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All Journal Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Dialogia: Jurnal Studi Islam dan Sosial Jurnal Review Pendidikan dan Pengajaran (JRPP) Publikasi Hasil Pengabdian Kepada Masyarakat. Jurnal Ilmiah Sultan Agung QOSIM: Jurnal Pendidikan, Sosial & Humaniora Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Edutik : Jurnal Pendidikan Teknologi Informasi dan Komunikasi
Nurlaila Ana
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM INTERNALISASI KURIKULUM BERBASIS CINTA SEBAGAI HUMANISASI PENDIDIKAN Muhammad Muhaimin; Lia Tuljanah; Supiyah Supiyah; Muhamad Imam Ghozali; Nurlaila Ana
Jurnal Review Pendidikan dan Pengajaran Vol. 9 No. 2 (2026): Vol. 9 No. 2 Tahun 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v9i2.58897

Abstract

Penelitian ini dilatarbelakangi oleh kecenderungan pendidikan yang masih berorientasi pada aspek kognitif sehingga nilai kemanusiaan, empati, dan spiritualitas peserta didik kurang berkembang secara optimal. Penelitian bertujuan menganalisis peran guru Pendidikan Agama Islam dalam internalisasi Kurikulum Berbasis Cinta sebagai strategi humanisasi pendidikan. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan melalui pengkajian jurnal, buku, dan hasil penelitian relevan. Data dianalisis menggunakan teknik analisis isi secara deskriptif-analitis. Hasil penelitian menunjukkan bahwa internalisasi Kurikulum Berbasis Cinta dilakukan melalui pembelajaran dialogis, keteladanan guru, budaya sekolah humanis, serta pendekatan emosional-spiritual yang menanamkan nilai kasih sayang, empati, toleransi, dan kepedulian sosial. Penelitian ini berkontribusi dalam memperkuat paradigma pendidikan Islam yang humanis, religius, holistik, dan transformatif dengan guru sebagai aktor utama pembentukan karakter peserta didik.
Manajemen Pengembangan Desain Berbasis Pendidikan Transformatif dalam Meningkatkan Kompetensi Akademik Mahasiswa PAI Nurlaila Ana; Ahmad Ta’rifin; Ulul Albab
Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Vol 12 No 02 (2026)
Publisher : Program Studi Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v12i02.12302

Abstract

Despite growing attention to transformative education in higher education, there is limited empirical evidence on how to systematically integrate it into program design to strengthen students’ academic competence in Islamic higher education institutions. This study develops and validates a transformative education-based program design for the Islamic Religious Education Study Program at Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. Employing a Research and Development approach based on the ADDIE model, the study collected data through interviews, questionnaires, observations, document analysis, and focus group discussions, and conducted expert validation with lecturers, students, curriculum specialists, and institutional stakeholders. The findings demonstrate that a systematic and transformative program design significantly enhances students’ academic competence by improving curriculum coherence, learning quality, student engagement, and attainment of competencies. Among the examined components, integrative program design emerged as the most influential factor in fostering cognitive, affective, and psychomotor learning outcomes. The development process produced validated program design documents, learning modules, lesson plans, and evaluation guidelines that achieved high feasibility and usability ratings from experts and practitioners. Pilot implementation across selected courses further confirmed the effectiveness of the developed model in promoting meaningful learning experiences and strengthening academic competencies. This study contributes a validated transformative education framework that integrates Islamic values with outcome-based learning principles, extending the discourse on curriculum innovation and offering a scalable model for curriculum reform and sustainable academic development in Islamic higher education.
REKONSTRUKSI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS EKOTEOLOGI DALAM MEMBANGUN ETIKA EKOLOGIS GENERASI Z Finta Nur Febriana; Mafaza, Vina; Seviani Najiyah; Rofiq Raihan Nabih; Nurlaila Ana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49301

Abstract

The ongoing ecological crisis in the modern era demands a serious response from the world of education, including Islamic Religious Education (PAI). Generation Z, who lives within a digital culture, faces a dual challenge : an abundance of environmental information on one hand, yet weakened ecological sensitivity on the other. This article aims to examine the concept of ecotheology-based PAI learning, the challenges of its implementation, its effectiveness in building ecological ethics for Generation Z, as well as the supporting and inhibiting factors for its optimization. The study employs a library research approach with a descriptive-qualitative analysis method applied to various relevant scientific sources. The findings indicate that ecotheology-based PAI learning integrating ecological tawhid, khalifah fil ardh, amanah, and mizan is more effective in developing students' spiritual-ecological consciousness compared to conventional approaches. Contextual, project-based, and digital media-assisted learning models have proven effective in enhancing Generation Z's ecological understanding, attitudes, and actions. However, several obstacles persist, such as the dominance of lecture-based teaching methods, limited ecotheological competence among teachers, and insufficient supporting facilities. This article affirms that reconstructing PAI learning toward transformative ecological praxis is a strategic step in addressing the environmental crisis and shaping a generation that is both religiously grounded and committed to the sustainability of the earth.
TRANSFORMASI STRATEGI PEMBELAJARAN DI ERA DIGITAL: UPAYA MENINGKATKAN KETERLIBATAN DAN KEMANDIRIAN PESERTA DIDIK Aulia Irmiati, Rahma; Damayanti, Aulia; Fitriani, Hikma; Ana, Nurlaila
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49487

Abstract

The development of digital technology has brought about significant changes in the world of education, particularly in the transformation of learning strategies from conventional methods to digital-based learning. This study aims to analyze the transformation of learning strategies in the digital era and its impact on student engagement and learning independence. The study employed qualitative methods with library research, collecting data from books, journals, scientific articles, and relevant previous research. The data analysis technique employed descriptive qualitative analysis, systematically categorizing and interpreting the data. The results indicate that the transformation in learning is characterized by the development of student-centered learning, blended learning, digital learning, project-based learning, collaborative learning, personalized learning, and the use of Artificial Intelligence (AI). These strategies have a positive impact on student engagement and learning independence, as they become more active, creative, and independent, and are able to improve critical and collaborative thinking skills. However, the implementation of digital learning still faces challenges, such as limited access to technology, low digital literacy, and decreased concentration. Therefore, technological support and innovative learning strategies are needed for effective digital learning.
PENERAPAN STRATEGI PEMBELAJARAN AKTIF DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA Siti Anisa Al Maulani; Nisrina Qurrotul Ain; Zamrudin Ruwais; Muntaqo Fadli; 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.v11i2.49547

Abstract

One of the ongoing challenges in elementary and secondary education is the low level of student engagement during learning activities, which is closely tied to declining motivation. This issue commonly arises when instruction remains teacher-centered, leaving students in a passive role. This study aims to examine the concept of active learning strategies, their implementation in the classroom, their impact on student motivation, and the factors that either support or hinder their application. The method used is a qualitative literature review, drawing on national journal articles accessed through Google Scholar, Garuda Kemdikbud, and SINTA databases, with data analyzed through content analysis. The findings show that active learning strategies—including group discussion, cooperative learning, problem-based learning, and role playing—effectively increase student involvement and intrinsic motivation. Students become more enthusiastic, confident, and critical when given the opportunity to participate directly in the learning process. Several factors support successful implementation, such as teacher competence, a conducive learning environment, appropriate instructional media, and the Merdeka Curriculum. Conversely, obstacles include poor time management, overcrowded classrooms, and limited educational facilities. In conclusion, active learning strategies hold significant potential for improving student motivation, provided they are implemented thoughtfully and supported by adequate resources and teacher readiness.
ANALISIS MODEL PEMBELAJARAN KOOPERATIF: IMPLIKASI TERHADAP HASIL BELAJAR SISWA DI KELAS SEKOLAH DASAR Salma Kusuma Listiani; Farah Abidah Maryam; Alfaina Mafazah Musallamah; 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.v11i2.50285

Abstract

This study is a literature review that examines cooperative learning models and their influence on learning outcomes and student engagement at the elementary school level. Based on a review of various literature concerning the principles, characteristics, and types of cooperative learning such as STAD, TGT, Jigsaw II, and NHT, along with relevant empirical evidence, it was found that cooperative learning can improve students’ cognitive, affective, and psychomotor abilities while also strengthening their behavioral, emotional, and cognitive engagement. The success of its implementation is influenced by task designs that are able to build positive interdependence and individual responsibility, teachers’ ability to manage groups, the support of facilities and infrastructure, as well as the application of process evaluation to avoid the emergence of the free-rider phenomenon. Several obstacles frequently encountered include the dominance of teacher-centered methods, limited instructional time, differences in students’ abilities, and the inadequate readiness of teachers and supporting facilities. Therefore, this study recommends teacher training related to cooperative learning techniques, the utilization of collaborative technology to monitor the contribution of each group member, the use of clear group process assessment rubrics, as well as further research in the form of quasi-experimental or mixed-method studies to measure the effect of cooperative learning on student engagement and learning outcomes within the context of elementary schools in Indonesia. The findings of the study indicate that cooperative learning, when implemented and managed properly, can become an effective strategic alternative for improving the quality of learning and student participation in elementary schools.
Implementasi Pendidikan Kewarganegaraan dalam Menanamkan Sikap Nasionalisme Siswa Arum Amalia Putri; Akbar Falaqul Mubarok; Muhammad Nasyith Najahan; Najwa Khaira Wilda; 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.v11i2.50313

Abstract

Pendidikan Kewarganegaraan (PKn) memainkan peran strategis dalam pembentukan karakter siswa, terutama melalui penguatan sikap nasionalisme di tengah dinamika globalisasi dan kemajuan teknologi yang kian cepat. Penelitian ini bertujuan mengkaji implementasi PKn dalam menanamkan nasionalisme siswa melalui studi literatur dari berbagai sumber relevan. Pendekatan metodologis yang diterapkan berupa library research, dengan pengumpulan data dari buku, jurnal ilmiah, serta literatur terkait PKn dan nasionalisme. Analisis data dilakukan melalui tahap identifikasi, klasifikasi, serta interpretasi temuan penelitian praeksisting.Hasil analisis mengungkap bahwa implementasi PKn mampu menginternalisasi sikap nasionalisme siswa melalui pengajaran nilai-nilai Pancasila, bhakti tanah air, penghargaan terhadap keberagaman, toleransi, disiplin, dan tanggung jawab kewarganegaraan. Proses internalisasi ini diperkuat oleh strategi pembelajaran aktif, pembiasaan di lingkungan sekolah, serta ekstrakurikuler yang berorientasi pada pengembangan karakter. Guru, sebagai role model, turut berperan krusial dalam mentransfer nilai kebangsaan kepada siswa. Meskipun demikian, tantangan utama mencakup infiltrasi budaya asing, minimnya minat siswa terhadap PKn, serta dukungan keluarga yang terbatas. Oleh karena itu, kolaborasi sinergis antara sekolah, keluarga, dan masyarakat menjadi imperatif untuk memastikan penanaman nasionalisme berlangsung secara efektif dan berkelanjutan.
PENGARUH PENDEKATAN KONSTRUKTIVISME TERHADAP KEMANDIRIAN BELAJAR SISWA DALAM PEMBELAJARAN PAI Ramadhani, Hikmah; Abidzar Al Ghifari; Tia Meisaroh; Jumhuriyatus Sa’diyah; 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.v11i2.50660

Abstract

This study discusses the effect of the constructivist approach on students’ learning independence in Islamic Religious Education (PAI). The background of this research is the learning process that is still teacher-centered, causing students to be less active and independent in learning. This study aims to determine the influence of the constructivist approach on students’ learning independence and to describe its implementation in PAI learning. The research used a qualitative descriptive approach through library research methods by examining various relevant sources such as books, scientific journals, and articles. Data were collected through documentation techniques and analyzed using content analysis. The results of the study indicate that the constructivist approach has a positive influence on students’ learning independence because students are encouraged to actively build their own understanding through discussion, problem solving, active questioning, and contextual learning. This approach also improves students’ activeness, responsibility, motivation, self-confidence, and critical thinking skills in learning PAI. In addition, the role of the teacher as a facilitator supports the creation of meaningful and student-centered learning. Therefore, the constructivist approach can be an effective alternative in improving students’ learning independence in Islamic Religious Education learning.
PERAN KETELADANAN GURU SEBAGAI STRATEGI PEMBENTUKAN KARAKTER SOPAN SANTUN SISWA Ahmad Makhasin Ma’arif; Ananda Suci Rahmania; Wildan Khairil Anam; Nurlaila Ana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 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.v11i02.51705

Abstract

Character education through the implementation of the Pancasila Student Profile in the Merdeka Curriculum highlights the importance of courtesy as a cultural foundation in Indonesia. However, the current digital landscape and globalization have triggered the emergence of moral issues among young people, evident in the disappearance of the 5S practices (Smile, Greet, Greeting, Polite, Courteous) as well as low communication ethics. Traditional teaching methods that focus on cognition and are one-sided are considered ineffective because many students view politeness merely as an academic concept. This study aims to explore in depth the role of teachers as role models, which serves as the primary strategy in developing students’ character of politeness. By utilizing a literature review method to compile this article, it was found that the strategy of teachers serving as genuine role models includes consistency in punctuality, the use of polite language, effective emotional management, and an attitude of valuing students without discrimination.
INTEGRASI KONSEP KHALIFAH FIL ARDH DALAM KURIKULUM PENDIDIKAN AGAMA ISLAM: KAJIAN LITERATUR Mulyani, Umi; Mila'il Ulya, Wazirotun; Amanatul Utami, Niki; Aliyah, Halul; Ana, Nurlaila
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51807

Abstract

Environmental damage, moral crisis, and low ecological awareness among students are important challenges in contemporary Islamic education. Islamic Religious Education (PAI) not only serves as a means of transferring religious knowledge but also has a strategic role in shaping the character of students who are environmentally responsible. The concept of khalifah fil ardh in Islam views humans as holders of Allah's mandate to maintain, manage, and preserve the earth sustainably. Therefore, integrating this concept into the PAI curriculum is crucial for building students' spiritual-ecological awareness. This study aims to analyze the concept of leaders on earth, its relevance in the PAI curriculum, and its integration model through an ecotheological approach in learning. This study uses a qualitative approach with library research and a literature review design. Data were obtained through documentation and literature studies from scientific journals, books, and relevant curriculum documents from 2020–2026. Data analysis was conducted using the interactive model of Miles and Huberman which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that the integration of the concept of khalifah fil ardh in the Islamic Religious Education curriculum can be achieved through strengthening ecologically-based learning materials, implementing ecotheology learning models, and establishing an environmentally conscious school culture. Learning models such as project-based learning, contextual learning, collaborative learning, and experience-based learning are considered effective in instilling the values of trust, responsibility, and environmental concern in students. Thus, the integration of the concept of khalifah fil ardh in the Islamic Religious Education curriculum contributes to shaping students who are religious, have ecological character, and have responsibility for environmental sustainability as an implementation of human duties as leaders on
Co-Authors Abdan Syakuro Abidzar Al Ghifari Ade Maya Widodo Ahmad Makhasin Ma’arif Ahmad Ta'rifin Ahmad Ta'rifin Ahmad Ta’rifin Aisyah Zubaidah Akbar Falaqul Mubarok Akmal, Maulidina Alfaina Mafazah Musallamah Alis Kholisoh Aliyah, Halul Amanatul Utami, Niki Amrina Rosyada Amrullah, Muhamad Agung Ananda Suci Rahmania Arpangi . Arsya Ma’wa Ni’matul Izzati Arum Amalia Putri Astrivanisa, Ika Wahyu Auli Damayanti Aulia Irmiati, Rahma Aulia Isna Lutfiana Aulia Nissa Arti Aulia, Esha Azzahra Apriliandis, Selvia Brilian Galang Irzaqi Ceren Desta Joina Denera Mahyabella Dwi Septi Rahayu Dyah Kusumaningtyas Fanany, Rebecca Farah Abidah Maryam Farah Dilah Zahra Feby Khoirinnisa Wahidah Feri Hendriyanto Fina Rahma Finka Putri Shoumi Finta Nur Febriana Fitriani, Hikma Hana Imroatun Nabilah Hana Syaifa Azzahra Hani Atus Soleha Hani Hasnah Safitri Ida Matul Izah Illiyah, Afifatul Indra Surya, Bima Ira Rihhadatul ’Aisy Haafidzoh Irfani Falah Istiana, Puji Jumhuriyatus Sa’diyah Kamila, Anisa Kharismatul Khasanah Khasanah, Taufiqoh Khoiril, Nurussyifa Kusuma Dewi, Widiani Lathifatus Sa Diyyah Lia Tuljanah Lu'lu 'Aabidah Lulu’ul Kamaliyah Lutfiyah M. Irfansyah Afsalu Ramedhon Mafaza, Vina Mafrikha Fauziah, Alda Mar’atus Sholihah maulidiyah, Syfa Mila'il Ulya, Wazirotun Mohammad Fikri Fadilah Mohammad Ja’far Firdaus Mohammad Yasin Abidin Muhamad Imam Ghozali Muhamad Khansa Maulana Muhammad Muhaimin Muhammad Nasyith Najahan Muhammad Zakki Musyafa Muhammad Zufar Sabiq Muiz, Millah Aulia Rahma Mulyani, Umi Muntaqo Fadli Mustika Dahlia Mutammam Mutammam, Mutammam Nafilatul Khusna Najwa Khaira Wilda Neza Dwi Nasyfa Nisfu Istiqomah Nisrina Qurrotul Ain Novia Firzanah Nur Azna Latifa Makhfudz Nur Rosidah Nuraini, Retno Rahma Ihda Fatimah Azzahro Ramadhani, Hikmah Reva Nur Aqila Riandita, Lilik Rikza Dini Rizqi Nur Amalya Rofiq Raihan Nabih Rolanda Guruh Widyanto Rozana, Afroh Saadiyah Fajar Sabrina Ais Zahra Sahrul Akmal Mufti Salma Kusuma Listiani Salsabila, Naila Rizqi Seviani Najiyah Shania, Nur Siti Anisa Al Maulani Siti Lutfia Fazria Sahara Siti Mutmainah Sofiatun Anisa Supiyah Supiyah Tania Fi Dzikri, Laa Tia Meisaroh Tri Setianing Sukma TRI WIDIASTUTI Trinindita Nayla Nabilla Ulul Albab Ulul Albab Ulul Albab, Ulul Umi Musyarrofah Wildan Khairil Anam Yulia Rif'atul Qonita Zahwa Ardhinia Naisa Zalfaa Zayyana Zamrudin Ruwais