Article Per Year (5 Year)
p-Index From 2021 - 2026
1.431
P-Index
This Author published in this journals
All Journal MODELING: Jurnal Program Studi PGMI Islamic Review : Jurnal Riset dan Kajian Keislaman Tadbiruna: Jurnal Manajemen Pendidikan Islam Action Research Journal Indonesia (ARJI) International Journal of Teaching TARBAWIYAT: Jurnal Kependidikan International Journal of Educational Narratives
Ari Susetiyo
Universitas Islam Tribakti Lirboyo Kediri
Religion Arts Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
THE COMMUNICATION STRATEGIES OF THE MADRASAH PRINCIPAL IN ENHANCING THE COMPETITIVENESS OF AN EDUCATIONAL INSTITUTION: A CASE STUDY OF MI PLUS DARUSSAADAH LIRBOYO Amik Nadziroh; Ari Susetiyo; Hilma Ildawati
TADBIRUNA: Jurnal Manajemen Pendidikan Islam Vol 5 No 2 (2026): TADBIRUNA
Publisher : Program Studi Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/jurnalmanajemenpendidikanislam.v5i2.2473

Abstract

This research is based on the significance of communication strategies employed by the head of the madrasah in enhancing the competitiveness of educational institutions within an increasingly competitive environment. MI Plus Darussaadah Lirboyo, as a relatively new institution under the auspices of a prominent Islamic boarding school, faces challenges in building a positive image and gaining community trust. This study aims to describe the implementation of the head of the madrasah's communication strategies and the outcomes achieved in strengthening institutional competitiveness. The study applied a qualitative case study approach. Data were collected through in-depth interviews, observations, and documentation, then analyzed using data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation of sources and techniques. The findings reveal that the head of the madrasah implemented personal, social, persuasive, and collaborative communication strategies. These included open communication via social media and regular meetings, persuasive delivery of policies and vision, and collaborative efforts with teachers, parents, and the local community. The impact of these strategies was evident in the improved institutional image, increased student enrollment, and greater stakeholder participation in educational programs. In conclusion, the head of the madrasa's communication strategies play a crucial role in shaping an adaptive, competitive, and sustainable educational environment
Integration of Islamic Values in Madrasah Ibtidaiyah Teacher Education (PGMI) Learning to Prepare the Generation of Society 5.0 Afina Wastyanti; Ari Susetiyo
Action Research Journal Indonesia (ARJI) Vol. 7 No. 4 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i4.585

Abstract

This study discusses Teacher Education Madrasah Ibtida'iyah integration of Islamic values in learning. Madrasah Ibtidaiyah Teacher Education (PGMI) is an important strategy to prepare the noble 5.0 generation of society in the midst of technological progress and a shift in social values. This study aims to examine the integration approach of Islamic values in PGMI learning through literature review, focusing on the development of value-based curriculum, learning methods, implementation challenges, and reinforcement strategies. The literature review analyzes books, scientific journals, and official reports related to PGMI and Society 5.0. The results showed that the integration of Islamic values is effective through interdisciplinary approaches, exemplary lecturers, and the use of technology. Key challenges include the limited digital literacy of lecturers, resistance to modern curricula, and the influence of digital Culture. Strengthening strategies include lecturer training, contextual curriculum revisions, and collaboration with the community. This study concludes that the integration of Islamic values in PGMI needs to be optimized to produce MI teachers who are able to form a moral generation.
Challenges in Implementing Character Education through Scouting Extracurricular Activities in Madrasah Ibtidaiyah Amik Nadziroh; Nirra Fatmah; Ari Susetiyo
Islamic Review: Jurnal Riset dan Kajian Keislaman Vol 15 No 1 (2026): April 2026
Publisher : Mafapress - Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) IPMAFA Pati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/islamicreview.v15i1.2238

Abstract

Scouting extracurricular activities in Madrasah Ibtidaiyah (MI) play a significant role in fostering students’ character development and discipline. However, their implementation at MI PSM Gempolan II Gurah, Kediri, faces several challenges that hinder the achievement of character education objectives. This study aims to identify and analyze the problems encountered in the implementation of scouting extracurricular activities and to propose appropriate solutions for improvement.This research employs a descriptive qualitative approach, with data collected through observations, in-depth interviews, and documentation. The findings reveal several major issues, including low student motivation, limited number and competence of scout instructors, inadequate facilities and infrastructure, and insufficient parental support. These challenges collectively affect the effectiveness of the program and limit its contribution to students’ character development.Based on these findings, several strategies are recommended, including enhancing instructors’ competence through professional training, improving the availability and quality of facilities, developing more innovative and engaging activity programs, and strengthening communication and collaboration with parents.In conclusion, optimizing these aspects is essential to improve the effectiveness of scouting extracurricular activities, enabling them to contribute more significantly to character building among students at MI PSM Gempolan II Gurah.
Dynamics, Problems, and Solutions in the Implementation of a Love-Based Curriculum as Reinforcement of the Merdeka Curriculum in the Deep Learning Approach Husna Dzakia Aini; Ari Susetiyo
MEDIA DAN STRATEGI PEMBELAJARAN Vol 3 No 1 (2026): International Journal of Teaching: IN PROGRESS
Publisher : YAYASAN CENDEKIA CITRA GEMILANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/ijt.v3i1.441

Abstract

The transformation of education in the twenty-first century requires learning approaches that not only emphasize cognitive achievement but also foster character development and humanistic values. In Indonesia, educational reform has been implemented through the Merdeka Curriculum, which promotes student-centered learning, flexibility in instructional practices, and the development of the Pancasila Student Profile. In this context, the Love-Based Curriculum emerges as an innovative pedagogical approach that integrates empathy, compassion, and ethical values into the learning process. This study aims to analyze the dynamics, theoretical foundations, challenges, and strategic solutions related to the implementation of the Love-Based Curriculum in the context of the Merdeka Curriculum and deep learning approaches. The research employs a qualitative method using a literature review design by examining relevant national and international scholarly sources.The findings indicate that the integration of love-based pedagogy and deep learning can support meaningful and holistic learning by fostering students’ intellectual, emotional, and social development. The implementation of this approach also aligns with the principles of the Merdeka Curriculum, particularly in promoting student-centered learning and character education. However, several challenges remain, including limited teacher understanding of love pedagogy, assessment systems that focus primarily on cognitive outcomes, and institutional constraints within schools.To address these challenges, the study proposes several strategies, including strengthening teacher professional development, developing holistic assessment models, and fostering collaboration among schools, families, and communities. Overall, the Love-Based Curriculum offers a promising framework for supporting holistic education and character development in Indonesian educational contexts.
Teknologi Digital dalam Pembelajaran Aqidah Akhlak Pada Kurikulum Merdeka Ari Susetiyo
MODELING: Jurnal Program Studi PGMI Vol. 11 No. 1 (2024): Maret
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v11i1.2443

Abstract

Penelitian ini membahas tentang teknologi digital dalam pembelajaran, Pendidikan memainkan peran fundamental dalam pembangunan karakter dan moral generasi muda, terutama melalui pendidikan agama. Mata pelajaran Aqidah Akhlak bertujuan menanamkan keyakinan dan perilaku sesuai ajaran Islam. Namun, metode pengajaran tradisional perlu disesuaikan dengan perkembangan teknologi untuk menarik minat siswa. Kurikulum Merdeka memperkenalkan pendekatan fleksibel yang mengintegrasikan teknologi digital dalam pembelajaran, termasuk Aqidah Akhlak. Penggunaan teknologi digital, seperti e-learning, aplikasi pendidikan, dan multimedia interaktif, dapat meningkatkan efektivitas pengajaran dan mempersiapkan siswa menghadapi era digital. Penelitian ini mengeksplorasi implementasi teknologi digital dalam pembelajaran Aqidah Akhlak pada Kurikulum Merdeka dengan menggunakan metode penelitian kepustakaan. Analisis dilakukan melalui teknik analisis isi, mengevaluasi manfaat dan tantangan implementasi teknologi digital. Hasil penelitian menunjukkan bahwa teknologi digital dapat meningkatkan pemahaman, motivasi, partisipasi, dan efisiensi pembelajaran. Selain itu, teknologi memungkinkan personalisasi pembelajaran dan mempersiapkan siswa dengan keterampilan digital yang esensial. Penelitian ini memberikan rekomendasi untuk pengembangan metode pengajaran Aqidah Akhlak yang lebih modern dan efektif.
Implementasi Kurikulum Berbasis Cinta dalam Pembentukan Karakter Peserta Didik di Madrasah Ibtidaiyah Moh Adib Kamali; Ari Susetiyo; Affan Haekal
TARBAWIYAT Vol 4 No 2 (2025): Desember
Publisher : Prodi PGMI STAI Al-Akbar Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62589/tarbawiyat.v4i2.337

Abstract

The Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) is an educational approach that emphasizes the values of compassion, empathy, and respect for students in the learning process. This approach is relevant for implementation in Madrasah Ibtidaiyah, which are oriented not only toward academic achievement but also toward character building from an early age. This article aims to examine the implementation of the Love-Based Curriculum in shaping students' character in Madrasah Ibtidaiyah, including its concepts, application, the role of teachers, as well as the challenges and strategies for its optimization. The method used in this study is library research, analyzing various literature related to the Love-Based Curriculum and character education, including books, scientific journals, and other supporting documents published within the last ten years. The findings indicate that the implementation of the Love-Based Curriculum can create a more humanistic learning environment and contribute positively to the development of students' character, such as empathy, responsibility, and discipline. However, its implementation faces several challenges, including teacher readiness, administrative burdens, and the diversity of students' characters. These challenges can be addressed through teacher training, strengthening school culture, and integrating the values of love into both instructional and non-instructional activities. Thus, the Love-Based Curriculum plays an important role in supporting character education in Madrasah Ibtidaiyah, while offering an alternative educational approach that is more humanistic and oriented toward the sustainable formation of students' noble character.
Narrative Inquiry into Teachers as Facilitators in Thematic Learning: Integrating Islamic Values in Elementary Education Ari Susetiyo; Riska Latifatul Husna; Abdul Muid; Yona Wahyuningsih; Zohaib Hassan Sain
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3501

Abstract

Background. Teachers play a crucial role as facilitators in creating meaningful learning experiences, particularly in thematic learning that integrates multiple subjects. However, previous studies on teacher facilitation tend to focus on general pedagogical practices and lack strong theoretical integration, especially within Islamic educational contexts. Purpose. This study aims to examine Grade 5 teachers’ understanding and implementation of their role as facilitators in thematic learning at an Islamic elementary school, as well as to explore its theoretical contribution to facilitation practices. Method. This research employed a qualitative case study approach conducted at Sabilul Huda Asy’ari Integrated Islamic Elementary School. Data were collected through classroom observations, in-depth interviews with teachers, students, parents, and the school principal, and documentation analysis. Data analysis involved coding, theme generation, and triangulation to ensure the credibility and validity of the findings. Results. The findings reveal that the teacher’s role as a facilitator is multidimensional, encompassing patience, respect, teacher–student relationships, humility, adaptive teaching strategies, structured lesson planning, motivational support, and collaborative learning facilitation. These dimensions operate as an integrated system that supports students’ cognitive, social, emotional, and moral development. The integration of Islamic values was also found to play a significant role in shaping meaningful learning interactions. Conclusion. This study proposes the Islamic Constructivist Facilitation Model, which conceptualizes teacher facilitation as a holistic process integrating constructivist learning, socio-cultural interaction, and value-based education. The findings highlight that effective facilitation extends beyond instructional practices to include relational, motivational, and moral dimensions, offering important implications for developing holistic teaching practices in elementary education.
Co-Authors Abas, Saehu Abdul Muid Affan Haekal Afina Wastyanti Amik Nadziroh Fatmah, Nirra Hilma Ildawati Husna Dzakia Aini Moh Adib Kamali Riska Latifatul Husna Yona Wahyuningsih, Yona Zohaib Hassan Sain