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Sutrisno Sutrisno
Institut Agama Islam Daar Al Uluum Asahan
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PERAN TEKNOLOGI PENDIDIKAN DALAM MENDUKUNG EFEKTIVITAS PELAKSANAAN KURIKULUM MERDEKA BELAJAR DI PERGURUAN TINGGI Fitriah Handayani; Dadang Muhammad Hasyim; Wiwid Suryono; Sutrisno Sutrisno; Sutrisno Sutrisno; Rian Novita
Jurnal Review Pendidikan dan Pengajaran (JRPP) Vol. 6 No. 4 (2023): Volume 6 No 4 Tahun 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v6i4.20755

Abstract

Perguruan tinggi di seluruh dunia menghadapi perubahan paradigma pendidikan yang signifikan dengan munculnya konsep Kurikulum Merdeka Belajar. Kurikulum ini memberikan kebebasan kepada mahasiswa untuk mengelola proses belajar mereka sendiri, yang memerlukan pendekatan yang inovatif dan teknologi yang canggih. Penelitian ini bertujuan untuk mengkaji peran teknologi pendidikan dalam mendukung efektivitas pelaksanaan Kurikulum Merdeka Belajar di perguruan tinggi. Penelitian ini menggunakan pendekatan kualitatif dengan wawancara mendalam dan analisis dokumen sebagai metode pengumpulan data. Hasil penelitian menunjukkan bahwa teknologi pendidikan memiliki peran kunci dalam mendukung efektivitas pelaksanaan Kurikulum Merdeka Belajar. Teknologi pendidikan memungkinkan mahasiswa untuk mengakses materi pembelajaran secara fleksibel, berkolaborasi dengan sesama mahasiswa, dan berkomunikasi dengan dosen secara efisien. Selain itu, teknologi juga mendukung penilaian dan pemantauan kemajuan belajar mahasiswa. Meskipun teknologi pendidikan memberikan banyak manfaat, tantangan dalam penerapannya juga teridentifikasi, termasuk aksesibilitas, pelatihan dosen, dan manajemen infrastruktur. Oleh karena itu, diperlukan dukungan yang kuat dari lembaga perguruan tinggi dan pengembangan kompetensi dosen dalam mengintegrasikan teknologi dalam pembelajaran. Hasil penelitian ini memiliki implikasi penting bagi perguruan tinggi yang ingin berhasil mengadopsi Kurikulum Merdeka Belajar. Integrasi teknologi pendidikan yang baik dapat meningkatkan kualitas pembelajaran, memberikan pengalaman belajar yang lebih bermakna, dan membantu mahasiswa dalam mencapai kompetensi yang diharapkan dalam kurikulum ini.
Fostering Academic Achievement and Social Integration through Multicultural Education: A Qualitative Study in Indonesian Vocational Schools Saiful Ahyar; Sutrisno Sutrisno; Suhardi Suhardi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7649

Abstract

Multicultural education has the potential to foster social harmony while supporting academic achievement in diverse school settings. Despite its relevance, little is known about its implementation and impact in Indonesian vocational high schools (SMK), where students come from varied cultural, religious, and socio-economic backgrounds. This qualitative study employed a case study design to examine how multicultural education is practiced in one state vocational school. Data were collected through semi-structured interviews with five informants (teachers, a student, and a vice principal), participant observation, and document analysis. A thematic analysis was applied, and it was supported by methodological and source triangulation to ensure validity. Findings reveal that multicultural education is enacted through curriculum content integration, culture-based extracurricular activities, and inclusive school policies. These strategies cultivate a classroom climate that values diversity, enhances student confidence, and motivates active learning. Moreover, structured cross-cultural interactions reduce prejudice and strengthen social relationships among students. Teachers observed higher participation, particularly from students of minority backgrounds, while administrators reported reduced intergroup conflicts and stronger collaboration across cultural lines. The study concludes that multicultural education plays a dual role in academic and social development. When implemented contextually in vocational schools, it can promote student engagement and foster social cohesion. However, given the study’s limited scope and reliance on qualitative perceptions, broader research with mixed-method approaches is recommended to better capture the impact on measurable academic outcomes.
Integrating Moral Education in Islamic Boarding Schools Through the Washoya Book: A Qualitative Study Sutrisno Sutrisno; Saiful Ahyar; Suhardi Suhardi; Aswan Aswan; Ibnu Alwi Jarkasih
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7645

Abstract

Moral education holds a central role in shaping students' character, particularly within Islamic boarding schools (pesantren). This study explores the integration of moral values through the Washoya Book, a classical Islamic text aimed at guiding students toward ethical behavior in accordance with Islamic teachings. Employing a qualitative descriptive approach, data were collected through classroom observations, in-depth interviews with teachers and students, and document analysis. The study was conducted at a traditional Islamic boarding school in Indonesia. The moral education design was structured around ten selected chapters of the Washoya Book, delivered using traditional Islamic teaching methods—bandongan (lecture-based reading), sorogan (individual reading and explanation), and discussion. The implementation involved structured learning sessions divided into preliminary, core, and closing activities. The findings indicate significant improvements in students’ moral conduct across three domains: (1) moral behavior toward Allah SWT, (2) interpersonal ethics involving teachers and peers, and (3) environmental awareness and responsibility. Learning based on the Washoya Book contributes to the development of students’ moral character, enhancing their devotion, discipline, and respect for others and the environment. The study highlights the relevance of classical Islamic texts in contemporary moral education and suggests the importance of methodical integration within pesantren curricula.
Epistemology of Islamic Education in the Qur'an: Themes, Methods, and Pedagogical Implications Suhardi Suhardi; Sutrisno Sutrisno; Saiful Ahyar
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.7651

Abstract

Education in Islam is fundamentally rooted in the Qur’an, which provides comprehensive guidance on knowledge, learning, and human development. However, studies on Islamic educational epistemology often remain fragmented and lack systematic thematic synthesis. This study employs a qualitative literature-based approach using thematic content analysis of selected Qur’anic verses related to education. Primary data were derived from the Qur’an, while secondary sources included classical and contemporary tafsir and scholarly works on Islamic education. Verses were purposively selected based on their relevance to key educational themes and analyzed through coding, categorization, and interpretative synthesis. Source triangulation was applied to enhance analytical rigor. The findings reveal that the Qur’an constructs a holistic epistemological framework of education encompassing (1) the obligation of seeking and transmitting knowledge, (2) educational goals oriented toward spiritual, moral, and social development, (3) diverse pedagogical methods such as wisdom, dialogue, and ethical instruction, and (4) integrated concepts of educators and learners grounded in responsibility, character, and intellectual engagement. Additionally, educational content is centered on monotheism, morality, and social responsibility, while evaluation emphasizes moral accountability. These findings indicate that Islamic educational epistemology integrates revelation, reason, and experience into a unified system that promotes holistic human development. The study contributes to bridging classical Qur’anic insights with contemporary educational discourse, although its reliance on textual analysis limits empirical applicability. Future research should explore the operationalization of these principles in modern educational contexts.
Co-Authors Aswan Aswan Dadang Muhammad Hasyim Fitriah Handayani Ibnu Alwi Jarkasih Rian Novita Saiful Ahyar Suhardi Suhardi Sutrisno Sutrisno Wiwid Suryono