma Raudya Rachma Shofa Fauziyah Silfi Nurmalia Latifah Siti Nurul Mutiah Siti Solihat Sobandi, Oban Sondari, Elis Siti Sriwiguna, Riris Sulton Arif Sundari Tresnawati, Leni Unung Lisnawati Wahyudin Darmalaksana Wini Safroh Syadiah Yumawan, Restia Lasri Yuni Purnamasari