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All Journal eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Journal of Blended and Technical Education
Nur Ali Subhan
Universitas Nahdlatul Ulama Purwokerto
Religion Education

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Relevansi Konsep Pendidikan Akhlak Umar bin Akhmad Baraja dengan Pendidikan Karakter Multidimensi Kurikulum Merdeka Belajar Nur Ali Subhan
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 17 No. 2 (2023): December
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article aims to evaluate the relevance of Umar bin Akhmad Baraja's concept of moral education in the book of al-Akhlaq lil Banin with Merdeka Belajar's multidimensional character education approach. This research uses a library research method with a qualitative descriptive approach. Data collection is carried out through the documentation method with content analysis techniques to systematically analyse message content and reveal the symbolic meaning implied in primary sources. The results showed that there is a strong relevance between the concept of Umar bin Akhmad Baraja's moral education in the book al-Akhlaq lil Banin and Merdeka Belajar's multidimensional character education. This book reviews various aspects of morals, including personal morals, morals towards God, morals towards the Prophet, and morals towards others. The main focus of tarbiyatul aulad fil Islam is the morals of birrul walidain and 'uququl walidain. The implementation of morals between children and parents in Islamic religious education includes attention to four aspects: educators, materials, methods, and approaches. The relevance of Umar bin Akhmad Baraja's moral education to multidimensional character education shows that moral education can be carried out at every level of education and is relevant for formal, informal and non-formal education. Abstrak: Artikel ini bertujuan untuk mengevaluasi relevansi konsep pendidikan akhlak Umar bin Akhmad Baraja dalam kitab al-Akhlaq lil Banin dengan pendekatan pendidikan karakter multidimensi Merdeka Belajar. Penelitian ini menggunakan metode penelitian pustaka dengan pendekatan deskriptif kualitatif. Pengumpulan data dilakukan melalui metode dokumentasi dengan teknik analisis isi untuk menganalisis isi pesan secara sistematis dan mengungkap makna simbolik yang tersirat dalam sumber primer. Hasil penelitian menunjukkan bahwa terdapat relevansi yang kuat antara konsep pendidikan akhlak Umar bin Akhmad Baraja dalam kitab al-Akhlaq lil Banin dengan pendidikan karakter multidimensi Merdeka Belajar. Kitab ini mengulas berbagai aspek akhlak, termasuk akhlak pribadi, akhlak terhadap Tuhan, akhlak terhadap Nabi, dan akhlak terhadap sesama. Fokus utama tarbiyatul aulad fil Islam adalah akhlak birrul walidain dan ‘uququl walidain. Implementasi akhlak antara anak dan orang tua dalam pendidikan agama Islam mencakup perhatian pada empat aspek: pendidik, materi, metode, dan pendekatan. Relevansi pendidikan akhlak Umar bin Akhmad Baraja dengan pendidikan karakter multidimensi menunjukkan bahwa pendidikan akhlak dapat dilakukan di setiap tingkat pendidikan dan relevan untuk pendidikan formal, informal, dan non-formal.
Implementation Student Centered Approach in Thematic Learning in Elementary School Nur Ali Subhan
Journal of Blended and Technical Education Vol. 1 No. 2 (2025)
Publisher : Generate Digital Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70764/gdpu-jbte.2025.1(2)-09

Abstract

Objective: This study aims to explore the application of the Student-Centered Approach (SCA) in thematic learning at the primary school level, particularly within the framework of the Merdeka Curriculum in Indonesia, to address literacy challenges and promote holistic student development. Research Design & Methods: This research uses a descriptive qualitative method with a library approach to various literature, scientific journals, research articles, books, conference proceedings, and case studies of SCA-based thematic learning implementation in elementary schools in Indonesia. Findings: The results indicate that implementing SCA in thematic learning can enhance student engagement, critical thinking skills, learning motivation, and overall learning outcomes. Various SCA models, such as collaborative learning, design thinking, game-based learning, tactical approach, and flipped classroom, enrich students' learning experience with a more meaningful and contextual approach. Implications & Recommendations: The integration of SCA in thematic learning needs to be supported through teacher training, curriculum flexibility, and the development of learning support facilities. Policy makers and school leaders are expected to create an educational ecosystem that supports the adoption of innovative and student-centered pedagogical approaches. Contribution & Value Added: This article contributes to the discourse on education reform in Indonesia by highlighting the strategic role of SCA in improving literacy and supporting the objectives of the Merdeka Curriculum. It provides a conceptual framework for enhancing the quality of basic education through student-centered, thematic learning.
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