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All Journal Edunity: Kajian Ilmu Sosial dan Pendidikan TADIB: Jurnal Pendidikan Agama Islam Masile:Jurnal Studi Ilmu Keislaman
Ahmad Rifai
Institut Pesantren Babakan Cirebon
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Comparison of Curriculum and Learning Methods in Indonesia and Singapore Nichlatul Maula; Ahmad Rifai; Putri Damayanti
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 10 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i10.466

Abstract

This article presents an in-depth comparison of the curriculum and learning methods in Indonesia and Singapore. This study aims to compare the curriculum and learning methods applied in Indonesia and Singapore. The research method used is qualitative research with verbal descriptions, in the process, the data obtained comes from various methods such as literature review, literature review, and information search through the internet. From this research, several data were obtained, namely the Independent Curriculum emphasizing flexibility, project-based learning, and the formation of student character through the Pancasila Student Profile. On the other hand, Singapore's curriculum is more structured and standardised, with a focus on 21st century skills, and strong utilization of educational technology. Differences are also seen in the learning method, the Independent Curriculum has begun to implement active learning models such as Project Work, Problem Based Learning, and Inquiry Training which emphasizes the formation of student character and competence. Meanwhile, Singapore has systematically implemented methods such as Project Based Learning, Teach Less Learn More, Technology-Enhanced Learning and Flipped Classroom. Significant differences can be seen in the level of system readiness and utilization of educational technology, where Singapore excels in the curriculum and the implementation of adaptive and sustainable learning methods. This research is expected to make an academic and practical contribution to the development of the national curriculum in Indonesia so that it is more adaptive, contextual, and able to improve the quality of student learning outcomes in a sustainable manner.
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.
Hakikat Guru dan Pendidikan Islam Putri Utami Istiqomah; ahmad rifai
TA'DIB: Jurnal Pendidikan Agama Islam Vol 3 No 1 (2025): TADIB: Jurnal Pendidikan Agama Islam
Publisher : STAI Al-Mas'udiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69768/jt.v3i1.65

Abstract

Teachers in Islamic education play a fundamental role, not only as transmitters of knowledge (mu’allim), but also as moral and spiritual guides for students (murabbi and mursyid). The background of this research highlights the crucial role of teachers in Islamic education amidst modern challenges such as globalization, technological advancements, and the changing character of students influenced by social media. The aim of this study is to explore the essence of a teacher’s role in Islamic education and how they can integrate Islamic values into the education process amidst these challenges. The research utilizes a library research methodology by analyzing various literature on the concept of teachers in Islamic education and the challenges they face in the modern era. The findings indicate that teachers in Islamic education must be able to harmonize religious values with contemporary educational methods to effectively shape a generation that is morally upright, intellectually capable, and spiritually grounded. Keywords: Teacher, Islamic Education, Mu’allim, Murabbi, Globalization, Educational Challenges
IMPLEMENTASI METODE ANAK HEBAT (AHE) TERHADAP KEMAMPUAN MEMBACA ANAK USIA 5-6 TAHUN DI LEMBAGA LES BACA UNIT 3625 CUPANG GEMPOL CIREBON ahmad rifai; Arifah Tul Maula; vina Uctuvia
MASILE Vol 6 No 2 (2025): Masile Jurnal studi keislaman
Publisher : Insitut Pesantren Babakan cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.1213/Masile

Abstract

This study discusses the implementation of the Anak Hebat (AHE) method on the reading ability of children aged 5–6 years at the Reading Course Unit 3625 Cupang, Gempol, Cirebon. Some early childhood learners still experience difficulties in recognizing letters and understanding words in reading activities. The objectives of this study are to describe the implementation of the Anak Hebat (AHE) method in improving the reading skills of children aged 5–6 years, to describe the children's responses to its application, and to identify the supporting and inhibiting factors in its implementation.
Co-Authors Arifah Tul Maula Deden Purbaya Malik Sofy Mukhlisin Mukhlisin Nichlatul Maula Putri Damayanti Putri Utami Istiqomah vina Uctuvia