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Strengthening the Moderate Character of Students’ through the Co-curricular Islamic Education Tutorial Program at Public Universities Mokh. Iman Firmansyah; Encep Syarief Nurdin; Kama Abdul Hakam; Aceng Kosasih; Ahmad Hakam
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 2 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i2.3240

This study aims to investigate the Co-curricular role of the Islamic Education (PAI) Tutorial Program in strengthening the moderate character of students at public universities from the perspective of Emile Durkheim's collective social theory. A qualitative approach and case study method were chosen to investigate information from participants through documentation, interviews and observation. The data were analyzed through the stages of reduction, display, and drawing conclusions. The results of the study found that within a collective social framework, the PAI Tutorial Program policy is part of social responsibility that is rolled out rationally and strategically as a control effort carried out by the university by considering facts of religious understanding and behavior, as well as the phenomenon of radicalism. To strengthen the moderate character of students, this program is carried out consistently in objectives, materials, and activity units so as to support social functions through explanation and sharing of religious knowledge, role models, discipline, attitudes and open views, mutual respect and appreciation for differences of opinion, the attitude of accepting or rejecting views is based on strong arguments, and the strengthening of adab in the era of globalization. Meanwhile, to strengthen these social responsibilities and functions, this program fulfills two moral elements, namely being binding with the application of strict discipline. Keywords: Moderat Character, Co-curricular, Strengthening the Moderate Character

Strengthening the Moderate Character of Students’ through the Co-curricular Islamic Education Tutorial Program at Public Universities Mokh. Iman Firmansyah; Encep Syarief Nurdin; Kama Abdul Hakam; Aceng Kosasih; Ahmad Hakam
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 2 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i2.3240

This study aims to investigate the Co-curricular role of the Islamic Education (PAI) Tutorial Program in strengthening the moderate character of students at public universities from the perspective of Emile Durkheim's collective social theory. A qualitative approach and case study method were chosen to investigate information from participants through documentation, interviews and observation. The data were analyzed through the stages of reduction, display, and drawing conclusions. The results of the study found that within a collective social framework, the PAI Tutorial Program policy is part of social responsibility that is rolled out rationally and strategically as a control effort carried out by the university by considering facts of religious understanding and behavior, as well as the phenomenon of radicalism. To strengthen the moderate character of students, this program is carried out consistently in objectives, materials, and activity units so as to support social functions through explanation and sharing of religious knowledge, role models, discipline, attitudes and open views, mutual respect and appreciation for differences of opinion, the attitude of accepting or rejecting views is based on strong arguments, and the strengthening of adab in the era of globalization. Meanwhile, to strengthen these social responsibilities and functions, this program fulfills two moral elements, namely being binding with the application of strict discipline. Keywords: Moderat Character, Co-curricular, Strengthening the Moderate Character

Developing Pancasila Character in Early Childhood: Strategies for Working Families Toto Purbiyanto; Dasim Budimansyah; Encep Syarief Nurdin; Cecep Darmawan; Salman Rashid
Journal of Nonformal Education Vol. 11 No. 1 (2025): Community education and lifelong education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i1.20624

Background: The development of Pancasila character in early childhood is very important, especially in the context of working families who often face challenges in providing optimal character education. The character of Pancasila includes values such as justice, tolerance, and mutual cooperation, which need to be instilled from an early age to form a generation with integrity. Research Objectives: This research aims to explore the strategy of developing Pancasila character in early childhood in working families, as well as understand the experiences and challenges faced by parents in the process. Research Method: This study uses a qualitative phenomenological approach, which allows researchers to explore the subjective experiences of parents in developing Pancasila characters in their children. The data were collected through in-depth interviews with working parents, as well as observations of their interactions with children. Research Findings: The use of quality time with children, involving the family in character building, introducing children to religious and social activities, and the use of technology to learn Pancasila values, are all important aspects in shaping the character of Pancasila in children. This helps strengthen moral values, social concerns, and positive communication between parents and children, thereby helping children understand and apply Pancasila values better. Research Conclusion: This study concludes that the development of Pancasila character in early childhood in working families requires collaboration between parents, educational institutions, and the community. Greater support from the surrounding environment can help parents in implementing effective strategies. Research Novelty: This study provides new insights into how working families can contribute to the development of Pancasila character, as well as highlighting the importance of the role of the social environment in supporting the character education process at home.

A Constructivist Approach in Nonformal Education: Case Study of Developing Pancasila Leadership Character Sarwo Edy; Dasim Budimansyah; Encep Syarief Nurdin; Mupid Hidayat
Journal of Nonformal Education Vol. 11 No. 2 (2025): Adult education & Community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i2.34959

Background: Nonformal education plays a strategic role in character formation, particularly in shaping leadership qualities rooted in national values. This study explores the implementation of a constructivist approach in nonformal education settings to develop leadership character based on Pancasila principles. Objectives: The research aims to analyze how constructivist-based learning strategies can be applied in nonformal education as an effective framework for cultivating Pancasila leadership values among learners. Method: This study employed a qualitative design through literature review, observation, and interviews with learners and facilitators in nonformal education programs. Data were analyzed descriptively to evaluate the relevance, effectiveness, and contextual impact of constructivist practices. Findings: The application of experiential learning, dialogic discussions, collaborative projects, and contextual case studies enhanced learners’ comprehension of Pancasila principles and fostered leadership values such as integrity, responsibility, and social empathy. Integration of digital media and adaptation to community contexts further strengthened the relevance of the learning process. Conclusion: A constructivist approach in nonformal education is effective not only in reinforcing knowledge of Pancasila but also in nurturing leadership characters aligned with inclusivity, democracy, and social justice. This model has the potential to prepare future leaders who are responsive to societal challenges while upholding Indonesia’s core values. Novelty: The study highlights a practical constructivist framework in nonformal education that explicitly integrates Pancasila leadership values with modern pedagogical strategies, offering a contextual model for leadership character education in Indonesia.

Analysis of Moderation Values in Buddhist Education Textbooks for Indonesian High Schools Dian Tika Sujata; Encep Syarief Nurdin; Kokom Komalasari; Asep Dahliyana; Yusuf Siswantara
Jurnal Sosiologi Agama Indonesia (JSAI) Vol. 6 No. 3 (2025)
Publisher : Program Studi Sosiologi Agama Fakultas Ushuluddin dan Filsafat, Universitas Islam Negeri Ar-Raniry, Banda Aceh, Indonesia

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

This study examines how Buddhist Religious Education and Character-Building textbooks for Indonesian senior high schools under the Merdeka Curriculum represent religious moderation values. While previous research has extensively analyzed Islamic religious education textbooks, Buddhist textbooks remain unexplored, representing a significant gap in Indonesian academic literature. Using qualitative content analysis, this study analyzes Buddhist religious education textbooks for grades X, XI, XII, examining textual, visual, and multimodal elements through the Ministry of Religious Affairs' four indicators: tolerance, anti-violence, local culture acceptance, and national commitment, and employing Sadker and Zittleman's framework to identify bias. Findings reveal that textbooks systematically integrate moderation values through Buddhist teachings such as the Kalama Sutta, historical narratives of Buddhist-Hindu coexistence, cross-sectarian inspirational figures, and integration with Pancasila national ideology. Tolerance is operationalized as critical praxis combining openness with evaluative rationality rather than passive acceptance. However, three systematic biases were identified: religious invisibility through exclusion of belief systems and other religions beyond six officially recognized religions, imbalance in presenting inter-sectarian differences limited to symbolic aspects without philosophical depth, and cosmetic bias where student activities lack adequate textual scaffolding. This study makes a unique contribution by filling the gap in Buddhist religious education textbook analysis in Indonesia and demonstrating that while Buddhist textbooks show progressivity in representing moderation values, structural improvements in comprehensiveness, philosophical depth, and inclusive representation are essential for developing genuine cross-cultural religious literacy and supporting Indonesia's pluralistic educational goals.

Cultural Communication in the Preservation of the Traditional Marine Education Values of the Mandar Tribe on Kerayaan Island Syahlan Mattiro; Elly Malihah; Wahyu; Encep Syarief Nurdin; Hamsi Mansur
Jurnal Komunikasi Pendidikan Vol 9 No 2 (2025): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v9i2.6283

Cultural communication plays an important role in maintaining and preserving the values of traditional marine education. In this context, cultural communication serves as a bridge to maintain traditional values while adapting them to the dynamics of the times in the era of modern life, especially the Mandar sailors on Kerayaan Island who have long been known for their maritime traditions inherent in their daily lives. This study aims to analyze the impact of modernization on the traditional practices and maritime cultural identity of the Mandar community. In addition, this study also presents the fact that not only the Bugis tribe is known as reliable sailors in the region, but the Mandar tribe also has a long history as accomplished sailors. The method used in the research uses a qualitative approach with the type of ethnographic research. The data was collected through direct observation in the field and in-depth interviews with local communities. Social change analysis is used as a theoretical framework to understand the maritime cultural transformation that occurs. This research shows that the entry of modern technology has slowly but surely changed the way of life of the Mandar seafaring community. Various cultural symbols that exist today are more widely used for economic purposes only, no longer as a cultural identity that is upheld. This study provides a real picture of how this change at least gives hope, that there will be no total death of traditional sized, there will always be adjustment, imaging and re-creation of new traditional authorities. The ability to survive this tradition is at least quite justified because the emergence of tradition always presupposes the presence of a 'regime of representatives' who has the authority to interpret the symbols and sacred texts of tradition for the purpose of legitimacy of power through cultural communication. Keywords: Mandar Tribe; Culture; Technological Modernization, Social Change

Evaluation of the Implementation of the Pancasila Student Profile Strengthening Program in Indonesian Junior High Schools Using the CIPP Model Mastur; Bunyamin Maftuh; Sarbaini; Encep Syarief Nurdin; Raisa Aditya Putri
Jurnal Komunikasi Pendidikan Vol 9 No 2 (2025): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v9i2.6794

Educational transformation in Indonesia emphasizes strengthening the character of students through the Pancasila Student Profile Strengthening Project (P5) as part of the implementation of the Merdeka Curriculum. This study aims to evaluate the implementation of the P5 program with the theme of “Entrepreneurship” in Banjarbaru City Junior High Schools using the CIPP (Context, Input, Process, Product) evaluation model. This study employs a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The research subjects include school principals, teachers, facilitators, and seventh and eighth-grade students as program implementers. The results of the study indicate that the program was successfully implemented with an overall effectiveness rate of 90%. These results confirm that the program was implemented very well, starting from the selection of the theme based on the need to improve students' creative dimensions and their high interest in entrepreneurship. In terms of inputs, infrastructure, human resources, and funding were optimally fulfilled. The implementation process proceeded systematically through four stages—introduction, contextualization, action, and reflection—although student participation only reached 80% due to the perception that the program was separate from formal learning. Product evaluation showed students' success in creating creative products and an increased interest in continuing entrepreneurial activities independently. In conclusion, the implementation of the P5 program with an entrepreneurship theme in junior high schools is considered effective in fostering students' creativity, independence, and managerial skills. The CIPP evaluation model has proven to provide a comprehensive overview of the program's strengths and challenges and serves as the basis for recommendations to increase student participation, strengthen collaboration between teachers and parents, and maintain the sustainability of Pancasila values in learning.

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