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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah JIP: Jurnal Ilmiah PGMI MODELING: Jurnal Program Studi PGMI Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Dedikasi Pendidikan al-Aulad: Journal of Islamic Primary Education Mitra PGMI: Jurnal Kependidikan MI Ideguru: Jurnal Karya Ilmiah Guru Jurnal Ilmiah Wahana Pendidikan Journal of Integrated Elementary Education HEUTAGOGIA: Journal of Islamic Education Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Abdi Cendekia: Jurnal Pengabdian Masyarakat Limas Pendidikan Guru Madrasah Ibtidaiyah Educative: Jurnal Ilmiah Pendidikan NGARSA: Journal of Dedication Based on Local Wisdom EDUCARE: Journal of Primary Education MUDARRISA: Jurnal Kajian Pendidikan Islam An-Nisa’ Journal of Gender Studies
Noptario Noptario
Universitas Islam Negeri Sunan Kalijaga Yogyakarta, Indonesia
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Transitioning from National Examinations to Computer-Based National Assessments: Teachers'-Students' Perceptions and the Impact on Islamic Education Noptario, Noptario; Hulkin, Muhammad; Nordin, Ts. Saiful Nazri bin
HEUTAGOGIA: Journal of Islamic Education Vol. 3 No. 1 (2023)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2023.31-10

Abstract

This study delves into the shift from the traditional National Examination (NE) to the computer-Based National Assessment (CBNA) in Indonesia, focusing on the intricate implications for Islamic education. This study aims to explore the perceptions of teachers and students regarding the elimination of NE and the implementation of ANBK as a national standard. The research method used was qualitative, with interviews with principals, teachers, and students as the primary informants. While recognizing the benefits, the study highlights significant challenges, particularly alignment with Islamic values, infrastructure limitations, and concerns in remote regions. The findings, drawn from the experience of Madrasah Ibtidaiyah Ogan Ilir, serve as a microcosm of broader challenges, offering valuable insights for policymakers, educators, and stakeholders. The implications are extensive and multifaceted and require a balanced approach that preserves the unique identity of Islamic education. The study acknowledges limitations, including potential bias in participant sampling and regional focus, and recommends further research to provide a more comprehensive view. Collaboration and dialogue are vital for a successful transition that aligns with Islamic education's traditions and principles.
Educator Excellence in the Era of Society 5.0: A Hadith Perspective Onilivia, Viva Fadma; Noptario, Noptario
HEUTAGOGIA: Journal of Islamic Education Vol. 4 No. 1 (2024)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2024.41-04

Abstract

In the disruptive era of Society 5.0, educators are required to continuously learn and adapt to technological advancements. This study aims to examine the concept of an exemplary educator from the perspective of Hadith, providing a reference for teachers to develop their potential in accordance with religious teachings. Utilizing a qualitative research approach and library research methods, this study explores various sources such as books, articles, and other relevant literature. The findings emphasize that to be a quality educator in the sophisticated era of Society 5.0, one must be adept at embracing change, utilizing technology effectively, and guiding students towards both worldly success and spiritual fulfillment. The discussion underscores the importance of balancing technological proficiency with religious principles, portraying educators as critical thinkers who embody the teachings of Prophet Muhammad SAW. This study contributes to the Islamic educational knowledge base by highlighting that the efforts to create excellent educators are also advocated in Islam through Hadith, thereby ensuring that future generations receive the best education aligned with religious teachings.
Kegiatan Pendampingan Baca Tulis Iqra di TPA An-Nawawiyah Desa Sambirejo Kecamatan Selupu Rejang Hartati, Meri; Khoirunnisa, Khoirunnisa; Kusmaningrum, Melli; Apriliya, Rosety; Noptario, Noptario
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 4 No 4 (2025): Desember
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v4i4.498

Abstract

Pendidikan membaca Al-Qur’an memegang posisi fundamental dalam sistem pendidikan Islam karena berperan vital dalam menanamkan nilai moral, spiritual, dan membentuk karakter religius sejak usia dini. TPA An-Nawawiyah di Desa Sambirejo, Kecamatan Selupu Rejang, menghadapi tantangan signifikan, terutama keterbatasan jumlah tenaga pengajar dan fasilitas, yang menyebabkan kurang optimalnya penguasaan dasar ke-Al-Qur’an-an para santri; banyak yang belum menguasai pengenalan bentuk huruf hijaiyah, penulisan, serta pelafalan yang benar. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan baca tulis Al-Qur’an santri secara sistematis dan terarah, sekaligus membantu meringankan beban ustadzah dalam proses pengajaran. Program pendampingan dilaksanakan di TPA An-Nawawiyah selama kurang lebih satu bulan, yakni dari 17 Oktober hingga 14 November 2025, yang diadakan rutin setiap hari Jumat dan Sabtu pukul 16.00 WIB dengan melibatkan sekitar 20 santri. Seluruh rangkaian pembelajaran menggunakan Metode Iqra’ sebagai acuan utama, di mana pembimbing fokus pada pendampingan individual, mengoreksi kesalahan bacaan, memberi contoh pengucapan yang benar, serta melatih keterampilan menulis huruf hijaiyah. Pendekatan yang digunakan dalam pelaporan adalah deskriptif kualitatif. Hasil kegiatan menunjukkan bahwa melalui pendampingan yang terstruktur, kemampuan dasar membaca dan menulis Al-Qur’an santri berhasil ditingkatkan. Program ini tidak hanya meningkatkan keterampilan teknis, tetapi juga berkontribusi pada penanaman nilai-nilai keislaman dan penguatan tradisi pendidikan Al-Qur’an di tingkat dasar di Desa Sambirejo.
Application of the Skilbeck Model Curriculum Development in Elementary Schools in School Quality Assurance Efforts Noptario, Noptario; Latifah, Alia; Fitria, Happy; Nurliana Zulfa, Fitria
JIP Jurnal Ilmiah PGMI Vol 9 No 1 (2023): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v9i1.17101

Abstract

The curriculum is a school design as a guideline for implementing learning activities to achieve educational goals. Curriculum development is an effort made so that the curriculum used is relevant to use according to the conditions that exist in schools. Many schools only imitate the curriculum from other educational units and do not develop a curriculum using the curriculum development model. The purpose of this study is to reveal the application of the Skillbeck model of curriculum development in an effort to guarantee school quality which is expected to be useful for schools as a reference in efforts to develop curriculum in their schools. This study uses a qualitative research approach. While the data collection techniques used in this study were obtained through interviews. Interviews were conducted with 3 informants consisting of the school principal, vice curricula and class teacher. Data analysis techniques are carried out by condensing data, presenting data and drawing conclusions or verification. The Skilbeck curriculum development model is a curriculum development design that has the advantage of being structured in stages and able to answer existing problems with organized and clear stages. This can be seen from the systematic stages and being able to represent the goals of curriculum development. The difference between the Skillbeck curriculum development model and other curriculum development models is that the teacher has the right to determine the school curriculum so that it is in accordance with the goals to be achieved because this curriculum is dynamic. The skilbeck curriculum development model is carried out by carrying out five stages, namely situation analysis, formulating objectives, formulating programs, implementation, and finally monitoring and evaluation.
Peran Guru dalam Kurikulum Merdeka: Upaya Penguatan Keterampilan Abad 21 Siswa di Sekolah Dasar Noptario Noptario; Nikentari Rizki; Nur’aini Nur’aini; Effiana Cahya Ningrum
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.813

Abstract

The independent curriculum is very oriented to the activeness of students in participating in learning, so that the role of teachers in the independent curriculum is different from the curriculum that focuses on teachers as the main source of learning. In the implementation of an independent curriculum, the teacher is only a facilitator by directing and guiding students to learn according to their interests and desires. The purpose of this study is to analyze what teachers do in the implementation of the independent curriculum as an effort to strengthen students' 21st century skills. This research uses a qualitative research approach with Field Research research methods. Meanwhile, the data collection technique in this study used in-depth interviews to explore information about the role of teachers in implementing the independent curriculum. The resource persons in this study were the deputy head of curriculum and class teachers. While the data analysis techniques used in this study use thematic data analysis with stages of understanding data, coding data and determining themes. The role of teachers in the implementation of the independent curriculum as an effort to strengthen 21st century skills in elementary schools is carried out in various ways, ranging from conducting diagnostic assessments, implementing differentiated learning, integrating technology in learning, learning facilitators and implementing project-based learning. While the implications that will be felt by students in the efforts made by the teacher, include increasing the ability to think critically, increasing the ability to cooperate and collaborate, establishing good communication with other students, learning according to interests and desires and improving problem-solving skills.
Transisi Pembelajaran Teacher Centered Menuju Student Centered: Penguatan Literasi Teknologi Siswa Sekolah Dasar Ani Khoirotun Nisa; Nelva Ade Tinofa; Noptario Noptario; Faisal Abdullah
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.920

Abstract

Inovasi dalam dunia pendidikan sangat dibutuhkan sebagai upaya untuk meningkatkan kualitas Pendidikan. Ada banyak cara yang bisa dilakukan dalam upaya inovasi Pendidikan salah satunya adalah melakukan transisi pembelajaran dari yang berbasis teacher center menuju student center. Tujuan penelitian ini untuk menganalisis transisi pembelajaran teacher center menuju student center pada kurikulum merdeka dalam upaya penguatan literasi teknologi siswa di Sekolah Dasar. Penelitian ini menggunkan pendekatan penelitian kualitatif dengan metode penelitian lapangan. Data dalam penelitian ini dikumpulkan melalui wawancara dan observasi. Teknik pemilihan informan penelitian menggunakan teknik purposive sampling. Analis data yang digunakan dalam penelitian ini menggunakan analis data tematik dengan tahapan memahami data, mengkode data, menentukan tema dan visualisasi data. Pembelajaran berbasis student center memiliki keunggulan yang signifikan dibandingkan pembelajaran berbasis teacher center, pembelajaran yang berpusat pada siswa akan membuat siswa menjadi aktif dan mandiri dalam belajar sehingga akan berpengaruh pada penguatan literasi teknologi siswa. Hal ini dikarenakan pembelajaran yang berpusat pada siswa sangat relevan jika di integrasikan dengan teknologi. Akan tetapi ada beberapa faktor penghambat yang ditemui dalam upaya penerapan pembelajaran berbasis student center yaitu ukuran kelas yang besar, tantangan manajemen kelas dan gaya belajar siswa yang berbeda-beda, sehingga faktor penghambat tersebut bisa dijadikan bahan evaluasi untuk penyempurnaan penerapan pembelajaran berbasis student center.
Women in leadership: Exploring potential and challenges in the Islamic context M. Ferry Irawan; Noptario Noptario; Muhammad Hulkin; Ts. Saiful Nazri bin Nordin
An-Nisa’ Journal of Gender Studies Vol. 17 No. 1 (2024): An-Nisa Journal of Gender Studies
Publisher : Institute for Research and Community Service, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/annisa.v17i1.234

Abstract

Muslim women's leadership has gained global attention. They actively pursue leadership positions while facing gender stereotypes and traditional perceptions. This study explores the factors of religious knowledge, emotional intelligence, and their experiences of challenges. The study aims to analyze the level of trust in the leadership potential of Muslim women, identify the main supporting factors (religious knowledge, multitasking, emotional intelligence), and explore the challenges arising from traditional interpretations of Islam and low public trust. This study employed a mixed-methods approach with 127 Muslim women leaders. Data were collected through interviews and surveys, analyzed using thematic analysis and descriptive statistics, and then integrated. The findings revealed three key points: (1) The leadership potential of Muslim women is demonstrated by high trust (63%) and optimism about future role enhancement (56%). (2) The main supporting factors include religious knowledge, multitasking, emotional intelligence, and perceived gender equality. (3) The main challenges stem from traditional interpretations of Islam and low trust in Muslim women's leadership, which limit acceptance. The study concludes that Muslim women's leadership is influenced by individual potential, supporting factors, and religious and social interpretive barriers, although progress in perceptions of gender equality in the workplace is evident. This study contributes to the development of human capital and intersectionality in Muslim women's leadership and offers practical recommendations including inclusive training, affirmative policies, and advocacy for more egalitarian religious interpretations.
IMPLEMENTATION OF DEEP LEARNING IN IMPROVING STUDENTS’ CRITICAL THINKING SKILLS IN SCIENCE LEARNING IN ELEMENTARY SCHOOLS Noptario, Noptario; Rizky, Nikentari; Irawan, M. Ferry; Putri, Nadya Syafira
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 1 (2026): February-May
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i1.2480

Abstract

This study aims to disseminate the effect of the implementation of the deep learning model on improving students’ critical thinking skills in learning Natural and Social Sciences (IPAS) in elementary schools. The study used a quantitative approach with a quasi-experimental design of the non-equivalent control group design, involving two fifth grade classes at Margoluwih Public Elementary School, Sleman, each consisting of 26 students as the experimental group and 26 as the control group. The research instrument was a critical thinking test consisting of 10 essay questions that measured four indicators of critical thinking skills, namely telling stories, expressing ideas, concluding, and providing logical reasons. Data were analyzed using an independent t-test with the help of SPSS software. The results of the study showed that there was a significant difference between the average posttest results of students in the experimental class and the control class with a t-value of 5.842 and a p-value of 0.000 < 0.05. The average posttest score of the experimental class was 84.35, higher than the control class of 74.04, with an effect size (Cohen’s d) of 1.75, indicating a very large effect. These findings indicate that in-depth learning can significantly improve students’ critical thinking skills through meaningful exploration, reflection, and collaborative discussion activities. Thus, the application of in-depth learning can be an alternative effective learning strategy to develop high-level thinking skills in elementary school students, especially in science learning that requires the integration of scientific and social knowledge.
Strengthening Student Resilience: Student-Centered Learning Model in Merdeka Curriculum in Elementary Islamic School Noptario Noptario; M. Ferry Irawan; Abd Razak Zakaria
MUDARRISA: Jurnal Kajian Pendidikan Islam Vol. 16 No. 1 (2024): Mudarrisa: Jurnal Kajian Pendidikan Islam
Publisher : Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/mudarrisa.v16i1.575

Abstract

Mental health issue among Indonesian students is prevalent. The Indonesian National Adolescent Mental Health Survey reports that over one-third of Indonesian adolescents are grappling with mental health concerns, leading to higher stress levels and negative effect on the academic quality. To address this issue, it is necessary to introduce the concept of resilience to students as a preventive measure against more severe issues. Student-centered learning (SCL) emerges as a viable approach to instilling resilience. Therefore, this research focused on the internalization of resilience through the SCL model in Merdeka curriculum. This qualitative field research involved deputy head of curriculum, the homeroom teacher and students of class 6B. Data were gathered through interviews and observations, and analyzed using thematic analysis. The findings suggest that the SCL model encourages active and enthusiastic student participation. Teachers employ various strategies, such as project-based learning, problem-based learning, technology integration, differentiated learning, and fostering a positive environment, to instill resilience in students. These initiatives empower students to cultivate resilience, equipping them with the essential skills to navigate life successfully in the future. This study concludes that SCL model in Merdeka curriculum can instill resilience in students, thus making students strong and resilient in receiving learning.
Co-Authors Abd Razak Zakaria Aida Imtihana, Aida Alia Latifah Aminuyati Andi Prastowo Andi Prastowo Ani Khoirotun Nisa Apriliya, Rosety Arwinda, Putri Effiana Cahya Ningrum Faisal Faisal Abdullah Faisal Abdullah Fitria Nurliana Zulfa Fitria Nurliana Zulfa Fitria, Happy Happy Fitria, Happy Hartati, Meri Hulkin, M. Hulkin, Muhammad Ichsan Ida Ayu Putu Sri Widnyani Irawan, M. Ferry Khoirunnisa Khoirunnisa Latifah, Alia M. Ferry Irawan M. Ferry Irawan Mahmud Arif Mamkua Mamkua Mamonto, Rubi Melli Kusmaningrum, Melli Muhammad Hulkin Muhammad Najib Muzaini, M. Choirul Nelva Ade Tinofa Nikentari Rizki Nisa, Ani Khoiratun Nordin, Ts. Saiful Nazri bin Nurliana Zulfa, Fitria Nurul Arifin Nur’aini Nur’aini Onilivia, Viva Fadma Putri, Nadya Syafira Rizky, Nikentari Sedya Santosa Shaleh Shaleh Shaleh, Shaleh Siti Aisyah Solihin, Ilham Sutrisno Sutrisno Tastin Ts. Saiful Nazri bin Nordin Zakaria, Abd Razak