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All Journal Jurnal Al-Qadau: Peradilan dan Hukum Keluarga Islam Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan qolamuna : Jurnal studi islam Pendas : Jurnah Ilmiah Pendidikan Dasar Imtiyaz : Jurnal Ilmu Keislaman Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam JOURNAL SCIENTIFIC OF MANDALIKA (JSM) El-Ahli : Jurnal Hukum Keluarga Islam Al-Ubudiyah: Jurnal Pendidikan dan Studi Islam Edusifa: Jurnal Pendidikan Islam Dakwatul Islam Edu Research : Jurnal Penelitian Pendidikan Jurnal Kesehatan Tropis Indonesia TOFEDU: The Future of Education Journal Solo International Collaboration and Publication of Social Sciences and Humanities Gudang Jurnal Multidisiplin Ilmu Al-Mau'izhoh: Jurnal Pendidikan Agama Islam An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan)
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Evaluasi Kurikulum Pendidikan Agama Islam (PAI) dalam Meningkatkan Efektivitas Pembelajaran dan Pembentukan Karakter Peserta Didik Deri Putra; Julhadi
Gudang Jurnal Multidisiplin Ilmu Vol. 3 No. 11 (2025): GJMI - NOVEMBER
Publisher : PT. Gudang Pustaka Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/gjmi.v3i11.1887

Abstract

Penelitian ini bertujuan untuk menganalisis evaluasi kurikulum Pendidikan Agama Islam (PAI) sebagai instrumen strategis dalam peningkatan mutu pembelajaran dan pembentukan karakter peserta didik di era transformasi pendidikan modern. Fokus kajian diarahkan pada konsep, tujuan, ruang lingkup, langkah-langkah, prinsip, serta tantangan evaluasi kurikulum PAI melalui pendekatan systematic qualitative review berbasis analisis literatur internasional dan dokumen kurikulum. Data dianalisis menggunakan thematic content analysis untuk mengidentifikasi pola konseptual dan temuan empiris terkait efektivitas penerapan model evaluasi Tyler, CIPP, dan taksonomi Bloom dalam konteks pendidikan agama. Hasil kajian menunjukkan bahwa evaluasi kurikulum PAI harus dilaksanakan secara komprehensif meliputi tujuan, materi, pelaksana, proses pembelajaran, hasil belajar, serta dampak terhadap penguatan nilai religius dan karakter peserta didik. Evaluasi berbasis prinsip kesinambungan, objektivitas, komprehensivitas, dan akuntabilitas serta berlandaskan nilai Islam terbukti mampu menghadirkan proses pembelajaran agama yang lebih bermakna dan transformatif. Penelitian juga menemukan bahwa tantangan utama evaluasi kurikulum PAI mencakup keterbatasan kompetensi profesional guru, keterbatasan waktu, heterogenitas karakter peserta didik, dan pengaruh budaya digital, yang menegaskan perlunya reformasi evaluasi berbasis data serta inovasi metodologis. Secara keseluruhan, penelitian ini merekomendasikan penguatan sistem evaluasi kurikulum yang adaptif, reflektif, dan berkelanjutan untuk meningkatkan kualitas pendidikan agama Islam dan mencetak generasi berakhlak mulia di tengah dinamika perkembangan global.
PENDIDIKAN DAN HUKUM ISLAM DALAM PERSPETIF SEJARAH, SOSIAL DAN POLITIK Amat, Ali; Salsabila, Mira; Webrizal; Julhadi; Desi Asmaret
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38504

Abstract

This study explores the history, social, and political perspectives of Islamic law and education. The main objective of this research is to examine the sources of Islamic law, including the Qur'an, Hadith, ijma' (consensus), and qiyas (analogy), and their application in different Islamic schools of thought. A qualitative descriptive approach is adopted, employing literature review techniques to gather data from books, articles, and classical and contemporary references on Islamic law. The collected data is analyzed descriptively to provide an in-depth understanding of the concepts of Islamic law and its implementation in societal life. A comparative analysis is also used to examine the application of Islamic law across various schools of thought, such as Hanafi, Maliki, Shafi'i, and Hanbali. The research emphasizes the theoretical discussion on the sources of Islamic law and their role in addressing contemporary issues. Although the scope of this research is limited to the application of Islamic law in certain countries, it provides valuable insights into the dynamics and relevance of Islamic law in facing modern challenges.Keywords: Islamic law, Qur'an, Hadith, ijma', qiyas, Islamic jurisprudence
Teachers as Strategic Agents in Multicultural Education at Vocational High Schools: An Analysis of Practice at SMKN 1 Talamau Refinal; Ismaiza Busti; Julhadi; Muhammad Youssef Al Deek
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 02 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i02.526

Abstract

Objective: Analyze the strategic role of teachers in the implementation of multicultural education in vocational schools with a focus on SMKN 1 Talamau. The study highlights the role of teachers in the formation of the inclusive character and social competence of students. The results are directed at the formulation of contextual recommendations for the role of teachers. Theoretical framework: This research is based on the concept of multicultural education that emphasizes the management of diversity in learning. Teachers are positioned as strategic actors in building critical cultural awareness. Multicultural education is understood as part of the formation of character and work readiness of vocational school students. Literature review: The study of multicultural education is still dominated by the context of general and urban education. Studies on the role of teachers in vocational schools and regional schools are still limited. In addition, the role of teachers is generally studied descriptively and not yet strategically. Methods: This study uses a qualitative approach with an analytical descriptive design. Data were collected through in-depth interviews, participatory observations, and documentation studies at SMKN 1 Talamau. Data analysis is carried out thematically by ensuring validity through triangulation. Results: The results of the study show that the role of teachers as role models, facilitators, innovators, mediators, and reflective evaluators is the main pillar of multicultural education. Effective implementation occurs when multicultural values are integrated into the curriculum, learning, and school culture. This role contributes to strengthening students' inclusive character and social competence. Implications: The development of multicultural education in vocational schools requires the support of school policies, teacher competency improvement, and government regulations. The sustainability of implementation depends on cross-stakeholder collaboration. The sustainability of implementation depends on cross-stakeholder collaboration. Novelty: The novelty of this research lies in the analysis of the strategic and multidimensional role of teachers in the context of regional vocational schools. This study integrates multicultural education with vocational education as well as the needs of the world of work through contextual and adaptive conceptual models.
Multicultural Equality and Justice in Education: Implications for Character Education Ronaldi; Zulpandri; Mahyudin Ritonga; Julhadi; Umar Alhaji Umar
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 02 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i02.531

Abstract

Objective: This article aims to analyze the concept of multicultural equality and justice in education, particularly from the perspective of Islamic education, as well as explain its implications for the formation of character education in a multicultural society. Theoretical framework: This research is based on the theory of multicultural education (Banks and Nieto), the theory of social and distributive justice, and the value of Islamic education that emphasizes al-'adl (justice) and al-musāwah (equality). Literature review: The literature review examines studies on multicultural education, social justice, and Islamic education, and shows that there is still limited research that integrates multicultural equality and justice within the framework of Islamic education. Methods: The research uses a qualitative approach through a literature study of books, journal articles, and education policy documents, with content analysis and conceptual synthesis. Results: The results of the study show that equality in Islamic education is interpreted as recognition of equal human dignity, while justice is understood as the provision of rights and opportunities for learning proportionally. The integration of these two principles in multicultural education contributes significantly to the formation of the character of students who are tolerant, fair, and responsible. Implications: Theoretically, this study enriches the study of Islamic-based multicultural education; practically, it becomes the basis for the development of an equity- and justice-oriented curriculum, learning, and school culture. Novelty: The novelty of the research lies in the systematic integration of the concept of multicultural equality and justice with character education from the perspective of Islamic education.
The Dimensions of Multicultural Education and Character Education in Forming Students Who Think Critically and Tolerantly Yondrizal; Rismalaini; Julhadi
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 4 No. 02 (2026): Solo International Collaboration and Publication of Social Sciences and Humani
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v4i02.524

Abstract

Objective: This article aims to analyze the dimensions of multicultural education and character education as well as the integrative contribution of both in forming critically thinking and tolerant students. The study focuses on the role of education in responding to the challenges of diversity in multicultural societies. Theoretical framework: The theoretical framework of this research rests on the theory of multicultural education and character education. Multicultural education emphasizes recognition of diversity and social justice, while character education focuses on internalizing moral values. The integration of the two is the basis for the formation of critical thinking and student tolerance. Literature review:  The literature shows that multicultural education contributes to the strengthening of attitudes of tolerance, while character education shapes moral values and social behavior. However, studies that integrate both approaches in shaping critical thinking and tolerance are still limited. This is the basis for the development of this study. Methods: This study uses a qualitative approach with a literature study method. Data was obtained from books, national and international journals, and education policy documents. Data analysis is carried out through content analysis to examine and synthesize relevant concepts. Results: The results of the study show that multicultural education fosters students' critical awareness through an understanding of diversity and social justice. Character education reinforces the values of tolerance, empathy, and moral responsibility. The integration of the two forms of holistic learning. Implications: The findings of this study make a theoretical contribution to the development of the study of multicultural and character education. Practically, the results of the research can be a reference for educators in designing learning that fosters critical thinking and student tolerance. Novelty: The novelty of this article lies in the integration of multicultural education and character education in a single conceptual framework. This study places critical thinking and tolerance as simultaneous outcomes of holistic education in the context of a multicultural society.
Co-Authors Abdul Halim Hanafi Agus Anwar Pahutar Amat, Ali Amrizon Apriandi, Budi Apris Ariani, Rina Arsad Dahri Asmaret, Desi Asmerat, Desi Deri Putra Desi Asmaret Elpita Sari Eryandi Ray Fatoni, Fatoni Fikar, M Hakim Hanafi, Abdul Hanafi, Abdul Hanafi, Abdul Halim Hanafi, Halim Hendrayani Huda, Zawil Inal Aprizal Ismaiza Busti Ismasnawati Jumadia Kamal, Tamrin Khairul Firdaus Lizi Virma Surianti M Fikar Mahyudin Ritonga Mirdad, Jamal Muhammad Youssef Al Deek Raja Ritonga Refinal Rismalaini Ronaldi Ronika Putra Rosniati Hakim Rusydi AM SA, Saifullah Saifullah Salsabila, Mira Sari, Elpita Siregar, Dame Sri Wahyuni Suhaimis Suriyati Suriyati Syafriyon Syaifullah SA Syofrianisda Syofrianisda, Syofrianisda Tamrin Kamal Thaheransyah Umar Alhaji Umar Wahyu Priyanti Webrizal WULANDARI Yelliza Gusti Yondrizal Yondrizal, Yondrizal Yulisa Marhan Zulpandri