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All Journal Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Jurnal Pendidikan Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Ilmiah Profesi Pendidikan JURNAL PENDIDIKAN DASAR FLOBAMORATA Bestari: Jurnal Studi Pendidikan Islam ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Tadrusuun: Jurnal Pendidikan Dasar Abuya: Jurnal Pendidikan dasar Jurnal Pendidikan Islam Al Banin: Jurnal Ilmiah Pendidikan Dasar Al I'tibar Jurnal Pendidikan Islam Journal of Islamic Education and Pedagogy
Wibowo, Yusuf Rendi
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Religion Humanities Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Konsep Merdeka Belajar pada Sekolah Dasar dalam Perspektif Pendidikan Humanistik Wibowo, Yusuf Rendi; Salfadilah, Fatonah
Abuya: Jurnal Pendidikan Dasar Vol. 3 No. 1 (2025): Abuya: Jurnal Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/abuyaVol3iss1Y2025635

Abstract

Penerapan Merdeka Belajar di sekolah dasar sering kali dihadapkan pada masalah kurangnya pemahaman tentang bagaimana mengintegrasikan fleksibilitas pembelajaran dengan pendekatan pendidikan yang lebih humanistik, yang menekankan pengembangan potensi siswa secara holistik. Penelitian ini mengeksplorasi konsep Merdeka Belajar dalam perspektif pendidikan humanistik di sekolah dasar. Tujuan dari penelitian ini adalah untuk memahami bagaimana fleksibilitas yang ditawarkan oleh Merdeka Belajar dapat diintegrasikan dengan pendekatan pendidikan humanistik yang berfokus pada pengembangan potensi individu secara menyeluruh. Metode penelitian yang digunakan adalah kualitatif berbasis studi pustaka, dengan analisis terhadap literatur yang relevan. Hasil penelitian menunjukkan bahwa Merdeka Belajar memberikan fleksibilitas kepada guru dan siswa melalui penyesuaian kurikulum, kebebasan belajar, dan penilaian berbasis proses, yang sejalan dengan prinsip pendidikan humanistik dalam mendukung perkembangan kognitif, afektif, dan sosial siswa. Namun, tantangan yang dihadapi adalah keterbatasan kompetensi guru dan kurangnya infrastruktur yang memadai untuk menerapkan pendekatan humanistik secara efektif. Implikasi dari penelitian ini adalah perlunya pelatihan intensif bagi guru, revisi kebijakan yang menekankan pendekatan humanistik, serta kolaborasi antara pemangku kepentingan untuk meningkatkan implementasi Merdeka Belajar. Penelitian ini berkontribusi pada pengembangan sistem pendidikan yang lebih inklusif, humanis, dan relevan dengan kebutuhan siswa di sekolah dasar.
Kajian Teoritis: Al-Qur’an Sebagai Landasan Pendidikan Karakter Pada Anak Usia Dini Wibowo, Yusuf Rendi; Salfadilah, Fatonah; Rahelli, Yeti; Sapruddin; Fitriyana; Ayunira, Lia Martha
JURNAL PENDIDIKAN ISLAM AL I’TIBAR Vol 12 No 1 (2025): Al I'tibar: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/43w1fy82

Abstract

Penelitian ini bertujuan untuk mengkaji peran Al-Qur’an sebagai landasan pendidikan karakter pada anak usia dini dalam rangka menghadapi tantangan pergeseran nilai moral akibat globalisasi dan perkembangan teknologi. Masalah utama yang diangkat adalah kurangnya integrasi nilai-nilai Al-Qur’an dalam pendidikan karakter di lingkungan keluarga maupun institusi formal. Penelitian ini menggunakan pendekatan kualitatif berbasis studi pustaka dengan metode tafsir maudhu'i dan hermeneutika untuk menganalisis ayat-ayat Al-Qur’an yang relevan. Hasil penelitian menunjukkan bahwa nilai-nilai Al-Qur’an seperti kejujuran, kasih sayang, keadilan, kesabaran, dan tanggung jawab sangat relevan untuk pembentukan karakter anak usia dini. Tahapan implementasi pendidikan karakter berbasis Al-Qur’an meliputi pengenalan, pembiasaan, pengalaman, internalisasi, dan penguatan. Penelitian ini merekomendasikan integrasi nilai-nilai Al-Qur’an dalam kurikulum pendidikan anak usia dini serta peran aktif orang tua dan pendidik dalam memberikan teladan nyata
Pembentukan Karakter Anak dalam Lingkungan Pendidikan Islam Perspektif Al-Qur’an dan Hadits Atin, Sri; Hidayat, Nur; Wibowo, Yusuf Rendi; Romadhon, Kharisma; Irfan
Jurnal Pendidikan Islam Vol. 15 No. 01 (2024)
Publisher : Universitas Muhammadiyah Prof Dr Hamka

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

Abstract

The basic principle of preparing a characterful and moral generation of the nation is to build the children's character based on Islamic education. It is instigated by various problematic issues about children's character that are happening and immediately need to be addressed. The purpose of this study is to reveal more about the development of children's character in the perspective of Islamic education. The research method uses the Systematic Literaure Review (SLR) type. The results of the study found that children's character problems include violence, crime, immorality, bullying and brawls. This is caused by various factors including; shallow understanding of religious knowledge, lack of supervision and guidance from family, school and community. In the perspective of Islamic education, character building includes honesty, religion, courtesy, respect, respect, compassion, care for others, and sincere friendship. Character building is the responsibility of parents, schools and communities. The three of them synergize, cooperate and communicate well in order to achieve the personality of students who have morality, ethics and civilization in line with Islamic teachings.
Metode Show and Tell dalam Membangun Kepercayaan Diri Siswa Sekolah Dasar pada Pembelajaran Seni Budaya Wibowo, Yusuf Rendi; Salfadilah, Fatonah
TADRUSUUN: JURNAL PENDIDIKAN DASAR Vol. 5 No. 1 (2026): Maret 2026
Publisher : STIT Fatahillah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62274/tadrusuun.v5i1.325

Abstract

Developing self-confidence is a crucial aspect of affective growth for elementary school students, particularly in the context of arts education. Many students possess artistic talent but experience hesitation or anxiety when presenting their work publicly, limiting the full expression of their creativity. This study aims to describe the implementation of the Show and Tell method in fostering self-confidence among fourth-grade students during cultural arts lessons. A qualitative descriptive approach was employed, involving one teacher and students at SDN 1 Way Mili during the first semester of the 2024/2025 academic year. Data were collected through observation of students’ gestures and expressions during presentations, documentation of artworks and classroom activities, and interviews with both the teacher and students. The findings indicate that the Show and Tell method effectively enhances students’ courage to present, their pride in their own creations, and their ability to articulate the meaning behind their works. Teacher support, including verbal encouragement, emotional guidance, and structured practice, played a significant role in reducing anxiety and promoting active participation. The study concludes that integrating Show and Tell into cultural arts lessons provides students with opportunities to express themselves creatively and verbally, thereby strengthening self-confidence, emotional expression, and social interaction. These results suggest that experiential and supportive approaches in arts education can contribute to the holistic development of students’ affective and interpersonal skills.
Implementation and Challenges of Character Education in the Digital Era: A Case Study at Muhammadiyah Pakem Elementary School Hidayat, Nur; Wibowo, Yusuf Rendi; Salfadilah, Fatonah
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.29032

Abstract

This study aims to analyze the implementation and challenges of character education in the digital era in elementary schools. This study uses a qualitative approach with a case study design. Data were obtained through observation, in-depth interviews, documentation, and open-ended questionnaires as supporting data to strengthen qualitative interpretations. Then, they were analyzed using the interactive model of Miles, Huberman, and Saldana. The results show that while character values have been integrated into intracurricular, co-curricular, and daily habits, their effectiveness is still hampered by students' dependence on gadgets, teachers' limited digital literacy (around 61%), and low parental involvement in monitoring technology use (around 25% consistently apply parental controls). The impact of these conditions is reflected in students' weak digital discipline and responsibility. However, adaptive strategies such as the use of value-laden digital media, educational games, and digital ethics reflection activities have shown positive behavioral changes, which, according to field findings, are marked by a significant decrease in incidents of character violations. The implication is that strengthening the digital literacy-based curriculum and developing a more systematic parent-school collaboration model is needed.
Co-Authors Amanabella, Maulina Atin, Sri Ayunira, Lia Martha Eri Setiawan FITRIYANA Malahati, Fildza MMSI Irfan ,S. Kom Nashrulloh, Muhammad Iqbal Nur Hidayat Rahelli, Yeti Ramandhika, Ravi Dwi Rizky, Vega Bintang Romadhon, Kharisma Salfadilah, Fatonah Sapruddin Shaleh, Shaleh Supriadi, Muhamad Uswatun Hasanah