Garuda - Garba Rujukan Digital

Gender Equality in Islamic Education: Curriculum, Pedagogy, and Media Strategies Dudun Najmudin; Ilham Pebrian; Lia Susanti; Mulyawan Safwandy Nugraha; Nadira Salsabila
AL-MAIYYAH : Media Transformasi Gender dalam Paradigma Sosial Keagamaan Vol 18 No 2 (2025): AL-MAIYYAH
Publisher : Center for Gender and Child Studies, Institute for Research and Community Service, Institut Agama Islam Negeri Parepare.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/almaiyyah.v18i2.14939

Gender inequality continues to shape Islamic education in Indonesia, particularly through curriculum, pedagogy, and institutional practices that reproduce patriarchal norms. This study aims to examine the conceptual foundations, challenges, and strategic frameworks for integrating gender-responsive values into the Islamic Education Curriculum and to identify their theoretical and practical implications. Using a qualitative descriptive approach, the research draws on an extensive literature review of classical and contemporary Islamic scholarship, peer-reviewed studies, and national education policies. Thematic analysis highlights key obstacles, including limited educator competence, gender-biased learning materials, and insufficient institutional support, while identifying strategies such as curriculum redesign, gender-sensitive pedagogy, and the effective use of digital and traditional media to challenge stereotypes. The findings reveal that integrating gender values requires not only curricular reform but also a broader epistemological transformation within Islamic education. This study proposes a multidimensional framework for gender-responsive curriculum development. It offers evidence-based recommendations for policymakers, educators, and curriculum developers to promote gender equity across Islamic educational settings.

Efektivitas media Kipin School dalam meningkatkan hasil belajar Matematika siswa kelas empat Nindiapliyani Al-Azizah; Andes Safarandes Asmara; Ayu Fitri; Lia Susanti
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.667

Mathematics teaching in elementary schools still faces various challenges, particularly students' limited understanding of fractions and the limited use of interactive digital learning media. This study aims to develop and evaluate the effectiveness of a Mathematics module, based on the Kipin School digital platform, in improving elementary school students' learning outcomes in fractions. This study uses a Research and Development (RnD) approach by applying the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through validation sheets, practicality questionnaires, and pretest-posttest designs, and then analyzed using descriptive statistics, normality tests, paired-samples t-tests, and N-Gain analysis. The results indicate that the module falls within the "very valid" category. Feedback from teachers and students also indicates the "very practical" category because the media is easy to use, interesting, and supports interactive learning. In addition, the effectiveness test results show a significant increase in student learning outcomes after using the media, although the N-Gain value remains relatively low. Therefore, the Kipin school-based module is suitable for use as a digital learning medium to support Mathematics learning in schools.

Interrelation between report book and teacher performance Witzir Sumadisastro Subran; Dinn Wahyudin; Lia Susanti; Dudun Najmudin
Inovasi Kurikulum Vol. 21 No. 3 (2024): Inovasi Kurikulum, August 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i3.65584

Teacher report cards are a means of communication and evaluation between the principal and teachers that can improve teacher performance and impact student learning achievement. SDIT Nurul 'Ilmi Jambi has implemented teacher report cards for over ten years, which are given at the beginning of each month along with the receipt of monthly teacher rights. This study aims to determine the relationship or influence of report cards on the performance of SDIT Nurul 'Ilmi Jambi teachers. This study uses a mixed method, where data collection is carried out by distributing questionnaires. Then, to analyze the data, SPSS tools are used with validity tests, reliability tests, and Spearman rank correlation tests. In the qualitative method, interviews were conducted with teachers to determine the factors that contribute to teacher performance. The study's results indicate that there is a relationship or influence of report cards on the performance of SDIT Nurul 'Ilmi Jambi teachers, and there is a powerful positive influence. Other things that influence teacher performance based on the interview results are awareness, concern, and spiritual values such as sincerity and charity for the teacher himself. Abstrak Rapor guru merupakan sarana komunikasi dan evaluasi antara kepala sekolah dan guru yang dapat meningkatkan kinerja guru serta akan berdampak kepada prestasi belajar siswa. SDIT Nurul ‘Ilmi Jambi telah melaksanakan penerapan rapor guru selama lebih dari 10 tahun yang diberikan pada tiap awal bulan bersamaan dengan penerimaan hak bulanan guru. Penelitian ini bertujuan untuk mengetahui hubungan atau pengaruh rapor terhadap kinerja guru SDIT Nurul ‘Ilmi Jambi. Penelitian ini menggunakan metode campuran (mixed methods), di mana pengumpulan data dilakukan menyebarkan kuesioner, kemudian untuk menganalisis data digunakan alat bantu berupa SPSS dengan uji validitas, uji reliabilitas, dan uji korelasi rank spearman. Sedangkan metode kualitatif, dilakukan wawancara dengan guru untuk mengetahui faktor-faktor yang berkontribusi terhadap kinerja guru. Hasil penelitian menunjukkan bahwa terdapat hubungan atau pengaruh rapor terhadap kinerja guru SDIT Nurul ‘Ilmi Jambi dan adanya pengaruh positif sangat kuat. Hal lain yang memengaruhi kinerja guru dari hasil wawancara adalah kesadaran, kepedulian, dan nilai-nilai spiritualitas seperti keikhlasan dan amal jariyah bagi guru itu sendiri. Kata Kunci: guru sekolah dasar; rapor guru; sekolah dasar

Enhancing teacher competencies in ESD: a framework for professional development Lia Susanti; Asep Herry Hernawan; Laksmi Dewi; Dudun Najmudin; Rohim Abdurohim
Inovasi Kurikulum Vol. 21 No. 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75831

Education for Sustainable Development (ESD) equips students with the knowledge and skills to address global sustainability challenges. However, the effectiveness of ESD largely depends on the competencies of teachers. This article aims to develop a comprehensive framework for improving teachers' competencies in ESD. This research uses a qualitative approach, literature review, qualitative content analysis, secondary case study, and conceptual design methods. The framework identifies essential competencies, including critical thinking, problem-solving, and ethical decision-making, that educators must possess to integrate sustainability principles into their teaching practices effectively. Additionally, the paper explores professional development strategies that can support teachers in acquiring these competencies, such as continuous training, collaborative learning, and experiential education. The findings suggest that a holistic approach to professional development is necessary to empower teachers and enable them to foster a sustainability-oriented mindset in their students. By implementing this framework, educational institutions can contribute to preparing future generations to engage actively in sustainability efforts. This study highlights the importance of teacher competencies in ESD and provides actionable recommendations for policymakers and educational leaders to enhance teacher training programs and promote sustainability education in schools. Abstrak Pendidikan untuk Pembangunan Berkelanjutan (ESD) memainkan peran penting dalam membekali siswa dengan pengetahuan dan keterampilan yang diperlukan untuk menghadapi tantangan keberlanjutan global. Namun, efektivitas ESD sangat bergantung pada kompetensi guru. Artikel ini bertujuan untuk mengembangkan kerangka kerja komprehensif untuk meningkatkan kompetensi guru dalam ESD. Penelitian ini menggunakan pendekatan kualitatif dengan metode tinjauan literatur, metode analisis konten kualitatif, studi kasus sekunder, dan metode desain konseptual. Kerangka kerja ini mengidentifikasi kompetensi penting, termasuk berpikir kritis, pemecahan masalah, dan pengambilan keputusan etis, yang harus dimiliki pendidik untuk secara efektif mengintegrasikan prinsip-prinsip keberlanjutan ke dalam praktik pengajaran mereka. Selain itu, artikel ini mengeksplorasi strategi pengembangan profesional yang dapat mendukung guru dalam memperoleh kompetensi tersebut, seperti pelatihan berkelanjutan, pembelajaran kolaboratif, dan pendidikan berbasis pengalaman. Temuan menunjukkan bahwa pendekatan holistik terhadap pengembangan profesional sangat diperlukan untuk memberdayakan guru dan memungkinkan mereka untuk membina pola pikir yang berorientasi pada keberlanjutan di antara siswa mereka. Dengan menerapkan kerangka ini, lembaga pendidikan dapat berkontribusi dalam mempersiapkan generasi mendatang untuk secara aktif terlibat dalam upaya keberlanjutan. Studi ini tidak hanya menyoroti pentingnya kompetensi guru dalam ESD tetapi juga memberikan rekomendasi yang dapat diterapkan bagi pembuat kebijakan dan pemimpin pendidikan untuk meningkatkan program pelatihan guru dan mempromosikan pendidikan keberlanjutan di sekolah. Kata Kunci: kompetensi guru; pengembangan profesional; pendidikan berkelanjutan; pendidikan untuk pembangunan berkelanjutan

Religious moderation curriculum in a global perspective Dudun Najmudin; Asep Herry Hernawan; Laksmi Dewi; Lia Susanti; Ilham Pebrian
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.75832

This research is motivated by the rise of radicalism and intolerance in various parts of the world, which emphasizes the importance of education to promote religious moderation. Religious moderation curriculum is a solution to building a more inclusive and tolerant global society. This study aims to identify the application of religious moderation curriculum in various global contexts and evaluate its impact on forming moderate attitudes, interfaith dialogue, and social peace. This research uses a qualitative method with a systematic literature study. Data were collected from various appropriate and relevant articles to identify effective policies, approaches, and implementation strategies, as well as the development of a religious moderation curriculum. The results show that implementing the religious moderation curriculum has successfully encouraged tolerance, strengthened interfaith dialogue, and suppressed the potential for radicalism. However, some challenges are still faced, such as resistance from conservative groups and difficulties adapting the curriculum to be relevant to the local context without losing the essence of the universal values of moderation. The conclusion of this study underscores that religious moderation curricula have great potential to support global peace and promote harmonious diversity if implemented appropriately. Abstrak Penelitian ini dilatarbelakangi oleh meningkatnya radikalisme dan intoleransi di berbagai belahan dunia, yang menekankan pentingnya pendidikan sebagai alat untuk mempromosikan moderasi beragama. Kurikulum moderasi beragama dipandang sebagai solusi dalam membangun masyarakat global yang lebih inklusif dan toleran terhadap perbedaan. Tujuan penelitian ini adalah untuk mengidentifikasi penerapan kurikulum moderasi beragama dalam berbagai konteks global dan mengevaluasi dampaknya terhadap pembentukan sikap moderat, dialog antaragama, serta perdamaian sosial. Penelitian ini menggunakan metode kualitatif dengan studi literatur sistematis. Pengumpulan data diambil dari berbagai artikel yang layak dan relevan untuk mengidentifikasi kebijakan, pendekatan, dan strategi implementasi yang efektif, serta pengembangan kurikulum moderasi beragama. Hasil penelitian menunjukkan bahwa penerapan kurikulum moderasi beragama berhasil mendorong sikap toleransi, memperkuat dialog antaragama, dan menekan potensi radikalisme. Namun, beberapa tantangan masih dihadapi, seperti resistensi dari kelompok konservatif dan kesulitan dalam mengadaptasi kurikulum agar relevan dengan konteks lokal tanpa kehilangan esensi nilai universal moderasi. Simpulan penelitian ini menggarisbawahi bahwa kurikulum moderasi beragama memiliki potensi besar dalam mendukung perdamaian global dan mempromosikan keberagaman yang harmonis apabila diterapkan secara tepat. Kata Kunci: kurikulum; moderasi beragama; perspektif global

Research trends on RME and self-confidence in the Mathematics education curriculum Rohim Abdurohim; Dinn Wahyudin; Lia Susanti
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.79455

Realistic Mathematics Education (RME) has been recognized as an innovative approach that effectively improves mathematical skills and students' self-confidence. This study aims to analyze scientific trends related to the application of RME and its impact on self-confidence in mathematics education curriculum. A bibliometric approach was used to analyze 200 articles published between 2020-2024. Data were obtained using the Publish or Perish tool and analyzed with VOSviewer to evaluate citation metrics, collaboration patterns between authors, and relationships between keywords. The analysis results showed 2,314 citations with an average of 11.57 citations per article and active collaboration patterns with an average of 2.6 authors per article. This study found that the Realistic Mathematics Education (RME) approach significantly increased students' confidence in learning mathematics and improved problem-solving skills and in-depth concept understanding. The bibliometric analysis showed that research topics related to RME and student confidence have received extensive academic attention, with high citation rates and significant contributions to the development of mathematics education theory and practice. The findings confirm the importance of RME as an innovative approach in supporting students' cognitive and affective learning outcomes while providing a basis for developing mathematics education practice. Abstrak Realistic Mathematics Education (RME) telah dikenal sebagai pendekatan inovatif yang efektif dalam meningkatkan kemampuan matematis sekaligus kepercayaan diri (self-confidence) peserta didik. Penelitian ini bertujuan untuk menganalisis tren ilmiah terkait penerapan RME dan dampaknya terhadap self-confidence dalam kurikulum pendidikan Matematika. Pendekatan bibliometrik digunakan untuk menganalisis 200 artikel yang diterbitkan pada rentang waktu 2020–2024. Data diperoleh menggunakan perangkat Publish or Perish dan dianalisis dengan VOSviewer untuk mengevaluasi metrik sitasi, pola kolaborasi antarpenulis, dan hubungan antar kata kunci. Hasil analisis menunjukkan total 2.314 sitasi dengan rata-rata 11,57 sitasi per artikel, serta pola kolaborasi aktif dengan rata-rata 2,6 penulis per artikel. Penelitian ini menemukan bahwa pendekatan Realistic Mathematics Education (RME) secara signifikan meningkatkan kepercayaan diri siswa dalam pembelajaran Matematika, selain meningkatkan kemampuan pemecahan masalah dan pemahaman konsep secara mendalam. Analisis bibliometrik menunjukkan bahwa topik penelitian terkait RME dan kepercayaan diri peserta didik telah mendapatkan perhatian akademik yang luas, dengan tingkat sitasi yang tinggi dan kontribusi signifikan terhadap pengembangan teori dan praktik pendidikan Matematika. Temuan ini menegaskan pentingnya RME sebagai pendekatan inovatif dalam mendukung hasil belajar kognitif dan afektif peserta didik, sekaligus memberikan dasar bagi pengembangan praktik pendidikan Matematika. Kata Kunci: analisis bibliometrik; kepercayaan diri; pendidikan matematika; realistic mathematics education; RME

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