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All Journal Cognitive Khidmatuna: Jurnal Pengabdian Masyarakat At Tadbir: Journal of Islamic Education Management
Lutfiyan Nurdianah
Institut Al Fithrah surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Penguatan Kompetensi Guru Sekolah Dasar dalam Mengembangkan Program Pendidikan Karakter Kemandirian Belajar Berbasis Project-Based Learning Ishmatun Naila; Muhamad Amirul Haq; Muhammad Ridlwan; Wahju Kusumajanti; Lutfiyan Nurdianah
Khidmatuna: Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat STAI Al Fithrah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36781/khidmatuna.v5i1.1358

Abstract

Sanggar Belajar Muhammadiyah Kepong, Malaysia belum memiliki program pendidikan karakter yang terdokumentasi secara sistematis serta panduan implementasi yang dapat digunakan secara konsisten oleh guru. Kondisi tersebut berdampak pada belum optimalnya pengembangan karakter kemandirian belajar siswa. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru dalam mengembangkan program pendidikan karakter kemandirian belajar berbasis Project-Based Learning (PjBL). Kegiatan dilaksanakan melalui tiga tahap, yaitu persiapan, implementasi, serta monitoring dan evaluasi. Sebanyak 11 guru mengikuti lokakarya dan pendampingan penyusunan program pendidikan karakter berbasis PjBL. Evaluasi dilakukan menggunakan angket respons peserta dan rubrik penilaian program yang mencakup aspek analisis kebutuhan, perumusan tujuan, integrasi karakter kemandirian belajar, desain proyek, dan kelayakan implementasi. Hasil kegiatan menunjukkan bahwa peserta mampu menyusun program pendidikan karakter kemandirian belajar berbasis PjBL yang sesuai dengan kebutuhan sekolah. Selain itu, peserta menunjukkan peningkatan pemahaman mengenai integrasi pendidikan karakter dalam pembelajaran serta kesiapan yang lebih baik untuk mengimplementasikan program secara berkelanjutan. Luaran utama kegiatan ini adalah tersusunnya program pendidikan karakter kemandirian belajar berbasis PjBL yang dapat dijadikan acuan dalam penguatan pendidikan karakter di Sanggar Belajar Muhammadiyah Kepong.
Students' Pedagogical Competence in the Implementation of Differentiated Learning Fiki Dzakiyyatul Aula; Lutfiyan Nurdianah
At Tadbir: Islamic Education Management Journal Vol. 4 No. 1 (2026): Adaptive Islamic Education Management
Publisher : At Tadbir: Journal of Islamic Education Management is published by the Islamic Education Management Study Programme, IAI al Urwatul Wutsqo, Jombang, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/attadbir.v4i1.3745

Abstract

The diversity of pupils’ characteristics in madrasah ibtidaiyah requires trainee teachers to possess pedagogical competences capable of accommodating differences in pupils’ readiness to learn, interests and learning profiles. One approach relevant to these needs is differentiated learning. This study aims to analyse the pedagogical competencies of students on the Primary Madrasah Teacher Education (PGMI) programme in implementing differentiated learning. The study employed a mixed-methods approach with an explanatory sequential design, involving 23 PGMI students at STIT Muhammadiyah Bojonegoro. Data were collected through questionnaires, observations of teaching practice, interviews and analysis of learning documents. The results of the study indicate that the students’ pedagogical competence falls within the ‘moderate’ category. In the questionnaire, content differentiation received the highest score of 3.43, followed by process differentiation at 3.35, whilst product differentiation was the lowest aspect with a score of 2.42. The observation results showed a similar pattern, with content differentiation at 83.91 %, process differentiation at 82.17 %, and product differentiation at 60.00 %. The findings indicate that students are relatively better prepared to apply differentiation in content and process, but still require further development in mapping learning needs, diagnostic assessment, product differentiation and reflection. This study provides an empirical contribution in the form of a mapping of PGMI students’ pedagogical competences in the implementation of differentiated learning, whilst also highlighting aspects of competence that are relatively well-developed and those that still require strengthening. These findings form the basis for strengthening practical experience, diagnostic assessment, lesson planning, microteaching and reflection in the education of prospective PGMI teachers.
MEMBANGUN BUDAYA SEKOLAH (SCHOOL CULTURE) BERBASIS EKOSISTEM KURIKULUM TERINTEGRASI DI SD KHADIJAH SURABAYA Lutfiyan Nurdianah; Ziyadatul Khoiriyah; Muchammad Tazdad Zuhdan
Cognitive: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2026): Februari: In Progress
Publisher : CV. Jendela Gagasan

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Abstract

This study aims to analyze the implementation of curriculum development at SD Khadijah Surabaya through the integration of the Merdeka Curriculum, Cambridge Curriculum, and Qur'anic Curriculum. The study employed a descriptive qualitative approach involving the principal, vice principal for curriculum affairs, teachers, and students as research participants. Data were collected through interviews, observations, documentation, and literature review, and were analyzed using the Miles and Huberman model, including data collection, data reduction, data display, and conclusion drawing. The findings revealed that curriculum implementation was carried out through three main stages: planning, implementation, and evaluation. In the planning stage, teachers developed learning plans by adapting Cambridge standards to the national curriculum and students’ needs. In the implementation stage, learning activities applied active learning approaches, various instructional media, and Cambridge textbooks that promoted critical thinking, problem-solving skills, and English proficiency. Evaluation was conducted through both national and international assessments, including Mid-Semester Assessment (PTS), Final Semester Assessment (PAS), Cambridge Progression Test (CPT), and Checkpoint. Furthermore, curriculum development was strengthened through tahfidz and full-day school programs aimed at fostering students’ religious character. The findings indicate that the integration of national, international, and religious curricula effectively supports the development of students who are academically excellent, globally competitive, and possess strong Islamic values.
Co-Authors Fiki Dzakiyyatul Aula Muchammad Tazdad Zuhdan Muhamad Amirul Haq Muhammad Ridlwan Naila, Ishmatun Wahju Kusumajanti Ziyadatul Khoiriyah