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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Mau'izhoh : Jurnal Pendidikan Agama Islam
Abdullah Zaky
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Religion Education Other

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Strategi Rasulallah Dalam Pendidikan Perspektif Tafsir Tarbawi Alam Tarlam; Abdullah Zaky; Anwar Musyaddat
Al-Mau'izhoh Vol 5, No 1 (2023): Edisi Juni 2023
Publisher : Program Studi Pendidikan Agama Islam, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/am.v5i1.5371

Abstract

The Islamic religion with all its perfection has provided guidance on all aspects of life, including aspects of education as one of the most important aspects for humans. Al-Qur'an becomes guidance and guidance in the journey of the Prophet's struggle in the world of education. However, whether the theory and methods of Rasulullah in the Qur'an are relevant to today's education, this becomes a dilemma and the writer tries to examine it. This paper aims to find out how Rasulullah's strategy is in developing education from the perspective of tarbawi interpretation, through textual and contextual understanding studies. Existing problems are answered through library research. The data were collected from various references: both primary, secondary, and supporting data. The results of the study show that Rasulullah's Methods and Strategies in the world of education can have a very large influence both in the classical period and the present, this proves that educational theory in Islam can be applied and utilized for the development of students in various institutions, elementary, secondary schools first, upper secondary to tertiary level.
STRATEGI PENGEMBANGAN KOMPETENSI GURU PAUD MELALUI KOMUNITAS BELAJAR Abdullah Zaky; Siti Aisyah; Kokom Komariah; Mutoharoh; Siti Khoeriyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.42580

Abstract

The development of competencies among Early Childhood Education (ECE/PAUD) teachers has become a strategic necessity to ensure contextual and sustainable learning quality. One increasingly applied approach is the strengthening of learning communities collaborative spaces in which teachers share practices, engage in joint reflection, and design follow-up actions based on field needs. An effective learning-community model integrates peer learning (practice sharing), mentoring/coaching, small-scale classroom action research, and the use of digital platforms for documentation and learning resources. Empirical findings show that teacher engagement within learning communities has a significant impact on improving pedagogical competencies as well as the ability to design and implement instruction. Recommended practical strategies include:(1) routine meetings centered on real instructional problems (problem-centered meetings) so that discussions directly lead to teaching solutions,(2) peer observation and structured feedback to accelerate the transfer of effective practices,(3) focused mentoring by facilitators/mentors during the design and implementation phases of learning outcomes (including literacy/STEAM content in early childhood education),(4) the use of digital platforms (e.g., the Merdeka Mengajar Platform) to archive lesson plans, assessment rubrics, and shared modules, thereby improving crosslocation collaboration; and (5) continuous evaluation mechanisms (reflection, monitoring, and follow-up actions) to ensure that changes in practice are sustainable. These strategies have been implemented in mentoring programs and proceedings that incorporate digital platforms to support the implementation of the Merdeka Curriculum. Research and community-service studies demonstrating the effectiveness of learning communities in ECE contexts often use quantitative designs (to test the influence of community participation on teacher competence) and PKM/implementation approaches (to design mentoring interventions and evaluate their outcomes). These findings consistently indicate an increase in teachers’ pedagogical abilities after
Co-Authors Anwar Musyaddat Kokom Komariah Mutoharoh Siti Aisyah Siti Khoeriyah Tarlam, Alam