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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Bulletin of Science Education Journal of Education and Teaching Learning
Muhammad Muchsin Afriyadi
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Education Social Sciences Other

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The Implementation of Islamic Religious Education Learning Management in Realizing Religious Culture Subandi; Sa’idy; Sunarto; Muhammad Muchsin Afriyadi; Sela Kholidiani
Bulletin of Science Education Vol. 4 No. 1 (2024): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v4i1.985

Abstract

The aim of this research is to describe and analyze teachers' abilities in planning, organizing, implementing and evaluating in the management of Islamic Religious Education (PAI) learning at SMAN 1 and SMKN 1 in East Lampung. Thus, this research uses a qualitative descriptive approach, with a case study type design. Data collection techniques uses Observation, interviews and documentation. Then the data was analyzed in two stages, namely: individual case data analysis and cross-case data analysis. The results show that the first, the basic religious thinking was developed at SMAN I and SMKN I East Lampung by practicing the religious values that are believed and carried out in daily life, and utilizing additional hours in extracurricular activities. Secondly, The pattern of implementation of PAI learning management is very unique, such as the implementation of religious culture at SMAN 1East Lampung through the 3 S culture (smile, greeting and the culture of greetings, excuse me, sorry and thank you, as well as complete reading and writing of the Koran, midday prayers, noon prayers in congregation, istighosah and group prayers, commemoration of Islamic holidays, imtaq and tadarrus activities of the Koran, joint prayers at the beginning and end of lessons, handshakes between school members, wearing of Muslim clothing by Muslim women. Thirdly, there are religious activities every Islamic holiday, such as: holding competitions in the art of reading the Koran, quizzing about religion, reading poetry or translations of the Koran, practicing prayers, fashion shows, sacrifices on Idhul Adha, fast Islamic boarding schools in the month of Ramadan and others
The Internalization of the Pesenggiri Pillar and Religious Moderation in Strengthening Student Character at SMA N 1 Way Jepara, East Lampung Subandi; Muhammad Muchsin Afriyadi; Sela Kholidiani; Finny Ligery
Bulletin of Science Education Vol. 4 No. 3 (2024): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v4i3.1657

Abstract

Character or morals in the global era play a dominant role, where students will always integrate with their surroundings. This study aims to examine the integration of the Piil Pesenggiri philosophy and religious moderation in strengthening the character of students at SMA N 1 Way Jepara, East Lampung. The Piil Pesenggiri philosophy, which is a local cultural heritage of the Lampung community, teaches values ​​such as self-respect, friendliness, mutual cooperation, and the importance of maintaining self-esteem and honesty. On the other hand, religious moderation plays an important role in forming attitudes of tolerance, inclusiveness, and respect for religious diversity in society. This study uses a qualitative approach with a phenomenological design, collecting data through interviews, observations, and documentation, data sources obtained from students and teachers, the validity of the data used triangulation techniques, analysis using display data, and interpretation, (Miles & Huberman). The results of the study indicate that the Piil Pesenggiri philosophy has been applied in subjects such as Pancasila Education, Indonesian Language, and extracurricular activities in schools. The religious moderation program is also implemented through activities such as interfaith discussions and joint celebrations of religious holidays. The majority of students feel that the integration of the two values ​​has succeeded in increasing attitudes of tolerance and strengthening positive character, such as empathy, respect for differences, and the ability to work together in diversity. The impacts produced by students have, the integration of Piil Pesenggiri values ​​and religious moderation can contribute to forming a young generation that is religious, tolerant, and cultured.
Integration of Religious Character in Learning at Nature Schools Lukman Hakim Lubis; Chairul Amriyah; Muhammad Muchsin Afriyadi; Ilham Syaifur Ridho
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i2.94407

Abstract

This article systematically reviews previous studies on the integration of religious character values in learning at Nature-Based Schools using the Systematic Literature Review (SLR) method. Data were collected from Google Scholar via Publish or Perish 8 (limited to journals indexed in Sinta 2 and above) and from Scopus through direct database searches. The literature selection followed the PRISMA 2020 protocol, yielding 4 eligible studies. Data were analyzed using NVivo 15 through four thematic analysis stages: coding, categorizing, interpreting, and thematic mapping. The findings reveal that the five dimensions of religiosity proposed by Glock and Stark—belief, knowledge, experience, practice, and consequences are comprehensively implemented in learning at Nature-Based Schools. Belief and knowledge serve as spiritual and intellectual foundations, while experience, practice, and consequences are reflected in students’ moral and reflective behaviors. The integration of these values is realized through Experiential Learning as the core foundation, where learning occurs through direct experience, reflection, and socio-spiritual engagement. This approach encompasses the Humanistic Approach, Contextual Teaching and Learning (CTL), Religious Spiritual Approach, and Ecopedagogical Approach, which internalize religious values through social projects, outdoor learning, salat dhuha, charity, and positive habituation. Teachers act as moral exemplars and value facilitators. Overall, Experiential Learning proves effective in fostering holistic religious character formation.
Integration of the Cambridge International Examinations (CIE) Curriculum  with the National Curriculum in Primary Schools Muhammad Naufal Zaki Zaki; Nirva Diana; Muhammad Muchsin Afriyadi
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.328

Abstract

The development of 21st-century education demands the integration of national education standards with global competencies. Although the integration of the Cambridge International Examinations (CIE) Curriculum with the National Curriculum has been implemented in several elementary schools in Indonesia, existing research is still partial and has not presented a comprehensive synthesis of the form of integration, advantages, disadvantages, and recommendations for its implementation. This study aims to describe the form of integration of the Cambridge International Examinations (CIE) Curriculum with the National Curriculum in elementary schools and analyze the advantages and disadvantages of its implementation based on the results of previous research. The study used the Systematic Literature Review method with reference to the PRISMA guidelines. Data sources came from scientific articles obtained through the Scopus and Semantic Scholar databases with a publication range of 2022-2026. Of the 602 identified, 7 articles met the inclusion criteria for analysis. Data analysis was conducted descriptively-thematically and supported by bibliometric analysis using VOSviewer software. The results showed that curriculum integration was carried out through curriculum mapping, alignment of learning outcomes, material integration, bilingual learning, and adjustments to the assessment system. The implementation of this integration contributes to improving students' critical thinking skills, literacy, numeracy, English language proficiency, and global competency without neglecting national values. However, its implementation still faces challenges in the form of limited teacher competency, learning suggestions, dual curriculum management, and learning time allocation. This study contributes in the form of a comprehensive synthesis of the forms, benefits, challenges, and recommendations for implementing the Cambridge International Examinations (CIE) Curriculum Integration with the National Curriculum as a reference for schools, educators, researchers, and policymakers in developing curriculum in elementary school.
Co-Authors Chairul Amriyah Finny Ligery Ida Ayu Putu Sri Widnyani Ilham Syaifur Ridho Lukman Hakim Lubis Muhammad Naufal Zaki Zaki Nirva Diana Sa’idy Sela Kholidiani Subandi SUNARTO