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All Journal Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura DINAMIKA: Jurnal Kajian Pendidikan dan Keislaman Jurnal al-Murabbi Proceedings of Annual Conference for Muslim Scholars Al-Mudarris : Jurnal Ilmiah Pendidikan Islam IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam PREMIERE : Journal of Islamic Elementary Education Munaddhomah: Jurnal Manajemen Pendidikan Islam Jurnal Pengabdian Masyarakat
Minhah Makhzuniyah
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Integrasi Nilai Islam dan Kearifan Lokal dalam Membentuk Sikap Inklusif Guru Roudlatul Atfal Tihnike, Dona; Makhzuniyah, Minhah; Rahmawati, Indriana
Proceedings of Annual Conference for Muslim Scholars Vol 9 No 1 (2025): AnCoMS, Oktober 2025
Publisher : Koordinatorat Perguruan Tinggi Keagamaan Islam Swasta Wilayah IV Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/ancoms.v9i1.719

Abstract

This study to testing the Inclusive Islamic Education Model Based on Lokal Wisdom by analyzing the relationship between Islamic values, local wisdom, and teachers’ inclusive attitudes at Raudlatul Athfal (RA) in Pasuruan Regency. Using a quantitative correlational design, data from 90 teachers were collected through validated scales. The results of the Pearson correlation test showed a strong positive relationship between local wisdom and inclusive attitudes (r = 0.682, p < 0.01), while Islamic values also correlated significantly with inclusive attitudes (r = 0.615, p < 0.01). Multiple regression analysis indicated that local wisdom significantly affected inclusive attitudes (β = 0.523, t = 6.321, p < 0.001), while Islamic pedagogical competence contributed moderately (β = 0.314, t = 2.987, p < 0.01). These findings highlight that inclusive attitudes are shaped not only by pedagogical skills but also by the internalization of Islamic and cultural values. The model’s integrates spiritual, cultural, and professional dimensions to promote inclusive, empathetic, and contextually grounded Islamic education.
Landasan Filosofis Pengembangan Kurikulum Pendidikan Agama Islam Berbasis International Baccalaureate Makhzuniyah, Minhah; Anam Siddeh, Khoirul; Ushansyah
AL MURABBI Vol 11 No 1 (2025): Jurnal Al-Murabbi
Publisher : Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/wdg9ck72

Abstract

This research examines the philosophical foundations underlying the development of an Islamic Education Curriculum based on the International Baccalaureate (IB) framework. The study is motivated by the need to harmonize global educational standards with Islamic epistemological and axiological principles in order to produce learners who are both intellectually competent and spiritually grounded. The objectives of this research are twofold: (1) to analyze the philosophical foundations that inform the development of the IB-based Islamic Education Curriculum, and (2) to identify the typological model that characterizes its development. This research employs a qualitative approach through a comprehensive literature review, involving critical analysis of philosophical theories of education as well as contemporary models of Islamic Education Curriculum development. Various sources, including academic journals, books, and policy documents, are examined to construct a coherent philosophical framework. The findings reveal that the philosophical foundation of the IB-based Islamic Education Curriculum is predominantly rooted in essentialism, emphasizing the transmission of core knowledge, values, and moral principles derived from Islamic teachings. At the same time, the curriculum reflects a dynamic engagement with modern educational paradigms. Furthermore, the typology of its development can be categorized as a synthesis of modernist and perennial essentialist approaches. This synthesis is conceptualized as a “Perennial-Essential Contextual Falsification” model, which integrates enduring Islamic values with contextual adaptability and critical inquiry. Such a model enables the curriculum to remain relevant in a global context while maintaining its theological and philosophical integrity.
Co-Authors Achmad Yusuf Anam Siddeh, Khoirul Binti Zawawi, Aminah Nur Kauthar Dona Tihnike Faqih, Moch. Abdulloh Farida, Khusna Fatimah, Misyka Nuri Hamzah, Akhmad Fauzi Ida Faridatul Hasanah Indriana Rahmawati Luthfah, Alfayta Siti Romlah Ushansyah Uswatun Hasanah