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All Journal Jurnal Pendidikan Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam Journal on Education El-Tsaqafah: Jurnal Jurusan PBA Istighna : Jurnal Pendidikan dan Pemikiran Islam Jurnal Literasiologi EDUKATIF : JURNAL ILMU PENDIDIKAN Edugama: Jurnal Kependidikan dan Sosial Keagamaan Islamika: Jurnal Keislaman dan Ilmu Pendidikan Jurnal Ilmu Pendidikan Islam SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Al Ghazali: Jurnal Kajian Pendidikan Islam dan Studi Islam Tsaqafatuna: Jurnal Ilmu Pendidikan Islam Didaktika: Jurnal Kependidikan Journal of Instructional and Development Researches Southeast Asian Journal of Islamic Education Literasi: Jurnal Pendidikan Guru Indonesia Action Research Journal Indonesia (ARJI) Jurnal Pendidikan Islam Al-Qalam: Jurnal Kajian Islam Dan Pendidikan Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Intelektual: Jurnal Pendidikan dan Studi Keislaman Syaikhuna: Jurnal Pendidikan dan Pranata Islam STAI Syaichona Moh. Cholil Bangkalan Journal of Islamic Education and Learning Edumaspul: Jurnal Pendidikan EL TSAQAFAH
Muh. Wasith Achadi
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Relevansi Konsep Pendidikan Anak Menurut Abdullah Nashih Ulwan terhadap Pendidikan Karakter Islam Modern Khairul Abdillah Harahap; Muh. Wasith Achadi; Bahtiar Arbi
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4243

Abstract

The purpose of this study is to examine the relevance of Abdullah Nashih Ulwan’s concept of child education in Tarbiyat al-Aulad fi al-Islam to the development of modern Islamic character education. Ulwan emphasizes the importance of balanced development encompassing faith, morality, intellect, social awareness, and physical growth as the foundation for forming a holistic Islamic personality (syakhshiyyah islamiyyah). Employing a qualitative-descriptive approach through literature analysis, this study explores Ulwan’s five educational methods: exemplary behavior, advice and guidance, habituation, supervision, and educational punishment. The findings indicate that Ulwan’s educational principles remain relevant to contemporary character education models, such as those proposed by Thomas Lickona, which integrate cognitive, emotional, and behavioral dimensions. In the digital era, Ulwan’s educational values can be implemented through the ethical use of digital media, strengthening the moral roles of teachers and parents, and designing curricula that integrate spiritual and social dimensions. This study contributes to the academic discourse on Islamic moral education and provides a theoretical foundation for future research on the application of Ulwan’s ideas in technology-based learning environments
Integrasi Permainan Tradisional Congklak dalam Pembelajaran Deep Learning pada Pendidikan Islam Anak Usia Dini: Suatu Kajian Pustaka Kualitatif Ilham Hardianto; Muh. Wasith Achadi; Eko Suhendro; Eni Wahyuliani
Journal of Islamic Education and Learning Vol. 6 No. 1 (2026): Journal of Islamic Education and Learning
Publisher : Sekolah Tinggi Ilmu Syrari’ah Daru ‘Ulum (STSDU) Lampung Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63761/jiel.v6i1.175

Abstract

Pembelajaran mendalam (deep learning) pada Pendidikan Anak Usia Dini (PAUD) menekankan keterlibatan aktif anak, pemaknaan pengalaman belajar, serta pengembangan kemampuan berpikir dan regulasi diri secara holistik. Artikel ini bertujuan menganalisis keterkaitan pendekatan deep learning dengan perkembangan anak usia dini serta mengkaji potensi permainan tradisional congklak sebagai media implementatif deep learning dalam konteks PAUD Islam. Kajian ini menggunakan pendekatan kualitatif berbasis studi pustaka dengan menelaah literatur terkait deep learning, perkembangan anak usia dini, permainan tradisional, dan pendidikan Islam. Hasil analisis menunjukkan bahwa deep learning selaras dengan karakteristik perkembangan anak usia dini yang belajar melalui pengalaman konkret, eksplorasi, interaksi sosial, dan aktivitas bermain. Struktur permainan congklak terbukti menstimulasi proses kognitif kompleks, seperti numerasi, perencanaan strategi, pengambilan keputusan, dan refleksi sederhana, serta mendukung perkembangan sosial-emosional anak. Artikel ini juga merumuskan model integratif congklak sebagai media deep learning dalam PAUD Islam yang terdiri atas tahap eksplorasi, elaborasi strategis, dan refleksi terarah. Model tersebut memungkinkan terjadinya pembelajaran yang bermakna, berkesadaran, dan menyenangkan sekaligus menginternalisasikan nilai-nilai Islami seperti amanah, kesabaran, dan sportivitas. Dengan demikian, congklak dapat diposisikan sebagai media pedagogis kontekstual yang mendukung implementasi deep learning dan penguatan fondasi perkembangan kognitif, sosial-emosional, dan moral anak usia dini.  
ANALISIS IMPLEMENTASI KURIKULUM MERDEKA PADA PELAJARAN AL-QUR’AN HADITS DI MTS N 3 SLEMAN Amalia Afizah; Muh. Wasith Achadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13198

Abstract

The Merdeka curriculum is a curriculum that gives more autonomy to schools and teachers in designing and implementing the curriculum. The purpose of this study is to analyze the implementation of the Merdeka curriculum in the Al-Qur'an Hadith subject at MTs N 3 SLEMAN. The research method used is field research with a qualitative descriptive approach. Data collection techniques using observation, interviews and documentation. Data analysis techniques with data collection, data reduction, data presentation and then drawing conclusions. The results of this study indicate that in the process of implementing the Merdeka curriculum, it faces several obstacles, such as the lack of facilities, the lack of educators in the Al-Qur'an Hadith subject, the teacher readiness factor and not all books labeled as Merdeka learning materials are in accordance with the Merdeka curriculum. However, with various problems, educators in madrasas always provide their best efforts for the effective running of the learning process with the Merdeka curriculum.
IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM DI MAN 2 SLEMAN Khairatunni'mah. SM; Muh. Wasith Achadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13276

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi kurikulum merdeka pada mata pelajaran sejarah kebudayaan Islam di MAN 2 Sleman. Jenis penelitian yang digunakan ialah field research atau yang lebih dikenal dengan penelitian lapangan yaitu yang secara langsung ke lapangan untuk mendapatkan data. Field research merupakan salah satu metode pengumpulan data dalam penelitian kualitatif. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, observasi, dan juga dokumentasi. Sedangkan subjek dalam penelitian ini ialah Wakil Kurikulum dan Guru SKI MAN 2 Sleman. Hasil dari penelitian ini ialah penerapan kurikulum merdeka di MAN 2 Sleman mengacu pada regulasi dari KEMENAG, yaitu KMA 347 tahun 2022 tentang pedoman implementasi kurikulum merdeka pada madrasah. Adapun perencanaaan pembelajaran di MAN 2 Sleman dimulai dari mempersiapkan pendidik terlebih dahulu dan juga manajemen madrasah, kemudian istilah KI dan KD pada kurikulum sebelumnya diganti menjadi CP (Capaian Pembelajaran), silabus diganti dengan alur tujuan pembelajaran (ATP), dan RPP diganti menjadi modul ajar. Pada pengimplementasiannya, guru SKI menyampaikan bahwa dalam proses pembelajaran, beliau menerapkan pembelajaran berbasis proyek dan pembelajaran yang berdiferensiasi yang sesuai konteks muatan lokal dan sesuai dengan kemampuan siswa untuk membuat pembelajaran lebih fleksibel. Kemudian, pada evaluasi SKI, guru SKI menyampaikan bahwa penilaian pembelajaran dibagi menjadi 2 jenis yaitu penilaian formatif, dan penilaian sumatif. Kurikulum merdeka bertujuan untuk meningkatkan potensi dan kemampuan peserta didik. Dengan membuat proses pembelajaran yang relevan dan interaktif, akan membuat siswa lebih tertarik dan memungkinkan mereka untuk mengembangkan permasalahan yang berkembang di lingkungan mereka.
STRATEGI PENANAMAN NILAI MODERASI BERAGAMA: STUDI DI SEKOLAH MENENGAH ATAS NEGERI 1 MATARAM A.Zuhruddin Hadi Saputra; Muh. Wasith Achadi
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14484

Abstract

This research is based on the importance of the role of teachers of Islamic Religious Education in shaping a moderate attitude amidst the diversity of students, so that a tolerant, harmonious learning environment is created in accordance with the values of rahmatan lil ’alamin. The study aims to identify the steps of teachers’ strategies in Islamic Religious Education in instilling the values of religious moderation among students at SMA Negeri 1 Mataram. The research uses a qualitative approach with a case-study design. The subjects of the study are teachers of Islamic Religious Education and students of SMA Negeri 1 Mataram. Data were collected through interviews, observation, and documentation, then analyzed using the Miles and Huberman model. Theoretically, this research is expected to enrich the body of scientific knowledge and serve as a reference for future researchers in developing inclusive and moderate education.
Building Tolerance Character through Interfaith Experiential Learning: The Peace Tour Program at Pesantren-Based School Yogyakarta Salsabila I'tilaful Adzibah; Dwi Ratnasari; Taufan Jannata; Lita Ariyanti; Muh Wasith Achadi
Southeast Asian Journal of Islamic Education Vol. 8 No. 2 (2025): Southeast Asian Journal of Islamic Education, December 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i2.10805

Abstract

This study explores the role of interfaith experiential learning in fostering tolerant character among students at SMA and Pesantren Bumi Cendekia Yogyakarta through the Peace Tour program. This qualitative research employs a phenomenological approach to uncover the lived experiences and religious reflections of students and teachers engaged in the Peace Tour program. The study involved three participants: one teacher and two students who directly participated in the activities. Data were collected through in-depth interviews and documentation, and analyzed using Miles and Huberman’s interactive model. The findings show that Peace Tour serves as a transformative educational practice that integrates cognitive, affective, and spiritual dimensions through direct interaction with religious others. Students experienced a shift from initial discomfort to deeper understanding and appreciation of diversity, fostering inclusive attitudes and reinterpretations of Islamic values in the context of pluralism. The program’s integration into the school’s co-curricular activities and reflective discussions within the pesantren further reinforced Islamic values of rahmatan lil ”˜alamin. This study concludes that interfaith experiential learning can serve as a pedagogical tool to instill tolerance and moderate character, as well as offer a best-practice model for Islamic educational institutions in multicultural societies. These findings imply that the Peace Tour program can be replicated and adapted by educational institutions and policymakers as an experiential learning strategy to foster tolerance and strengthen religious moderation among students.
Ki Hajar Dewantara's Learning Concepts & Kadar M. Yusuf's and Its Relevance in The Era of Society 5.0 Syaiful Dinata; Muh. Wasith Achadi
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol 14 No 01 (2023): March
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/syaikhuna.v14i01.6445

Abstract

Learning is a very important component of making humans truly human. Therefore, this study aims to analyze the learning concept of Ki Hajar Dewantara and Kadar M. Yusuf and its relevance in the era of society 5.0. In this study using the library research method, namely research that analyzes written literature in the form of books and scientific journals as the main source, the results of this study indicate that the concept of learning from the point of view of Ki Hajar Dewantara, namely learning is an activity that will provide knowledge and knowledge, thus obtaining safety. and the highest happiness. Whereas from the point of view of Kadar M. Yusuf said that learning is an activity that will produce knowledge and the concept of learning, Kadar M. Yusuf emphasized that learning includes all sensory aspects so that knowledge is obtained, awareness is formed, admiration is formed, and the final estuary is the formation vertical and horizontal piety. The two figures said that learning is all activity that will provide knowledge, and humans can form piety in themselves to achieve the highest safety and happiness. Therefore, the thoughts of Ki Hajar Dewantara and Kadar M. Yusuf regarding the concept of learning are very relevant in the era of society 5.0; this is because the two figures do not reject changes in the world of Education, as long as the activities carried out produce knowledge and knowledge. Furthermore, the existence of technology can facilitate the achievement of learning objectives because the media in learning is growing and not boring. The thoughts of the two figures are not only relevant in the era of society 5.0 but must be implemented and realized in order to provide a good filter for humans to enjoy the era of society 5.0
Analysis of Character Education Implementation at MI Al-Huda Karangnongko Ru'uliyanah Sabrianti; Muh. Wasith Achadi
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i1.2593

Abstract

This study aims to analyze the implementation of character education at MI Al-Huda Karangnongko, covering planning, implementation, evaluation, and outcomes of religious values-based programs. A descriptive qualitative approach was employed through in-depth interviews, participatory observation, and documentation. The primary informant was the principal of MI Al-Huda Karangnongko. Data analysis used the interactive model of Miles, Huberman, and Saldana (2014). The findings reveal that character education is integrated through daily worship habituation (Duha, Zuhur, and Asar prayers), a four-times-weekly Quranic tahfidz program, monthly Minggu Legi recitation events, and hadroh extracurricular activities. The program has been standardized since 2019 under the current principal's leadership in collaboration with the UMI institution, which provides 16 certified tahfidz instructors. Structured evaluation is conducted every Wednesday for tahfidz and every Friday for all activities. Positive impacts are reflected in improved academic and religious achievement, awards as adiwiyata and healthy madrasah, and enrollment growth from two to three classes per cohort. Enabling factors include full teacher and staff engagement and UMI partnership, while the main inhibiting factor is insufficient parental support.
Co-Authors A. Zuhruddin Hadi Saputra A.Zuhruddin Hadi Saputra Adhi Setiyawan Ahmad Mahfud Arsyad Ahmad Syafak Khoirut Tobib Ahmadan Ahmadan Haquridha Yasyada Ajusman Ajusman Aliza Nur Azizah Amalia Afizah Anis Fajar Fitria Antin Rista Yuliani Aufa Fatchia Rahma Bahtiar Arbi Cindy Wulandhari Dwi Ratnasari Eko Ngabdul Shodikin Eko Suhendro Eni Wahyuliani Guntur Cahyono Hairun Hasanah Sagala Heru Juabdin Sada Husnul Khotimah Ilham Hardianto Ilham Putri Handayani Khairatunni'mah. SM Khairul Abdillah Harahap Kharisul Wathoni Komaruddin Komaruddin Lita Ariyanti Liza Jauharotul Munfarida Al Khurriyyah M. Dani Rahman M. Nuzulul Ulum M. Wildan Maesaroh Miftahul Janah Mohammad Cholil Alwi Muhamad Hani Yusuf Muti'ah Fadillah Nabila Sethia Izzati Nisa Afrinauly Nabila Novia Eka Pratiwi Nur Hidayat Nurdhin Baroroh Rohani Sitorus Pane Rosyida Rakhmania Muha Ru'uliyanah Sabrianti Salsabila I'tilaful Adzibah Sherfina Indah Aprilia Syaiful Dinata Taufan Jannata Wahyu Nurrohman Wendi Saputra Zulfa Uswatun Hasanah