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All Journal Edulab : Majalah Ilmiah Laboratorium Pendidikan Genderang Asa: Journal of Primary Education ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Responsive: Jurnal Manajemen Pendidikan Islam
Moch. Farich Alfani
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Character Education Values in Introduction to Islamic Studies: A Transformative Scholarly Paradigm: Nilai-Nilai Pendidikan Karakter dalam Kajian Pengantar Studi Islam: Paradigma Keilmuan Transformatif Moch. Farich Alfani; Muh. Syamsuddin; Rizki Isma Wulandari; Shaleh
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 9 No. 1 (2024)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2024.91.06

Abstract

This study examines the values of character education contained in the Introduction to Islamic Studies. The values of character education are very important to facilitate students in an effort to form a noble, ethical, and berakhlaqul karimah personality. This research uses the SLR (Systematic Literature Review) method with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Data collection was carried out from the results of research that had been published in the period 2015–2023 in accredited national journals (Sinta 4, sinta 3, and Sinta 2) and internationally reputable journals. The results showed that there are several character education values in the study of Introduction to Islamic Studies, including: 1) Love to Allah SWT., the universe and its contents; 2) responsibility, discipline, and independence; 3) honest; 4) respect and courtesy; 5) compassion, care, and cooperation; 6) confident, creative, hard work, and never give up; 7) justice and leadership; 8) kindness and humility; and 9) tolerance, love of peace, and unity. Abstrak Penelitian ini mengkaji tentang nilai-nilai pendidikan karakter yang terdapat pada kajian Pengantar Studi Islam. Nilai-nilai pendidikan karakter sangat penting untuk memfasilitasi mahasiswa dalam upaya membentuk pribadi yang luhur, beretika, dan berakhlaqul karimah. Penelitian ini menggunakan metode SLR (Sistematik Literatur Review) dengan panduan PRISMA (Preferred Reporting Items for Systematic Reviews and Meta Analyses). Pengumpulan data dilakukan dari hasil penelitian yang telah dipublikasikan dalam kurun waktu tahun 2015 sampai dengan tahun 2023 pada jurnal nasional terakreditasi sinta 4, sinta 3, sinta 2 sampai dengan jurnal bereputasi internasional. Hasil penelitian menunjukkan bahwa terdapat beberapa nilai pendidikan karakter dalam kajian Pengantar Studi Islam, diantaranya; 1) Cinta kepada Allah SWT., semesta beserta isinya; 2) tanggung jawab, disiplin, dan mandiri; 3) Jujur; 4) Hormat dan santun; 5) Kasih Sayang, Peduli, dan Kerja sama; 6) Percaya Diri, Kreatif, Kerja Keras, dan Pantang Menyerah; 7) Keadilan dan Kepemimpinan; 8) Baik dan Rendah Hati; dan 9) Toleransi, Cinta Perdamaian, dan Persatuan.
Policy for Developing Professional Teacher Profiles in 21st Century Learning in MI/SD Moch. Farich Alfani
Genderang Asa: Journal of Primary Education Vol. 5 No. 2 (2024): Genderang Asa: Journal of Primary Education
Publisher : PGMI IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jga.v5i2.3321

Abstract

The implementation of learning in the 4.0 era or better known as the 21st century often gives rise to problems that characterize learning which is still dominated by educators because of the teacher's awkwardness in applying strategies in the 4.0 era apart from that. There are also delays in developing science and technology that is integrated with Islam so that it is not uncommon for Islamic elementary schools to have less than acceptable graduation quality. Apart from that, learning does not yet reflect the nuances of Islamic output even though in fact it is still based heavily on Islamic learning at the madrasah ibtidaiyah level. This research aims to describe policy concepts in elementary school learning with the integration of Islamic education science. This research is field research with a qualitative approach. Data collection was carried out through interview, observation and documentation techniques. The data that has been collected is checked for validity using triangulation techniques, negative case analysis, and member checking before being analyzed using the Miles, Huberman, and Saldana analysis model, namely: data presentation, data condensation, and verification and drawing conclusions. The results of this research show that the scientific development strategy The Islamic basis of the integrative scientific paradigm can be supported by various policies applied, including blended learning strategies, gamification, and others.
MI Science Concept Gen Z: Scientific Paradigm of the Transformative Era Moch. Farich Alfani
ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 4 No. 3 (2025): Islamic Education and Early Childhood Innovation
Publisher : STIT Attaqwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/attaqwa.v4i3.165

Abstract

In the environmental sector of society in Indonesia, especially the scope of basic education, the impact of the transition era of the development revolution from generation x to the era of generation z revolution, the existence of these developments requires new challenges; ever-increasing needs, even the existence of the sovereignty of a teacher who increasingly must be galvanized. Unfortunately, not all teachers are in tune with the needs of education in the era of the 21st Century Industrial Revolution. So, it is still a polemic among academics lately. Among them; learning that still seems monotonous because of the background of awkwardness in the application of technology 4.0. In addition, the emergence of stagnation in developing between the combination of science and technology integrated with Islamic nuances, so it is not uncommon for Islamic elementary schools to only stop at the outfite standard of a less acceptable graduate profile, some even go out of business. Researchers used a systematic literature study using PRISMA (Preferred Reporting Items for Systematic Reviews and Meta Analyses). Data collection was carried out from research results that have been published in the period 2015 to 2023 in accredited national journals and reputable international journals. The results obtained from this research study include; 1) the concept of MI-an era-transformative paradigm, 2) the combination of integrating curriculum, models, and subjects.
Innovation in Elementary School/Islamic Elementary School Curriculum Learning Models Roso Murti; Moch. Farich Alfani
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 3 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v1i3.22

Abstract

This research examines the need to improve the quality of education in elementary schools/Islamic elementary schools (SD/IS), which must be implemented through designing and creating creative and innovative learning models. The use of appropriate learning models can also create an effective learning environment. This is also a key point of change in a dynamic curriculum. In implementing the 2013 Curriculum in elementary schools/IS, several learning models can be applied, including the inquiry learning model, discovery learning model, project-based learning model, problem-based learning model, and cooperative learning model. Innovative elementary school/IS learning strategies in implementing the Merdeka Curriculum include: (1) the use of game-based learning (GBL); (2) multidimensional learning; (3) hybrid learning with parent involvement; (4) community-centered student learning; and (5) student-oriented learning. The implementation of the Independent Curriculum at the elementary and Islamic elementary school (SD/MI) level often utilizes project-based learning models. This is to support the achievement of the Pancasila-based student profile, which is a hallmark of the Independent Curriculum. In addition to the learning models from these two curricula, there are also learning models that teachers at the elementary and Islamic elementary school (SD/MI) can implement to prepare students for the Industrial Revolution 4.0 era, including mindful learning, experiential learning, transformational learning, immersive learning, the "High Tech, High Touch" approach, design thinking, storytelling, and STEAM-based learning (science, technology, engineering, art, and mathematics).
Co-Authors Muh. Syamsuddin Rizki Isma Wulandari Roso Murti Shaleh