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Strategi Penanaman Karakter Tanggung Jawab melalui Pembelajaran PPKn sebagai Upaya Penguatan Nilai Kewarganegaraan Siswa Sekolah Menengah di Era Krisis Moral Syakur Syakur; Asri Bariqoh; Mahin Ainun Naim
Jurnal Cendekia Pendidikan Vol. 2 No. 2 (2025): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v2i2.46

The decline in a sense of responsibility among teenagers has become an issue that has attracted attention and sparked controversy in the world of education, especially at the secondary school level. Pancasila and Civic Education (PPKn) is expected to be a strategic means of instilling values of responsibility and moral awareness in students. This study aims to explore strategies for instilling a sense of responsibility among students at Arrohmaniyah Tambelangan High School, Sampang. The research approach uses a qualitative method with a case study design. The research subjects are 30 purposively selected 11th grade students. Data were collected through interviews, observations, and documentation, then analyzed using thematic analysis techniques to identify internal and external factors that influence the formation of responsible character. The results showed that the instillation of responsible character was influenced by students' self-motivation, teachers' exemplary behavior, parental support, and a conducive school culture. Collaboration between schools and families proved to be a key factor in fostering consistent responsible behavior. These findings emphasize the importance of Civic Education as a solution to the crisis of students' moral responsibility (emergency) while also being in line with the trend of character education in the era of the Merdeka Curriculum.

Needs analysis for developing teacher leadership based gamified teaching materials to foster mental resilience in remote schools Mahin Ainun Naim; Sahrul Muzakki; Mutmainnah; Ja’far Shodiq
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256526

This study aims to identify the needs for developing teacher leadership–based gamified teaching materials to strengthen students’ mental resilience in remote school settings. Employing a Research and Development (R&D) approach using the ADDIE model, the study focuses on the analysis phase as a preliminary investigation. A qualitative descriptive design was used, with data collected through classroom observations, analysis of instructional documents, and semi-structured interviews with teachers and students in five junior high schools in remote areas of Madura. The findings indicate that learning practices remain predominantly conventional and text-based, offering limited opportunities to foster student engagement and mental resilience. Although instructional documents meet curriculum standards, they lack visual, progressive, and challenge-oriented activities. Both teachers and students express a strong need for interactive learning media that support teacher leadership while enhancing students’ confidence, persistence, and psychological safety. These results highlight a significant gap between current instructional practices and the pedagogical requirements for developing students’ mental resilience, providing a strong foundation for the development of context-appropriate gamified teaching materials for remote schools.

Manajemen Arsip Dinamis Dalam Menunjang Kegiatan Administrasi Pada Program Studi Diploma 3 Perpustakaan FKIP Universitas Tanjungpura Musrifah; Sahidi; Mahin Ainun Naim
Codex: Jurnal Ilmu Perpustakaan dan Informasi Vol. 1 No. 1 (2025): CODEX: Jurnal Ilmu Perpustakaan dan Informasi
Publisher : Codex: Jurnal Ilmu Perpustakaan dan Informasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62238/codex.v1i1.211

Penelitian ini menganalisis manajemen arsip dinamis dalam mendukung administrasi Program Studi D3 Perpustakaan FKIP Universitas Tanjungpura. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi, wawancara mendalam, dan studi dokumentasi, lalu dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa pengelolaan arsip masih dilakukan secara manual, belum terstandar, dan belum memanfaatkan teknologi secara optimal. Beberapa kendala utama yang diidentifikasi meliputi rendahnya pemahaman tenaga administrasi tentang prinsip kearsipan, ketiadaan SOP yang baku, serta keterbatasan fasilitas digital. Penelitian ini menyimpulkan perlunya perbaikan manajemen arsip melalui penguatan kebijakan internal, peningkatan kompetensi sumber daya manusia, dan pengintegrasian sistem informasi kearsipan. Langkah-langkah ini dinilai penting untuk menciptakan tata kelola arsip yang efisien, akuntabel, dan mampu menunjang efektivitas penyelenggaraan administrasi program studi secara berkelanjutan.

ANALISIS FAKTOR PENYEBAB RENDAHNYA MOTIVASI BELAJAR PESERTA DIDIK DI KELAS XI MAN SAMPANG Alfin Amrullah; Nur Qomariya Qorib; Diana Intan Fitriana; Qhusoyyin Qhusoyyin; Mahin Ainun Naim
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.11370

This research is motivated by indications of weakening academic enthusiasm among students, characterized by a passive attitude in class discussions, procrastination of assignments, and low interest in reading. The focus of this research problem is directed towards a comprehensive analysis of the dominant factors underlying the low learning motivation of 11th grade students at MAN Sampang. This qualitative study applies a descriptive research type with a case study design to explore the psychopedagogical phenomenon in depth. The crucial steps of data collection were carried out directly through participatory observation techniques, in-depth interviews, and review of school documentation, followed by stages of data reduction, data presentation, and drawing conclusions. The research findings reveal that the motivational degradation occurs due to a dualistic interaction between internal and external obstacles. Internal factors include low interest in the material, a crisis of self-confidence, and the lack of a clear orientation of ideals. External factors are triggered by the implementation of monotonous teacher learning strategies, minimal parental educational supervision at home, and the influence of peer groups that do not value achievement. The main conclusion emphasizes the need for cross-sectoral collaborative synergy to actualize Maslow and McClelland's theory of needs through reforming interactive teaching methods and creating a conducive madrasah climate. ABSTRAK Penelitian ini dilatarbelakangi oleh indikasi melemahnya semangat akademik peserta didik yang ditandai dengan sikap pasif dalam diskusi kelas, penundaan tugas, dan rendahnya minat membaca. Fokus masalah dalam riset ini diarahkan pada analisis komprehensif mengenai faktor-faktor dominan yang melandasi rendahnya motivasi belajar siswa kelas XI di MAN Sampang. Studi kualitatif ini menerapkan jenis penelitian deskriptif dengan desain rancangan studi kasus untuk mengeksplorasi fenomena psikopedagogis secara mendalam. Langkah penting pengumpulan data ditempuh secara langsung melalui teknik observasi partisipatif, wawancara mendalam, serta penelaahan dokumentasi sekolah, yang dilanjutkan dengan tahapan reduksi, penyajian data, hingga penarikan kesimpulan. Temuan penelitian mengungkapkan bahwa degradasi motivasi tersebut terjadi akibat interaksi dualistik antara hambatan internal dan eksternal. Sisi internal mencakup rendahnya ketertarikan materi, krisis kepercayaan diri, serta belum terbentuknya orientasi cita-cita yang jelas. Sisi eksternal dipicu oleh penerapan strategi pembelajaran guru yang monoton, minimnya pengawasan edukatif orang tua di rumah, serta pengaruh pergaulan teman sebaya yang kurang menghargai prestasi. Simpulan utama menegaskan perlunya sinergi kolaboratif lintas sektoral guna mengaktualisasikan teori kebutuhan Maslow dan McClelland melalui reformasi metode pengajaran yang interaktif dan penciptaan iklim madrasah yang kondusif.

PEMENTASAN DRAMA DALAM PEMBELAJARAN BAHASA INDONESIA SEBAGAI SARANA MENGENALKAN KEBERAGAMAN INDONESIA Said Agil; Roihan Ali; Evi Mauliatul H; Fendi Pradana; Mahin Ainun Naim
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i3.11493

ABSTRACT This study was motivated by the importance of Indonesian language learning that not only focuses on mastering language skills but also plays a role in improving students’ understanding of Indonesia’s cultural diversity. However, Indonesian language learning in schools still tends to use conventional methods, resulting in limited student involvement in understanding multicultural values. This study aims to describe the implementation of drama performances in Indonesian language learning and their influence on students’ communication skills and understanding of cultural diversity. This study employed a descriptive qualitative method with data collection techniques consisting of observation, interviews, and documentation. The research subjects were students participating in drama performance activities in Indonesian language learning. The results showed that the implementation of drama performances was conducted through the stages of delivering drama materials with cultural diversity themes, group discussions in preparing drama scripts, and rehearsal and performance activities in front of the class. These activities created active, contextual, and participatory learning because students were directly involved in role-playing and character interpretation. In addition to improving students’ speaking skills, expression, intonation, and self-confidence, drama performances also helped students understand the values of tolerance, empathy, cooperation, and appreciation for Indonesia’s cultural diversity. This study contributes to strengthening multicultural-based Indonesian language learning through the use of drama performances as a contextual learning medium and a strategy for character building. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya pembelajaran Bahasa Indonesia yang tidak hanya berfokus pada penguasaan keterampilan berbahasa, tetapi juga berperan dalam meningkatkan pemahaman peserta didik terhadap keberagaman budaya Indonesia. Namun, pembelajaran Bahasa Indonesia di sekolah masih cenderung menggunakan metode konvensional sehingga keterlibatan siswa dalam memahami nilai multikultural belum optimal. Penelitian ini bertujuan mendeskripsikan implementasi pementasan drama dalam pembelajaran Bahasa Indonesia serta pengaruhnya terhadap keterampilan komunikasi dan pemahaman keberagaman budaya siswa. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Subjek penelitian adalah siswa yang mengikuti kegiatan pementasan drama dalam pembelajaran Bahasa Indonesia. Hasil penelitian menunjukkan bahwa pelaksanaan pementasan drama dilakukan melalui tahap penyampaian materi drama bertema keberagaman budaya, diskusi kelompok dalam penyusunan naskah, serta latihan dan pementasan drama di depan kelas. Kegiatan tersebut mampu menciptakan pembelajaran yang aktif, kontekstual, dan partisipatif karena siswa terlibat langsung dalam bermain peran dan interpretasi tokoh. Selain meningkatkan keterampilan berbicara, ekspresi, intonasi, dan rasa percaya diri siswa, pementasan drama juga membantu siswa memahami nilai toleransi, empati, kerja sama, serta penghargaan terhadap keberagaman budaya Indonesia. Penelitian ini memberikan kontribusi berupa penguatan pembelajaran Bahasa Indonesia berbasis multikultural melalui pemanfaatan pementasan drama sebagai media pembelajaran kontekstual

Transformasi Pembelajaran Bahasa Indonesia melalui Kurikulum Merdeka dalam Menjawab Tantangan Literasi Generasi Digital Hasib Hasib; Moh. Sugeng; Mahin Ainun Naim
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.74

The formal education system in Indonesia is organized through schools and comprises various components, including foundational principles, objectives, curriculum, and evaluation. Evaluation is conducted to improve the educational process. This study aims to enhance the quality of the student learning process in the Indonesian Language subject at SMP Al-Ismailiyah Beringin, Tambelangan, Sampang. A qualitative approach was employed, with Grade VII students at SMP Al-Ismailiyah Tambelangan, Sampang, serving as the research subjects. Data collection techniques included observation, in-depth interviews, and documentation. Data analysis involved four stages: (1) data reduction, (2) data presentation, (3) verification, and (4) drawing conclusions. The study's findings indicate that: (1) Grade VII teachers at SMP Al-Ismailiyah plan instruction by creating teaching modules and preparing the Learning Objective Flow (ATP), Learning Objectives (TP), and Learning Outcomes (CP) to be achieved by students; they also undertake steps such as determining learning strategies and methods, preparing instructional media, designing "Pancasila Student Profile" projects, and preparing assessments. (2) SMP Al-Ismailiyah Tambelangan, Sampang, implements the *Kurikulum Merdeka* (Independent Curriculum) through stages involving teacher preparation, lesson implementation, and assessment—utilizing methods such as portfolios, assignments, practical work, projects, products, and written and oral tests—alongside formative and summative evaluations to improve the learning process and determine student achievement regarding established competencies.

Transformasi Pembelajaran Bahasa Indonesia melalui Kurikulum Merdeka dalam Menjawab Tantangan Literasi Generasi Digital Hasib Hasib; Moh. Sugeng; Mahin Ainun Naim
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.74

The formal education system in Indonesia is organized through schools and comprises various components, including foundational principles, objectives, curriculum, and evaluation. Evaluation is conducted to improve the educational process. This study aims to enhance the quality of the student learning process in the Indonesian Language subject at SMP Al-Ismailiyah Beringin, Tambelangan, Sampang. A qualitative approach was employed, with Grade VII students at SMP Al-Ismailiyah Tambelangan, Sampang, serving as the research subjects. Data collection techniques included observation, in-depth interviews, and documentation. Data analysis involved four stages: (1) data reduction, (2) data presentation, (3) verification, and (4) drawing conclusions. The study's findings indicate that: (1) Grade VII teachers at SMP Al-Ismailiyah plan instruction by creating teaching modules and preparing the Learning Objective Flow (ATP), Learning Objectives (TP), and Learning Outcomes (CP) to be achieved by students; they also undertake steps such as determining learning strategies and methods, preparing instructional media, designing "Pancasila Student Profile" projects, and preparing assessments. (2) SMP Al-Ismailiyah Tambelangan, Sampang, implements the *Kurikulum Merdeka* (Independent Curriculum) through stages involving teacher preparation, lesson implementation, and assessment—utilizing methods such as portfolios, assignments, practical work, projects, products, and written and oral tests—alongside formative and summative evaluations to improve the learning process and determine student achievement regarding established competencies.

Penerapan Gerakan Literasi Sekolah Dalam Meningkatkan Minat Baca Siswa Sdn Apaan 2 Moh. Thohir; Mahin Ainun Naim; Amirul Mukminin; Aisya Servia
Karuna: Jurnal Pengabdian Masyarakat Multidisiplin Vol. 3 No. 1 (2026): Karuna: Jurnal Pengabdian Masyarakat Multidisiplin
Publisher : CV Yazri Aksara Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62238/karuna.v3i1.449

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendukung implementasi Gerakan Literasi Sekolah (GLS) dalam meningkatkan minat baca peserta didik di SDN Apaan 2, Kabupaten Sampang. Program dilaksanakan melalui pendekatan partisipatif dengan melibatkan kepala sekolah, guru, dan peserta didik dalam kegiatan pembiasaan membaca, pendampingan, diskusi, serta penyampaian kembali isi bacaan. Kegiatan dilaksanakan pada 15–16 Februari 2026 melalui tahapan persiapan, pelaksanaan, pendampingan, dan evaluasi. Hasil kegiatan menunjukkan adanya peningkatan partisipasi peserta didik dalam aktivitas membaca, keberanian menyampaikan hasil bacaan, serta antusiasme mengikuti kegiatan literasi. Dukungan guru dan keterlibatan aktif peserta didik menjadi faktor penting dalam keberhasilan program, meskipun masih dijumpai keterbatasan bahan bacaan dan perbedaan kemampuan membaca antar siswa. Secara keseluruhan, implementasi GLS melalui kegiatan pendampingan mampu memperkuat budaya literasi di lingkungan sekolah dan memberikan rekomendasi bagi pelaksanaan program serupa secara berkelanjutan di sekolah dasar lainnya This community service program aimed to strengthen the implementation of the School Literacy Movement (Gerakan Literasi Sekolah/GLS) to improve students' reading interest at SDN Apaan 2, Sampang Regency. The program adopted a participatory approach involving school administrators, teachers, and students through a series of literacy activities, including reading habituation, guided assistance, group discussions, and oral presentations of reading outcomes. The program was conducted on 15–16 February 2026 through four stages: preparation, implementation, mentoring, and evaluation. The results indicated a positive improvement in students' participation in literacy activities, confidence in presenting reading comprehension, and enthusiasm for reading. Teacher involvement and continuous mentoring were identified as key factors supporting the success of the program, despite challenges related to limited reading resources and differences in students' reading abilities. Overall, the program contributed to fostering a more sustainable literacy culture within the school and may serve as a practical model for implementing literacy initiatives in other primary schools.

THE ROLE OF ISLAMIC STUDIES IN STRENGTHENING RELIGIOUS MODERATION Dian Permana; Avivaty Zahriyah; Asmarita; Asnawi Malik; Mahin Ainun Naim
MUJADDID: Journal Islamic Study and Philosophy Vol. 1 No. 1 (2026): April: MUJADDID: Journal Islamic Study and Philosophy
Publisher : PT. Cadas Insan Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar

Religious moderation has become an increasingly important approach for fostering social harmony, peaceful coexistence, and national unity in multicultural societies. In the face of globalization, digital transformation, and the rapid dissemination of religious information through social media, communities are challenged by the spread of intolerance, extremism, and religious polarization. Within this context, Islamic Studies plays a strategic role in promoting a comprehensive understanding of Islamic teachings that emphasize justice, balance (wasatiyyah), tolerance, mutual respect, and peaceful coexistence. This study aims to examine the role of Islamic Studies in strengthening religious moderation by analyzing its conceptual foundations, educational functions, and contributions to developing inclusive and harmonious societies. The research employed a qualitative library research approach using scholarly books, peer-reviewed journal articles, policy documents, and official publications related to Islamic Studies and religious moderation. The collected data were analyzed through descriptive content analysis to identify key themes concerning the integration of moderation values within Islamic scholarship and education. The findings indicate that Islamic Studies contributes significantly to strengthening religious moderation by promoting contextual interpretations of Islamic teachings, encouraging critical thinking, developing interreligious understanding, and fostering ethical and civic responsibility. Furthermore, Islamic educational institutions serve as important platforms for cultivating moderate religious attitudes through curriculum development, character education, dialogue, and community engagement. The study concludes that strengthening religious moderation requires collaborative efforts among educational institutions, religious scholars, policymakers, and communities to ensure that Islamic Studies continues to promote inclusive, peaceful, and compassionate values in addressing contemporary social challenges. Therefore, Islamic Studies should be positioned as a strategic instrument for building resilient, tolerant, and socially cohesive societies in the twenty-first century.

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