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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Gunung Djati Conference Series JIEGC Journal of Islamic Education Guidance and Counselling
Mochamad Daffa Akmal
Universitas Muhammadiyah Jakarta
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Other

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Peran Guru Pendidikan Agama Islam Dalam Mengembangkan Kematangan Emosional Siswa Sekolah Menengah Pertama Di Masa Pandemi Ummah Karimah; Ayuhan; Ariq Fadillah Rahman; Mochamad Daffa Akmal; Wanto Hermawan; Muhammad Chairul Banin; Rachmad Daniel
Gunung Djati Conference Series Vol. 10 (2022): Islamic Religions Education Conference (IRECON) Series 1
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.71 KB)

Abstract

This study aims to (1) determine the role of teachers in developing students' emotional maturity through programs conducted by PAI teachers. (2) knowing the learning strategies for students to remain emotionally mature. (3) knowing the methods applied by PAI teachers. This research use desciptive qualitative approach. The subjects of this study were PAI subject teachers and junior high school students. The method of data collection in this research is interviews. Data analysis carried out in this study used data reduction steps, data presentation, and conclusions. The results of the study found that the PAI teacher at Al Wisdom Islamic Junior High School had a program to help students who were experiencing grief. As for the learning strategy for students to remain emotionally mature, the teacher creates a pleasant learning atmosphere in the classroom. PAI teachers also have methods in developing students' emotional maturity by holding discussions with students  
IMPLEMENTATION OF COLLABORATIVE TEACHER BASED MORAL DEVELOPMENT METHODS AT SMPN 16 SOUTH JAKARTA Mochamad Daffa Akmal
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10928

Abstract

This study examines the collaborative methods of moral development implemented by Islamic Education teachers (PAI), Guidance and Counseling teachers (BK), subject teachers, and homeroom teachers in addressing students’ negative behavior at SMPN 16 South Jakarta. Moral issues among adolescents such as bullying, truancy, smoking, disrespect toward teachers, verbal aggression, and vandalism require an integrated and systematic approach. Using a qualitative descriptive method with a case study design, data were collected through interviews, observations, and document analysis. The participants included PAI teachers, BK teachers, subject teachers, homeroom teachers, and selected students. The findings show that the collaborative moral development in the school is carried out through various methods, including role modeling, habituation, advice, storytelling, motivation, peer influence, cause and effect explanation, discipline, and educative punishment. These methods are applied through coordinated communication and shared responsibility among teachers. Collaboration enhances consistency in moral guidance and enables teachers to more effectively identify students’ behavioral problems while ensuring appropriate follow-up actions.This study concludes that collaborative methods significantly strengthen the effectiveness of moral development, foster positive student behavior, and support the creation of a holistic character education environment in schools.
MODEL OF MANAGEMENT FOR IMPLEMENTING A MULTIPLE INTELLIGENCES BASED TALENT PROGRAM IN OPTIMIZING STUDENTS POTENTIAL Nasyilla Putri Nirwan; Ummah Karimah; Mochamad Daffa Akmal
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11813

Abstract

Contemporary education emphasizes the comprehensive development of students’ potential, extending beyond academic achievement to include diverse talents, interests, and intellectual capacities. This paradigm aligns with Howard Gardner’s theory of Multiple Intelligences, which asserts that each individual possesses a unique configuration of intelligences that must be systematically identified and nurtured. Within the framework of Islamic education, such holistic development reflects the concept of insān kāmil, a well-balanced individual who grows harmoniously in intellectual, emotional, spiritual, and social dimensions. Therefore, schools are required to design structured programs that move beyond cognitively oriented instruction and provide opportunities for students to explore and actualize their multiple intelligences.This study aims to analyze the implementation of a talent development program in supporting students’ Multiple Intelligences at SMP Muhammadiyah 8 Jakarta, focusing on planning, implementation, and evaluation from a school management perspective. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observation, and document analysis involving school leaders, teachers, students, and parents.The findings indicate that the program is designed through initial potential assessments, flexible curriculum planning, and collaboration with professional trainers. Implementation emphasizes personalized and sustainable development of multiple intelligences, while evaluation is conducted comprehensively, covering cognitive, affective, and psychomotor aspects. The study concludes that the Multiple Intelligences-based talent program effectively optimizes students’ holistic development and supports the school’s vision of nurturing academically competent and morally grounded generations.
MEMBANGUN FONDASI HAFALAN SEJAK DINI: STRATEGI GURU DALAM MENGATASI KESULITAN HAFALAN AL-QURAN PADA SISWA DI SD MUHAMMADIYAH 12 PAMULANG Bella Dwi Pertiwi; Mochamad Daffa Akmal
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11874

Abstract

This study is motivated by various challenges faced by lower-grade elementary students in memorizing the Qur’an, including limited concentration, inadequate Qur’anic reading skills, low learning motivation, and external factors such as dense academic schedules and minimal parental involvement. The purpose of this research is to describe in depth the strategies employed by tahfidz teachers to overcome memorization difficulties among early-grade students at SD Muhammadiyah 12 Pamulang. The research adopts a qualitative approach with a case study method to capture contextual and comprehensive insights. Data were collected through observations, in-depth interviews with tahfidz teachers, homeroom teachers, vice principals, students, and parents, as well as documentation. Data analysis involved data reduction, data display, and conclusion drawing, while data validity was ensured through source triangulation. The findings reveal that tahfidz teachers implement the talaqqi method as the primary approach, complemented by structured tasmi’ and muroja’ah activities. Teachers also apply personal approaches, continuous motivational support, and an educative reward and punishment system. In terms of learning media, strategies include grouping students based on memorization ability and utilizing audio-visual tools such as PowerPoint, murotal recitations, voice notes, and WhatsApp group communication. Indicators of success include increased quantity of memorization, improved recitation quality in accordance with tajwid and makhraj rules, and students’ ability to overcome memorization stagnation.
MODEL KOLABORASI GURU PENDIDIKAN AGAMA ISLAM DAN GURU BIMBINGAN KONSELING DALAM MENGATASI PERILAKU NEGATIF SISWA DI SMPIT AR-RAHMAN JAKARTA SELATAN Mochamad Daffa Akmal; Ummah Karimah; Siti Shofiyah
JIEGC Journal of Islamic Education Guidance and Counselling Vol. 7 No. 01 (2026): JIEGC Journal of Islamic Education Guidance and Counselling
Publisher : Institut Daarul Qur'an Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51875/jiegc.v7i01.751

Abstract

Islamic education places significant emphasis on moral formation, positioning morality as the foundation of character development. Addressing negative behavior in adolescents requires an integrative educational approach that combines spiritual, behavioral, and psychological guidance. This study aims to formulate a collaborative model between Islamic Education (PAI) teachers and Guidance and Counseling (BK) teachers in addressing negative student behavior in Islamic-based junior high schools. Different from previous research that discussed the role of teachers separately, the novelty of this research lies in the formulation of an integrative collaboration model between Islamic Religious Education teachers and Guidance and Counseling teachers which is based on preventive, repressive, and curative strategies within a framework for developing students' morals in integrated Islamic schools. Unlike previous studies that separate religious-educational and counseling roles, this research presents a structured and integrated collaboration framework organized into preventive, repressive, and curative strategies. Using a qualitative case study design, data were collected through in-depth interviews, observations, and documentation involving one PAI teacher, one BK teacher, and two students at SMPIT Ar-Rahman, South Jakarta. Data were validated using triangulation and analyzed through Miles and Huberman’s interactive model. Findings reveal seven core methods of moral education: exemplary, habituation, advice, Islamic storytelling, motivation, discipline, and educative punishment. These methods are strengthened by school-wide religious programs including morning dhikr, dhuha prayer, congregational prayers, mentoring, PHBI, courtesy culture, and ruhiyah week. This study contributes a new integrative collaboration model for Islamic schools that can effectively reduce negative behaviors and enhance moral internalization among students.
ANALISIS PERBANDINGAN TEORI DAN KONSEP PENDIDIKAN ISLAM DAN BARAT Mochamad Daffa Akmal; Adesna; Fitrima Suarni; Iswan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16009

Abstract

This study aims to analyze the comparative paradigms of Islamic education and Western education from the perspective of philosophy of education, particularly focusing on ontological, epistemological, and axiological dimensions. Islamic education is fundamentally based on a theocentric paradigm that positions revelation as the primary source of knowledge and emphasizes spiritual and moral values as the foundation of the educational process. In contrast, Western education developed from the traditions of rationalism and empiricism, which emphasize the role of human reason and empirical experience as the basis for the development of scientific knowledge. This research employs a qualitative approach using a library research method by examining various scholarly sources discussing the concepts of Islamic and Western education. The findings indicate that Islamic education promotes a holistic orientation that integrates intellectual, spiritual, and moral development. On the other hand, modern Western education primarily focuses on rational development, critical thinking skills, and mastery of science and technology in responding to the dynamics of modern society. These differing paradigms influence not only the educational objectives but also affect curriculum structures, learning methodologies, and pedagogical relationships between teachers and students. Despite these fundamental differences, both educational systems possess the potential to complement each other in developing contemporary educational frameworks. The integration of spiritual and moral values from Islamic education with the scientific approach and pedagogical innovations of Western education may offer an alternative model for building a more comprehensive and holistic educational system capable of addressing global challenges in the modern era.
Co-Authors Adesna Ariq Fadillah Rahman Ayuhan Bella Dwi Pertiwi Fitrima Suarni Iswan Muhammad Chairul Banin Nasyilla Putri Nirwan Rachmad Daniel Siti Shofiyah Ummah Karimah Wanto Hermawan