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All Journal TADIB: Jurnal Pendidikan Agama Islam Indonesian Journal of Islamic Education and Learning Jurnal Wawasan Nusantara
Deden Purbaya
Institut Pesantren Babakan Cirebon
Religion Education Other

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The Implementation of a Planting Project Method To Foster Independence In Children Aged 5–6 Years Ozah Fauzah; Mukhlisin; Deden Purbaya
Indonesian Journal of Islamic Education and Learning Vol. 1 No. 1 (2025): Volume 1 Number 1, August 2025
Publisher : CV. Intake Pustaka

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Abstract

This study was motivated by the observation that some children aged 5–6 years at RA An-Najah exhibited a reliance on teachers or peers to complete various tasks, including planting activities. The aim of this research is to describe the implementation of a project-based learning method through plant cultivation to foster children's independence, analyze the outcomes of this method on the development of independence, and identify the supporting and inhibiting factors in its application at RA An-Najah Kempek Gempol Cirebon. This study employed a qualitative approach with a case study design to explore the phenomenon holistically and in depth. Data collection techniques included participatory observation, in-depth interviews with the principal, teachers, parents, and children, as well as documentation of the project activities. The research subjects were 15 children in the B2 group, along with teachers, the principal, and parents as supporting informants. The results show that the project-based learning method was carried out in three stages: planning (preparation of planting media), implementation (planting, care, and observation), and evaluation (reflection on activities with the children). Most children showed development in the categories of Developing as Expected (BSH) and Very Good Development (BSB), with indicators including task completion, initiative, responsibility, confidence, and independent behavior. Supporting factors included teacher support, availability of materials, and parental involvement. Inhibiting factors involved children’s inconsistency, limited time, and dependency on teachers. These challenges can be addressed through patient and continuous guidance.
The Relationship between Social Media Literacy Skills and Academic Achievement of Generation Z University Students Deden Purbaya
Jurnal Wawasan Nusantara, Scope Pendidikan Vol. 2 No. 1 (2025): Jurnal Wawasan Nusantara
Publisher : Sekolah Tinggi Agama Islam Kuningan

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This study examines the relationship between social media literacy skills and academic achievement in Generation Z students using a quantitative correlational approach. The study's background is driven by significant shifts in communication patterns and information access influenced by the dominance of social media platforms, making the ability to sort, assess, and utilize digital information crucial for the learning process. The study sample involved 320 students from various faculties at a state university in Indonesia selected through stratified random sampling. Data collection was conducted through a structured questionnaire that measured dimensions of social media literacy skills including source evaluation skills, information credibility assessment, educational content production skills, and privacy management as well as GPA as an indicator of academic achievement. Construct validity was tested using confirmatory factor analysis and reliability was estimated using Cronbach's alpha coefficient. Data analysis used Pearson correlation and multiple linear regression to examine the strength and direction of the relationship between variables. The results showed a moderate positive correlation between overall social media literacy skills and academic achievement (r = 0.41, p < 0.01). From a specific dimension, source evaluation skills and educational content production skills significantly contributed to GPA variation, while privacy management showed no significant relationship. These findings indicate that strengthening social media literacy focused on information evaluation and content production can support the academic achievement of Generation Z students. Practical implications include recommendations for integrating social media literacy modules into curricula and training programs for lecturers and students. Study limitations and suggestions for further research are also discussed.
Implementation of Social Educational Values in the Pillars of Islam at Pondok Pesantren Miftahussa’adah Sindangbarang Mukhlisin Mukhlisin; Malik Sofy; Deden Purbaya; Ahmad Rifai
TA'DIB: Jurnal Pendidikan Agama Islam Vol 2 No 2 (2024): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v2i2.45

Abstract

This study aims to identify the social education values within the Five Pillars of Islam, their implementation, and their outcomes in the lives of students at Pondok Pesantren Miftahussa’adah. The research indicates that social education values in the Five Pillars include fostering trust in others' potential, thoughts, and responsibilities, maintaining cleanliness, discipline, orderliness, consistent concern for others, refraining from causing harm, and preserving social ties with any community. The implementation of social education values at Pondok Pesantren Miftahussa’adah includes communal prayers, recitations of Ratib and Yasin, Sholawat, tahlil, and commemorating the founders of the school. The outcomes of implementing social education values from the Five Pillars in the lives of the students at Pesantren Miftahussa’adah are increased awareness and concern for others, mutual respect and trust, collaborative decision-making, and maintaining a clean environment.
Co-Authors Ahmad Rifai Malik Sofy Mukhlisin Mukhlisin Ozah Fauzah