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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Nizam: Indonesian Journal of Research and Community Service
Abdan Syakuro
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KEARIFAN LOKAL DAN MODERASI BERAGAMA DALAM MEMBANGUN KERUKUNAN ISLAM-HINDU DI DESA LINGGOASRI PEKALONGAN Abdan Syakuro; Salma Kusuma Listiani; Afroh Rozana; Sofiatun Anisa; Siti Nur Azizah; Nisrina Luthfiya Azam; Ananda Suci Rahmania; M. Fikri Fadilah; Arditya Prayogi
Al-Nizam: Indonesian Journal of Research and Community Service Vol. 4 No. 1 (2026): Al-Nizam: Indonesian Journal of Research and Community Service
Publisher : Muntaha Noor Institute

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Abstract

Kerukunan antarumat beragama di tingkat lokal sering kali tidak hanya ditentukan oleh pemahaman keagamaan, tetapi juga oleh kearifan lokal yang mengatur cara masyarakat hidup bersama. Artikel ini bertujuan menganalisis peran kearifan lokal dan moderasi beragama dalam membangun kerukunan Islam-Hindu di Desa Linggoasri, Kecamatan Kajen, Kabupaten Pekalongan. Penelitian ini menggunakan pendekatan kualitatif-deskriptif dengan pengumpulan data melalui wawancara, observasi, dan dokumentasi. Data dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan menekankan hubungan antara praktik sosial, nilai moderasi beragama, dan harmoni lintas agama. Hasil penelitian menunjukkan bahwa kerukunan Islam-Hindu di Linggoasri terbentuk melalui gotong royong, penghormatan terhadap hari besar keagamaan, tradisi slametan, pemakaman bersama, musyawarah, serta keteladanan tokoh agama dan masyarakat. Praktik tersebut mengaktualisasikan nilai tasamuh, i’tidal, tawazun, syura, ishlah, dan qudwah dalam kehidupan sosial. Kearifan lokal tidak hanya berfungsi sebagai warisan budaya, tetapi juga sebagai mekanisme sosial yang memperkuat kepercayaan, mengelola perbedaan, dan merawat solidaritas antarwarga. Artikel ini menyimpulkan bahwa moderasi beragama akan lebih berakar ketika dihidupkan melalui tradisi lokal dan interaksi sosial yang berkelanjutan, sekaligus menawarkan model kerukunan berbasis komunitas yang relevan bagi penguatan kehidupan multireligius di Indonesia. Temuan ini juga menegaskan pentingnya pelibatan tokoh lokal dan generasi muda dalam merawat harmoni sosial keagamaan secara berkelanjutan di tingkat desa.
IMPLEMENTASI MEDIA KARTU AKHLAK DALAM MENANAMKAN AKHLAKUL KARIMAH DI TPQ AL-HIDAYAH MENJANGAN Kharismatul Khasanah; Abdan Syakuro; Zahwa Ardhinia Naisa; Sasa Refiatul Alfianti; Ferida Rahmawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.52929

Abstract

This study aims to analyze the implementation of character-building flashcards in instilling good moral values in early childhood students at TPQ Al-Hidayah Menjangan. This study employs a qualitative approach using field research. The research subjects consist of TPQ students and teachers who were purposively selected based on their involvement in the character education learning process. Data collection was conducted through observation, direct practice of applying the moral character card media, and documentation. Observation was used to observe the children’s responses and engagement; direct practice was conducted through activities involving the introduction, categorization, and simple evaluation of cards depicting praiseworthy and blameworthy behaviors; while documentation was used to support the field data. Data were analyzed using qualitative descriptive methods through the stages of data reduction, data presentation, and drawing conclusions. The research results indicate that the moral values card medium is effective in enhancing children’s enthusiasm, active engagement, and understanding of akhlakul karimah values. Children can identify and distinguish between virtuous behaviors such as honesty, politeness, and respecting parents, as well as undesirable behaviors such as lying and disobedience. This medium also contributes to cognitive, social, and interpersonal intelligence development through play-based learning. These findings suggest that visual-interactive media are more effective in the internalization of moral values compared to conventional methods. Factors supporting implementation include teachers setting a good example and engaging teaching materials, while the main obstacles are differences in children’s abilities and limited attention spans.
IMPLEMENTASI TEORI BELAJAR SERTA PERANAN GURU PAI DALAM MENINGKATKAN MOTIVASI BELAJAR GENERASI Z DI ERA DIGITAL Rahma Ihda Fatimah Azzahro; Abdan Syakuro; Lathifatus Sa Diyyah; Nurlaila Ana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.53499

Abstract

The advancement of digital technology has brought significant transformation to students' learning patterns, particularly for Generation Z, whose growth and development occur in an environment strongly influenced by the use of information technology. The characteristics of Generation Z, who are very familiar with the internet, social media platforms, and various digital applications, demand strategic adjustments in learning approaches to ensure an effective educational process and to optimally enhance learning motivation. This study aims to comprehensively examine the learning characteristics of Generation Z in the digital era, identify learning theories that are relevant to these characteristics, analyze the role of Islamic Education teachers in increasing learning motivation, and explain the implementation of learning theories that suit the needs of today's students. This study uses a literature review method with a descriptive qualitative approach. Data collection was carried out through various secondary sources in the form of scientific journals, reference books, academic articles, as well as previous research findings that were relevant to the research topic. The results of the study show that Generation Z has learning characteristics that are interactive, visual, quick in accessing information, and tend to expect technology-based learning. Constructivism and connectivism theories are considered highly relevant to be implemented in the context of Generation Z learning. PAI teachers play the role of motivator, role model, and murabbi in the learning process. The implementation of learning theories supported by the use of digital technology has been proven to increase motivation, engagement, and learning effectiveness for Generation Z in the contemporary digital era.
PENGEMBANGAN INSTRUMEN TES DAN NON TES SEBAGAI ALAT EVALUASI HASIL BELAJAR DALAM MENINGKATKAN KUALITAS PEMBELAJARAN Abdan Syakuro; Sabrina Ais Zahra; Sofiatun Anisa; Farah Abidah Maryam; Siti Mutmainah; Nisrina Luthfiyah Azam; Ridho Riyadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63206

Abstract

Learning evaluation is an essential component of the educational process, as it measures students’ achievement of learning competencies and serves as a basis for improving the quality of instruction. This article aims to examine the concept of learning evaluation, the characteristics of test and non-test instruments, the principles of instrument development, their implementation in learning, and the challenges and innovations of educational assessment in the digital era. The study employs a library research method by reviewing relevant books and scholarly articles. The findings indicate that test instruments effectively assess students’ cognitive abilities based on the principles of validity, reliability, objectivity, and practicality. In contrast, non-test instruments are designed to evaluate affective and psychomotor domains through observation, interviews, questionnaires, portfolios, and performance assessments. The development of both types of instruments should adhere to the principles of validity, objectivity, accountability, and continuity. Furthermore, innovations such as authentic assessment, digital-based evaluation, Higher Order Thinking Skills (HOTS) assessment, e-portfolios, and learning analytics contribute to more comprehensive and effective learning evaluation. The integration of test and non-test instruments is expected to enhance the quality of learning and support continuous educational improvement.
Co-Authors Afroh Rozana Alfia Nurhayanti Amirul Rasyid Ananda Suci Rahmania Arditya Prayogi Farah Abidah Maryam Ferida Rahmawati Kharismatul Khasanah Lathifatus Sa Diyyah M. Fikri Fadilah Muhyi, Asep Abdul Nisrina Luthfiya Azam Nisrina Luthfiyah Azam Nurlaila Ana Rahma Ihda Fatimah Azzahro Riyadi, Ridho Sabrina Ais Zahra Salma Kusuma Listiani Sasa Refiatul Alfianti Siti Mutmainah Siti Nur Azizah Sofiatun Anisa Zahwa Ardhinia Naisa