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All Journal Al Ishlah Jurnal Pendidikan eL.Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar Elementa: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Ilmiah Pendidikan Citra Bakti Journal of Mathematics Science and Computer Education Literasi: Jurnal Pendidikan Guru Indonesia Journal of Education and Teacher Training Innovation (JETTI) Currency Jurnal Penelitian, Pengabdian dan Pemberdayaan Masyarakat El Midad: Jurnal Jurusan PGMI MUBTADI: Jurnal Pendidikan Ibtidaiyah
Ikhsan Maulana
Universitas Muhammadiyah Bima
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Implementation of the Problem Based Learning (PBL) Model to Improve Critical Thinking Skills of Grade V Students in the PKN Subject at SDN 62 Kota Bima Muammar Muammar; Yayuk Kusumawati; Ikhsan Maulana
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v5i2.3270

Abstract

This study aims to analyze the implementation of the Problem-Based Learning (PBL) model in improving critical thinking skills of fifth-grade students in Civics Education (PKN) at SDN 62, Bima City. The background of this study is based on the results of initial observations that indicate that the learning process in fifth grade is still dominated by simple lecture and question-and-answer methods, so that students tend to be passive and less involved in the process of in-depth thinking. This study uses a qualitative approach with descriptive methods. Data collection was carried out through observation, in-depth interviews, and documentation. Research informants included the principal, class teachers, and students. Data analysis was carried out interactively through the process of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the PBL model in Civics learning is able to encourage students to actively identify problems, analyze information, and formulate solutions systematically. Through contextual problem-based learning, students are trained to think analytically, argumentatively, and systematically. Thus, the PBL model can be an effective strategy in improving the critical thinking skills of elementary school students.
Mapping the Islamic Religious Education Curriculum to Foster Students' Inclusive Attitudes at SMP Negeri 2 Kota Bima Agus Setiawan; Muhammad Munadi; Ikhsan Maulana; Hermansyah Hermansyah
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/b00mn340

Abstract

The social, cultural, and religious diversity that characterizes educational environments requires schools to foster students' inclusive attitudes through well-planned and sustainable learning processes. Islamic Religious Education (IRE) plays a strategic role in cultivating the values of tolerance, respect for diversity, and religious moderation, which are essential for living harmoniously in a pluralistic society. This study aims to map the Islamic Religious Education curriculum in fostering students' inclusive attitudes at SMP Negeri 2 Kota Bima. The study employed a qualitative approach using a case study design. The research was conducted at SMP Negeri 2 Kota Bima. The participants consisted of the principal, the vice principal for curriculum affairs, Islamic Religious Education teachers, and selected students, who were recruited through purposive sampling. The data comprised primary data collected through classroom observations and in-depth interviews, as well as secondary data obtained from curriculum documents, instructional materials, and other supporting documents. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The findings reveal that the Islamic Religious Education curriculum has systematically integrated the values of tolerance, religious moderation, patriotism, and respect for diversity into various components of the teaching and learning process. Its implementation is further reinforced by an inclusive school culture that provides equal opportunities for all students to participate in educational and religious activities. The curriculum mapping contributes significantly to strengthening students' inclusive attitudes by promoting social awareness, respect for differences, and the ability to coexist harmoniously within a diverse community. This study concludes that the Islamic Religious Education curriculum plays a pivotal role in developing an inclusive school culture while reinforcing the principles of religious moderation within the educational environment.
MODEL KEPEMIMPINAN INSTRUKSIONAL KEPALA SEKOLAH BERWAWASAN MULTIKUTURAL DALAM MENCIPTAKAN IKLIM SEKOLAH YANG BERKARAKTER INKLUSIF DI MADRASAH IBTIDAIYAH KOTA BIMA Ikhsan Maulana; Nur Indah Istiqomah; Fredy Yunanto; Sabar Narimo; Muh. Musiyam
MUBTADI: Jurnal Pendidikan Ibtidaiyah Vol. 7 No. 2 (2026)
Publisher : UIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/mubtadi.v7i2.23716

Abstract

Penelitian ini dilatar belakangi oleh pentingnya peran kepala sekolah sebagai pemimpin instruksional yang mampu mengelola keragaman di lingkungan sekolah dasar guna menciptakan iklim sekolah yang berkarakter inklusif. kepemimpinan kepala sekolah tidak hanya berfokus pada aspek akademik, tetapi juga pada penguatan nilai-nilai toleransi, empati, dan penghargaan terhadap perbedaan. Tujuan penelitian ini adalah untuk menggali dan mendeskripsikan model kepemimpinan instruksional kepala sekolah yang berwawasan multikultural dalam membangun iklim sekolah yang inklusif dan berkarakter. Penelitian ini menggunakan pendekatan kualitatif model fenomelogi dengan tujuan memahami secara mendalam praktik kepemimpinan instruksional kepala sekolah yang berwawasan multikultural. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan secara interaktif. Hasil penelitian menunjukkan bahwa kepala sekolah yang menerapkan kepemimpinan instruksional berwawasan multikultural menunjukkan kemampuan dalam membangun komunikasi terbuka, menerapkan kebijakan pembelajaran yang menghargai perbedaan budaya, serta mendorong kolaborasi antara guru, siswa, dan orang tua dalam menciptakan lingkungan belajar yang inklusif. Kesimpulannya, model kepemimpinan instruksional berwawasan multikultural efektif dalam membentuk iklim sekolah dasar yang berkarakter inklusif, karena mampu menumbuhkan sikap saling menghargai, keterbukaan, dan solidaritas di antara seluruh warga sekolah sebagai fondasi penting bagi pendidikan karakter di era global.
Co-Authors Abdul Haris Achmad Fathoni Agus Setiawan Agus Setiawan Alifia Rosyida Amma Ainun Anam Sutopo Anatri Desstya Andri Wicaksono Elansari Fredy Yunanto Hermansyah Hermansyah Husnul Khatimah Ihwan Ihwan Kaharuddin Kaharuddin Kasmar M. Rasyad Al Fajar Minsih Moh. Safrudin Muammar Muammar Muh. Musiyam Muhammad Munadi Nasaruddin Nasaruddin Nur Indah Istiqomah Nuraini Alkhasanah Prapti Octavia Ningsih Prayoga Dirgantara Rasti Uliah Ruslan Ruslan Sabar Narimo Siti Nurjanah Slamet Widodo Sri Jamilah Sutama Syahru Ramadhan Umar Umar Yayuk Kusumawati Yulia Maftuhah Hidayati Yusrika Firda Isnaini