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All Journal International Journal of Education Ta'allum: Jurnal Pendidikan Islam Jurnal Pendidikan Agama Islam Al Ishlah Jurnal Pendidikan AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Edukasi Islami: Jurnal Pendidikan Islam ABDIMAS SILIWANGI JURNAL PENDIDIKAN TAMBUSAI International Journal of Community Service Learning GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Ta'dib: Jurnal Pendidikan Islam Syntax Idea Jurnal Ilmu Pendidikan Islam Al-Mubin: Islamic Scientific Journal Jurnal Studi Kependidikan dan Keislaman Al-Hasanah : Jurnal Pendidikan Agama Islam Arus Jurnal Sosial dan Humaniora Jurnal Riset Pendidikan Agama Islam Jurnal Riset Pendidikan Guru Paud Dulang: Jurnal Pengabdian Kepada Masyarakat Bandung Conference Series: Islamic Education Tadris: Jurnal Pendidikan Islam Jurnal Pendidikan Islam MIMBAR : Jurnal Sosial dan Pembangunan Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Pendidikan IPA Indonesia Idarotuna: Jurnal Manajemen Pendidikan Islam Ta'allum: Jurnal Pendidikan Islam
Helmi Aziz
Prodi Pendidikan Agama Islam Fakultas Tarbiyah Dan Keguruan Universitas Islam Bandung
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Mitigasi Bencana di Madrasah Diniyah dengan Model Pembelajaran Katumbiri yang Terintegrasi Nilai-Nilai Islam Aziz, Helmi; Inten, Dinar Nur; Mulyani, Dewi; Permatasari, Andalusia Neneng
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 001 (2023): Edukasi Islami: Jurnal Pendidikan Islam (Special Issue 2023)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i001.5676

Abstract

Penerapan model pembelajaran katumbiri yang terintegrasi nilai-nilai Islam dilatar belakangi karena daerah lokasi penelitian merupakan daerah rawan bencana alam khususnya banjir dan longsor. Setiap bencana, korban yang paling banyak berjatuhan adalah anak. Tujuan dari penelitian ini untuk menumbuhkan karakter peduli lingkungan kepada para siswa Madrasah Diniyah terkait mitigasi bencana melalui model pembelajaran yang menyenangkan, menarik dan bermakna untuk anak yaitu model Katumbiri. Metode yang digunakan yaitu quasi experiment dengan desain penelitian one group design yang diujikan pada sampel sebanyak 20 orang siswa Madrasah Diniyah yang diambil dengan purposive sampling. Hasil penelitian membuktikan bahwa melalui model pembelajaran katumbiri yang terintegrasi nilai-nilai Islam, siswa dapat memiliki karakter peduli lingkungan untuk mitigasi bencana yang menyenangkan dan syarat dengan nilai-nilai keislaman.
BENTO Curriculum Design for Eating Habits of Early Children Dewi Mulyani; Dinar Nur Inten; Helmi Aziz
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5686

Abstract

The BENTO (Bersih, Sehat, Halalan Thoyyiban) Curriculum was developed to instill early childhood eating habits that are clean, healthy, and halal, incorporating religious values into daily routines. This study assesses the curriculum’s development and effectiveness in promoting these values. The curriculum was designed and tested using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation phases. This structured approach allowed researchers to methodically develop and refine the curriculum based on its goals. The BENTO curriculum emphasizes a holistic, integrative approach, focusing on health, safety, and the meaningful incorporation of Islamic principles in early education. Through activities, children learn about the health and religious benefits of eating according to Islamic practices. Content areas include basic needs, animals, professions, plants, and culture, with learning resources drawn from children’s personal experiences, community environments, events, and designated learning times. The curriculum fosters moral education by teaching, internalizing, and adapting religious values in eating habits. It utilizes engaging and child-centered strategies to make the learning experience both enjoyable and meaningful, contributing to the development of moral awareness and actions in young children. The BENTO curriculum provides an effective framework for integrating religious and health-related values into early childhood eating habits. The authentic evaluation process highlights its potential for meaningful impact in early education. Further research should explore its applicability in diverse cultural contexts.
Pembentukan Karakter Religius Siswa Melalui Program Pembiasaan Keagamaan Aliyah Siti Azizah; Helmi Aziz
Jurnal Riset Pendidikan Agama Islam Volume 5, No. 2, Desember 2025, Jurnal Riset Pendidikan Agama Islam (JRPAI)
Publisher : UPT Publikasi Ilmiah Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/jrpai.v5i2.8571

Abstract

Abstract. This study examines the formation of students’ religious character through the religious‐habituation program at SMAN 9 Bandung. A descriptive qualitative approach was adopted to explore the phenomenon in its natural setting. Primary data were collected via classroom and campus observations, in‐depth interviews with Islamic‐education teachers and the principal, and supporting documents. Findings reveal that since 2016 the school has institutionalised a set of religious routines including congregational Dhuha prayer, daily recitation of the 99 Names of Allah, short student sermons (kultum), weekly Qur’an completion, and girls’ Islamic study circles—as part of its school culture. The program significantly enhances students’ worship discipline, sense of responsibility, social empathy, and spiritual awareness; success indicators are visible in consistent daily worship and positive behavioural changes at school and home. Key enabling factors include strong leadership commitment, teacher role‐modelling, and whole‐school collaboration, while constraints arise from uneven intrinsic motivation, varying family support, an academically heavy timetable, and limited worship facilities. Overall, the habituation program is effective in cultivating religious character, though sustained evaluation and improved infrastructural support are essential to maximise its long‐term impact. Abstrak. Penelitian ini berfokus pada pembentukan karakter religius siswa melalui program pembiasaan keagamaan di SMAN 9 Bandung. Pendekatan yang digunakan adalah kualitatif deskriptif dipilih agar peneliti dapat memahami fenomena secara mendalam dalam konteks alamiah. Data primer dikumpulkan melalui observasi, wawancara mendalam dengan guru PAI dan kepala sekolah, serta studi dokumentasi sebagai pendukung. Hasil penelitian menunjukkan bahwa program pembiasaan keagamaan, yang meliputi shalat Dhuha berjamaah, pembacaan Asmaul Husna, kultum, khotmil Qur’an, dan keputrian, terintegrasi dalam budaya sekolah sejak 2016 dan terlaksana secara terstruktur. Program ini berhasil meningkatkan disiplin ibadah, rasa tanggung jawab, empati sosial, serta kesadaran spiritual siswa; indikator keberhasilan terlihat pada konsistensi ibadah harian dan perubahan sikap positif dalam interaksi di sekolah maupun di rumah. Faktor pendukung utama mencakup komitmen pimpinan, teladan guru, dan sinergi antarwarga sekolah, sedangkan hambatan muncul dari motivasi intrinsik siswa yang belum merata, dukungan keluarga yang variatif, padatnya kurikulum, serta keterbatasan fasilitas ibadah Secara keseluruhan, program ini efektif dalam membentuk karakter religius siswa, namun keberlanjutan dan perluasan fasilitas menjadi kunci untuk memaksimalkan dampaknya.
STEM-Based Professional Development Model to Improve Teachers' Perceptions and Students' STEM Literacy: A Mixed Research Approach Ardianto, Didit; Windiyani, Tustiyana; Puteri, Anisa; Aziz, Helmi; Suwarma, Irma Rahma; Yunus, Sitti Rahma
Jurnal Pendidikan IPA Indonesia Vol. 15 No. 1 (2026): March 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v15i1.32491

Abstract

This study examines the effect of a structured professional development model on enhancing primary teachers' understanding and their capacity to promote students' STEM literacy. A mixed-methods design was employed to capture both quantitative outcomes and qualitative insights. Pre-test and post-test intervention surveys were used to measure shifts in teachers' perceptions, while students' literacy was assessed through structured essay tasks. Complementing this, open-ended questionnaires and interviews with selected teachers and students were conducted to explore their experiences and the perceived impact of the programme. The results demonstrate significant improvements in teachers' perceptions of STEM education and students' STEM literacy following the program's implementation. Quantitative findings indicate a substantial increase in teachers' self-efficacy and confidence in implementing STEM-based instruction, accompanied by measurable gains in students' STEM literacy across participating schools. These improvements are further explained and supported by qualitative findings, which reveal that teachers perceived the program as effective in strengthening their STEM content knowledge, pedagogical competence, and instructional confidence through hands-on learning activities, collaborative practices, and sustained professional support. In addition, qualitative evidence highlights contextual challenges, including limited instructional time and insufficient resources, which help explain variations in implementation effectiveness among schools. Overall, the findings suggest that a well-designed, contextually responsive STEM professional development model can enhance teacher capacity and meaningfully improve student STEM literacy in primary education, while underscoring the importance of ongoing support for sustainable implementation.
Co-Authors adi sukma barkah Aep Saepuddin Aep Saepudin Aep Saepudin Agus Halimi Alhamuddin Ali Djamhuri Alifahtul Badiah Aliyah Siti Azizah Amalia, Najla Nurul Amelia Andalusia N Permatasari Andalusia Neneng Permatasari Annisa Ningtias Annisa Putri Asep Dudi Suhardini Ati Sobarna Aulia Hafsah Amanah Ayi Sobarna Az-Zahra, Sabrina Syawalina Dedih Surana Dewi Mulyani Dewi Mulyani Didit Ardianto Dinar Nur Intem Dinar Nur Inten Eka Aviandini Nurhidayah Eko Subiantoro Elsya Sastika Yamin Enoh Erlina Dwiyana Puteri Fadilla Ulya Tahani Farida Nahwa Pirdausi Giraliyandi, Maudina Putri Giraliyandi, Maudina Putri GUGUN GUNAWAN Hadist Dwi Fajri Muhammad Darmawan Haditsa Qur'ani Nurhakim Hani Sutina Herza Nur Ramdhani Iim Rohimah Iim Rohimah Ikin Asikin Ikin Asikin Ira Nurhaeti Islamy Nurfadlilah Kaefah Arini Khambali, Khambali Khofifah Arro'uf Lani Nurpratiwi Lathifah, Suci Lina Erliana M. Malik Akbar Rohandi Maudina Putri Giraliyandi Mochamad Malik Akbar Rohandi Mochammad Makhdum Ibrohim Muhammad Ridho Abdillah Muhammad Wais Khairudin Nadri Taja Nan Rahminawati Nizar Yolanda Pramata Nur Amalia Aini Sidik Nur Azizah Nurul Afrianti Padjadjaran Lagatari, Muhammad Rajaffawwaz Permatasari, Andalusia N Pratama, Alfa Puteri, Anisa Putri Ramadhani Rahila Rahila Rahminawati , Nan Rasyid, A. Mujahid Rita Rosita Rizki Zakiyah Nur Rohmah Rizqi, Anzilni Ahsani Saroh Sim, Mellisa Sinamo, Sopan Siti Nurhaliza Sobar Al Ghazal Surbiantoro, Eko Sutina, Hani Sutina, Hani Tasya Yunisha Zuana Tia Yuliawati Tia Yuliawati Tjut Awaliyah Zuraiyah Tri Yugo Triliani, Tia Triya Puja Lestari Tsaniya Faradilla Desty TUSTIYANA WINDIYANI Violiza El Syafira Yani Amelia Wati Yuliawati, Tia Yulli Fathul Aini Yunus, Sitti Rahma