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All Journal JIP: Jurnal Ilmiah PGMI HEUTAGOGIA: Journal of Islamic Education
M. Ferry Irawan
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media

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Exploring Islamic Character Values in Nussa The Movie: Relevance and Implementation in Islamic Education M. Ferry Irawan; Nikentari Rizky; Alia Latifah
HEUTAGOGIA: Journal of Islamic Education Vol. 3 No. 2 (2023)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2023.32-05

Abstract

This research delves into depicting Islamic character values in 'Nussa The Movie,' examining its relevance and application in Islamic education. Employing a qualitative methodology with descriptive content analysis, the study scrutinizes the movie's narrative, dialogues, and visual elements. Seven key Islamic character values identified include good role modeling, wisdom, generosity, patience, honesty, justice, and sincerity. The findings suggest that 'Nussa The Movie' transcends mere entertainment, emerging as a potent tool for imparting Islamic character education to children. These values are intricately interwoven with the movie’s narrative, offering viewers examples of character traits aligned with Islamic teachings. Despite its educational potential, the study acknowledges limitations and encourages further research on long-term impacts and cultural variations in character education through animated media. This research emphasizes the importance of this film as a resource for educators and parents in instilling Islamic values, thus contributing to a broader discussion on the integration of entertainment and education in character development.
The Implementation of Deep Learning as an Effort to Realize Transformative Education in Elementary School Noptario; Alia Latifah; M. Ferry Irawan; Abd Razak Zakaria
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.30386

Abstract

Twenty-first century education demands learning approaches that cultivate students’ critical, reflective, and adaptive thinking skills to respond to rapid changes in society. Although deep learning has been widely promoted as a strategy to support transformative education, many elementary schools in Indonesia still rely on conventional, teacher-centered methods, leading to limited student engagement, shallow understanding, and minimal opportunities for reflection and inquiry. This gap between the expected transformative learning practices and the realities of classroom implementation provides an opportunity to investigate how deep learning can be applied effectively at the primary level. This study aimed to explore the implementation of a deep learning system in elementary education and examine its contribution to realizing transformative learning. The research employed a qualitative descriptive design with data collected through interviews, observations, and documentation at SD Negeri 46 Pagaralam, South Sumatra Province. The participants consisted of teachers and students directly involved in deep learning practices. The findings show that deep learning was implemented through five strategies. These strategies foster active engagement, higher-order thinking, and the development of human values such as empathy, ethics, and social responsibility. The study concludes that deep learning not only enhances the quality of the learning process but also contributes significantly to students’ cognitive and character transformation. The implications highlight the importance of teacher training, flexible curriculum, and technological support to sustain deep learning implementation in elementary schools.
Co-Authors Abd Razak Zakaria Alia Latifah Nikentari Rizky Noptario