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All Journal Journal of Music Science, Technology, and Industry (JOMSTI) Jurnal Konseling Pendidikan Islam IJGIE (International Journal of Graduate of Islamic Education) Edukasia: Jurnal Pendidikan dan Pembelajaran
Suparjo
UIN Prof. K.H. Saifuddin Zuhri Purwokerto
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PEMIKIRAN FILSAFAT PENDIDIKAN ISLAM Suparjo
Jurnal Konseling Pendidikan Islam Vol 3 No 2 (2022): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v3i2.326

Abstract

Pemikiran Filsafat Pendidikan Islam: Mengintegrasikan Nilai-Nilai Keislaman dalam Konteks Pendidikan Holistik. Penelitian ini bertujuan untuk menganalisis implementasi pemikiran filsafat pendidikan Islam dalam pendekatan holistik dan menggali konsep yang relevan. Metode penelitian yang digunakan adalah tinjauan pustaka dan etnografi. Hasil analisis menunjukkan bahwa pemikiran filsafat pendidikan Islam dapat diintegrasikan dalam pendekatan holistik dengan memperhatikan keberagaman interpretasi, konteks sosial dan budaya, pendekatan interdisipliner, serta pengukuran dan evaluasi yang tepat. Kesimpulannya, implementasi pemikiran filsafat pendidikan Islam dalam pendekatan holistik dapat memberikan kontribusi yang signifikan dalam membentuk pendidikan yang berlandaskan pada nilai-nilai keislaman dan menghasilkan individu yang seimbang, berakhlak mulia, dan berkontribusi positif pada masyarakat.
Enhancing Readiness of Islamic Education Teachers in Implementing Scientific Learning and Authentic Assessment Suparjo
IJGIE (International Journal of Graduate of Islamic Education) Vol. 4 No. 1 (2023): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v4i1.2021

Abstract

This study examines the acceptance and readiness of PAI (Islamic Education) teachers towards the implementation of Curriculum 2013. The objective is to assess their acceptance of the curriculum, readiness to implement the scientific approach and authentic assessment, and their paradigm shift in education. Surveys were conducted to collect data, which was analyzed using mean scores. The findings reveal that PAI teachers in primary schools and Islamic schools have a positive attitude towards Curriculum 2013 and are ready to implement it. They also demonstrate an understanding of the scientific approach and authentic assessment. The results indicate the dedication and adaptability of PAI teachers in meeting the changing demands of education. Their paradigm shift aligns with the goals of Curriculum 2013, highlighting their commitment to delivering high-quality Islamic education. These findings have important implications for educational stakeholders in supporting and empowering PAI teachers, emphasizing the need for continuous professional development. Overall, the study showcases the positive disposition and preparedness of PAI teachers in embracing the changes brought by Curriculum 2013, ensuring effective teaching and learning experiences for students.
Drawing on the Implications of Indonesia's Founding Father's Transformative Theological Practice for the Development of Inclusive Education for Students Suparjo
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2022): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v3i3.331

Abstract

This study analyzes the inclusive theology adopted by the Indonesian founding fathers in promoting Pancasila as an indigenous global theology for Indonesia. During the early days of the formation of the state and nation of Indonesia, it is evident that the founding fathers embraced inclusive theology. This paper aims to analyze the inclusive theology of the Indonesian founding fathers, highlighting their role in promoting Pancasila, particularly its first pillar of Ketuhanan Yang Maha Esa (the oneness of God), as an indigenous global theology for Indonesia. Moreover, their inclusive approach serves as an exemplary model of global theology for future Indonesian Muslim generations. Using a qualitative approach, this study analyzes historical documents, such as the debates and discussions in BPUPKI and PPKI, as well as religious texts like the Quran and Hadith. The findings demonstrate that the Indonesian founding fathers practiced inclusive theology by integrating their religious identity with the national identity of Indonesia. By adopting inclusive perspectives and drawing from the rich heritage of inclusive thought in Islamic civilization, their approach to theology provides valuable insights for fostering pluralism and unity within Indonesian society.
Ecomusicology as a Framework for Decolonizing Music Learning: Insights from Tembang Bocah Banyumasan Fajry Sub'haan Syah Sinaga; Chamil Arkhasa Nikko Mazlan; Aziz Kurniawan; Hendri Purbo Waseso; Suparjo
Journal of Music Science, Technology, and Industry Vol. 9 No. 1 (2026)
Publisher : Institut Seni Indonesia Denpasar

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

Abstract

Purpose: This conceptual study aims to explore ecomusicology as a framework for decolonizing music learning, with Tembang Bocah Banyumasan serving as a case to demonstrate how local musical practices can inform culturally and ecologically grounded pedagogy. Method: The study employs a theoretical-analytical approach, reviewing literature on ecomusicology, decolonial music education, and Indonesian children’s songs, and synthesizing insights from Tembang Bocah to identify links between musical, cultural, and ecological values. Result and Discussion: Analysis shows that integrating Tembang Bocah into music learning promotes multidimensional learning, including musical skill development, local cultural understanding, and ecological awareness. This approach challenges Western-centric pedagogical norms and supports the internalization of moral, social, and environmental values in learners. Implication: The findings suggest that educators can use local songs to preserve cultural heritage, foster ecologically conscious learning, and implement contextually relevant, decolonized music education. This model offers potential adaptation for other local contexts globally.
Co-Authors Aziz Kurniawan Chamil Arkhasa Nikko Mazlan Fajry Sub'haan Syah Sinaga Hendri Purbo Waseso