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Pemaknaan Guru Terhadap Landasan Evaluasi Pembelajaran Dalam Pendidikan Agama Islam di Madrasah Ibtidaiyah Samarinda Evi Pratama Sari; Fathul Jannah
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4152

Penelitian ini didasarkan pada masih adanya kesenjangan antara konsep evaluasi pembelajaran Pendidikan Agama Islam (PAI) yang ideal dan praktik di lapangan yang cenderung belum sepenuhnya mencerminkan penilaian yang komprehensif, khususnya pada aspek sikap dan spiritual. Penelitian ini bertujuan untuk mengkaji pemaknaan guru terhadap landasan evaluasi pembelajaran dalam Pendidikan Agama Islam (PAI) di Madrasah Ibtidaiyah Tijanul Jawahir Samarinda. Evaluasi pembelajaran PAI tidak hanya dipahami sebagai kegiatan pengukuran hasil belajar, tetapi sebagai proses komprehensif untuk menilai perkembangan peserta didik secara utuh pada aspek kognitif, afektif, psikomotorik, dan spiritual. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi lapangan. Subjek penelitian terdiri dari kepala madrasah dan guru rumpun PAI yang dipilih secara purposive. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi, sedangkan analisis data menggunakan model interaktif Miles dan Huberman melalui tahapan kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru memaknai evaluasi sebagai sarana untuk mengetahui pemahaman siswa, perubahan sikap, serta pengamalan nilai-nilai Islam dalam kehidupan sehari-hari. Guru telah menerapkan berbagai teknik evaluasi seperti tes, observasi, penugasan, praktik, portofolio, serta penilaian diri dan teman sebaya. Namun, penilaian aspek sikap dan spiritual masih menjadi tantangan karena memerlukan pengamatan yang berkelanjutan dan objektif. Temuan ini menegaskan bahwa keberhasilan evaluasi pembelajaran PAI dipengaruhi oleh pemahaman dan pengalaman guru serta dukungan kebijakan sekolah dalam membangun budaya religius. Oleh karena itu, evaluasi pembelajaran PAI perlu diarahkan tidak hanya pada pengukuran hasil akademik, tetapi juga pada pembinaan karakter peserta didik secara menyeluruh.

Addressing Burnout Through Spiritual Mentorship: Enhancing Motivation and Well-Being of Islamic Education Teachers Laura Paramita; Fathul Jannah; Lina Revilla Malik
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1758

This study aims to analyze the implementation of spiritual mentoring as an effort to address burnout among Islamic Education teachers, with specific attention to its forms, mechanisms, and impact on teachers’ psychological well-being. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and documentation involving Islamic Education teachers, school leaders, and relevant stakeholders. The data were analyzed using thematic analysis to identify recurring patterns related to spiritual mentoring practices and teacher burnout. The findings reveal that spiritual mentoring was implemented through structured and routine activities, including collective dhikr, Qur’anic recitation, morning spiritual gatherings, and ruhiyah mentoring integrated into the school culture. These practices contributed to reducing emotional exhaustion, fostering inner calm, strengthening professional motivation, and helping teachers rediscover deeper meaning in their educational roles. The success of the program was supported by spiritually oriented leadership, a supportive organizational culture, and institutional commitment to teacher well-being. Theoretically, this study reinforces the relevance of tazkiyatun nafs within Islamic psychotherapy as a holistic framework for addressing burnout, while also expanding the discourse on the integration of spirituality and educational psychology. Practically, the findings imply that Islamic educational institutions should systematically incorporate spiritual mentoring into human resource management to enhance teachers’ well-being, resilience, and professionalism.

Strengthening Religious Character and Social Attitudes Through the Islamic Personal Development Program in Integrated Islamic Junior High Schools Dini Sutanti; Khojir; Fathul Jannah
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1968

This study aims to analyze the implementation of the Islamic Personal Development Program (Bina Pribadi Islam, BPI) in fostering students’ religious character and social attitudes in integrated Islamic junior high schools. The research addresses concerns over moral degradation among adolescents and the need for effective character education models grounded in Islamic values. A qualitative descriptive approach was employed, utilizing in-depth interviews, observations, and document analysis to collect data. Data were analyzed through condensation, display, and conclusion drawing to capture the program’s impact comprehensively. The findings indicate that BPI is implemented systematically through mentoring sessions (halaqah), habitual worship practices, and social activities. This approach effectively enhances students’ religious character, including discipline in worship, honesty, and responsibility, while also promoting social attitudes such as cooperation, tolerance, and empathy. Program effectiveness is influenced by mentor competence, student participation, and parental involvement. Key supporting factors include institutional commitment, a conducive religious environment, and teacher role modeling, whereas barriers involve limited time, lack of family integration, and an overemphasis on ritual over social development. The study concludes that BPI represents a holistic and effective Islamic character education model, yet its sustainability and impact can be strengthened through enhanced implementation, stakeholder collaboration, and integration of social development components.

The Transformation of Student Character Through Islamic-Based Scouting Activities Hasniah; Noorthaibah; Fathul Jannah
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2058

This study aims to examine how character values are transformed through Scouting activities in the context of experiential Islamic education. A qualitative case study approach was employed to explore the process, forms, and impact of character development. Data were collected through observations, in-depth interviews, and documentation involving school leaders, Scout mentors, teachers, and students. Data analysis followed the stages of reduction, presentation, and interactive conclusion drawing. The findings indicate that Scouting activities effectively foster core character values, including discipline, responsibility, independence, cooperation, leadership, and religiosity. The transformation process occurs in three stages: internalization, habituation, and actualization, facilitated by mentors as role models and a supportive religious environment. Experiential activities allow students to internalize values directly, producing tangible and sustainable behavioral changes. The study concludes that Scouting significantly contributes to the holistic development of students’ character socially and spiritually. These results support the theoretical framework of experiential learning-based character education and provide practical guidance for educational administrators to utilize extracurricular programs as a strategic tool for strengthening character education.

Internalisasi Nilai Karakter Qur’ani melalui Program G7KAIH di Madrasah Ibtidaiyah Haidar Hafiedz; Fathul Jannah; Nur Kholik Afandi
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 1 (2026): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v16i1.8617

The rapid development of technology and globalization poses significant challenges to shaping students’ character, underscoring the need to strengthen Qur’anic-based character education through contextual and sustainable approaches. This study aims to analyze the process of internalizing Qur’anic character values through the Seven Habits of Outstanding Indonesian Children (G7KAIH) program at MI Negeri 1 Samarinda and to identify its supporting and inhibiting factors. This research employs a qualitative field research approach, including participatory observation, semi-structured interviews, and documentation, with eight purposively selected informants. Data were analyzed using the interactive model of Miles and Huberman, supported by triangulation techniques to ensure validity. The findings reveal that the internalization process occurs through three stages: transformation, transaction, and transinternalization, which are integrated into habituation activities, teacher role modeling, and support from both school and family environments. The program contributes to improved discipline, independence, and religious awareness among students. Its success is supported by active teacher involvement, a conducive school environment, and parental participation, while challenges include diverse family backgrounds and limited supervision outside school. Therefore, the G7KAIH program is an effective model for internalizing Qur’anic character values through sustained habituation.

Erau Festival: Building Religious Moderation Through Education for Generation Alpha in Kutaikartanegara Wiwik Angranti; Nur Kholik Afandi; Fathul Jannah
Jurnal Studi Agama dan Masyarakat Vol 21 No 2 (2025): JURNAL STUDI AGAMA DAN MASYARAKAT
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jsam.v21i2.10499

The Erau Festival in Kutai Kartanegara is a traditional ritual that represents gratitude and the multicultural local wisdom of the community. This festival has the potential to serve as a bridge for strengthening religious moderation, particularly among the younger generation. This study aims to develop teaching materials based on the values of the Erau Festival, which are aligned with the four pillars of religious moderation, and to examine their implications on students' mindsets and cultural awareness. The research employs the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The developed teaching materials were implemented and tested in two multicultural schools. Data was collected through observation and interviews, and then analyzed qualitatively. The results indicate a significant increase in cultural awareness, rising from an initial 28% among participants to 58% post-implementation, and the initiative received support from the schools. Furthermore, an observable improvement occurred in social interactions among students. The study concludes that the local wisdom values within the Erau Festival can be transformed into effective teaching materials to instill religious moderation and multicultural awareness in the Alpha generation. The implication of this research provides a practical model for integrating local wisdom into formal education.

Upaya Guru dalam Membangun Lingkungan Kelas yang Ramah untuk Anak Berkebutuhan Khusus Muna Waroh; Fathul Jannah; Nur Kholik Afandi
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 2 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (2)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i2.4290

Penelitian ini dilatarbelakangi oleh pentingya implementasi pendidikan inklusi sebagai upaya mewujudkan kesetaraan akses pendidikan bagi seluruh peserta didik, termasuk Anak Berkebutuhan Khusus (ABK). Meskipun kebijakan pendidikan inklusi telah diterapkan di Indonesia, praktik di lapangan masih menghadapi berbagai tantangan, terutama dalam menciptakan lingkungan kelas yang ramah dan suportif bagi ABK. Kondisi ini menunjukkan urgensi penelitian untuk mengkaji secara mendalam strategi guru dalam membenangun lingkungan belajar yang inklusif. Penelitian ini bertujuan menganalisis strategi guru dalam membangun lingkungan kelas yang ramah bagi Anak Berkebutuhan Khusus (ABK) di SD Islamic Center, Samarinda. Pendidikan inklusi menekankan terciptanya kelas yang aman, suportif, dan menghargai perbedaan agar ABK dapat berpartisipasi optimal. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek guru kelas dan Guru Pendamping Khusus (GPK). Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan metode Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru menerapkan strategi preventif melalui edukasi teman sebaya, penerapan aturan partisipatif, pendampingan personal ABK, adaptasi media pembelajaran, serta koordinasi dengan orang tua. Strategi tersebut menciptakan interaksi harmonis, meningkatkan penerimaan sosial, dan mendukung keberhasilan belajar ABK. Kendala utama meliputi keterbatasan kompetensi guru dan kurangnya pelatihan khusus. Penelitian ini menekankan pentingnya peran guru, pendampingan intensif, dan dukungan sekolah untuk menciptakan kelas inklusif, serta merekomendasikan pengembangan profesional guru sebagai upaya optimalisasi pendidikan inklusi. Berdasarkan temuan berikut, penelitian ini merekomendasika agar peneltiaian selanjutnya memperluas cakupan lokasi, melibatkan lebih banyak informan seperti kepala sekolah dan orang tua, serta mengkaji secara lebih mendalam efektivitas strategi pembelajaran inklusif terhadap hasil belajar dan perkembangan prikososial ABK.

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