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The Role of Islamic Religious Education Teachers in Shaping the Inclusive Character of Students Pujianti, Etika; Nugraha, Hendika Adi
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 001 (2024): Special Issues
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i001.402

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in shaping the inclusive character of students in secondary school environments. An inclusive character is considered important in fostering attitudes of mutual respect, tolerance, and the ability to coexist in the midst of diversity. This study employs a qualitative approach with a case study method. Data were collected through in-depth interviews with PAI teachers, observations of the learning process, and analysis of related documents, such as syllabi and lesson plans. The results show that PAI teachers play a strategic role in shaping the inclusive character of students through three main aspects: (1) the use of discussion-based learning methods that encourage students to understand others' perspectives; (2) the role model demonstrated by teachers in exhibiting inclusive attitudes both inside and outside the classroom; (3) the integration of values of tolerance and respect for differences in the teaching materials and learning activities; (4) the use of a holistic approach, teaching religious, social, and moral values simultaneously, successfully instilling a deeper understanding of the concept of inclusivity. In addition, the study found that the success of shaping students' inclusive character highly depends on the competence of the teacher, the support of the school environment, and the relevance of the learning approach to students' social context. By optimizing the role of PAI teachers, students can better understand the importance of peaceful coexistence in the midst of diversity. The study concludes that PAI teachers are key agents in building students' inclusive character, and continuous training and development of teacher competencies are needed to support this role.

Implementasi Metode Pembelajaran Fishbowl Diskusi dalam Meningkatkan Prestasi Belajar Siswa pada Mata Pelajaran Fiqih di Kelas XI B Madrasah Aliyah Hidayatul Mubtadiin Jati Agung Lampung Selatan Tahun Ajaran 2024/2025: Penelitian Azhari, Nazar; Hasan, Mustaqim; Nugraha, Hendika Adi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.1095

The implementation of the Fishbowl discussion learning method in the Fiqh subject has proven effective in creating a more active, participatory, and reflective learning environment. By dividing students into two groups—the inner circle for discussion and the outer circle as observers—this method encourages students to express ideas more confidently, listen attentively, and develop analytical thinking and communication skills. The learning process is no longer teacher-centered, but rather driven by dynamic student-to-student interactions, which directly enhances understanding of Fiqh concepts and positively impacts learning outcomes. This study uses a qualitative approach with a descriptive method. Data collection was conducted through classroom observation, in-depth interviews with teachers and students, and documentation of learning activities. The data were analyzed thematically to identify implementation patterns, supporting factors, and challenges faced in applying the Fishbowl method in class XI B at Madrasah Aliyah Hidayatul Mubtadiin. The results of this method’s implementation show a significant increase in student engagement, both intellectually and emotionally. Students became more enthusiastic about participating in lessons, gradually got accustomed to discussion-based learning, and began to internalize Fiqh values in their daily lives. Academic performance also improved alongside the growth in students’ confidence to present and defend their arguments. Nevertheless, the implementation of this method still encountered challenges such as time constraints during learning sessions, unequal speaking abilities among students, and the lack of facilities that support optimal discussion-based learning in the classroom. Several challenges that arise during the application of the Fishbowl method can actually be mitigated through appropriate strategies. Effective time management, forming small discussion groups, and employing inclusive and supportive teacher approaches are all helpful in overcoming these obstacles. As a result, this method can still be applied effectively despite existing limitations. This suggests that the success of the Fishbowl method heavily relies on the teacher's preparedness and the flexibility of implementation strategies in real classroom situations.

The Nature of Administration and Supervision as Elements in Developing Educational Resources Nugraha, Hendika Adi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1166

Educational administration and supervision are two fundamental, interrelated aspects of educational resource development. Administration functions as a manager who plans, organizes, and oversees the efficient use of resources, while supervision plays a role in improving the quality of teaching and teacher performance through constructive guidance and evaluation. This study aims to identify the nature of administration and supervision and their roles in developing the professionalism of educators and improving the quality of education. Through a literature review, it was found that collaboration between effective administration and targeted supervision creates a conducive learning environment, supports the growth of teacher competencies, and contributes to the achievement of the educational vision. The results of the study indicate that administration and supervision are two important elements that serve as the main foundation in educational resource development. Administration provides a structure and governance that regulates resource allocation, planning, and organization that ensures the continuity of the educational process efficiently and in alignment with the school's vision. Supervision, on the other hand, plays a role in providing guidance, evaluation, and motivation for educators to continuously improve their competence and teaching quality. The synergy between administration and supervision not only supports the professional development of teachers and other educational staff but also creates a conducive learning environment and improves the overall quality of educational services. With structured administration and effective supervision, schools are able to achieve higher educational standards, meet community expectations, and contribute to the formation of a more qualified generation

The Nature of Administration and Supervision as Elements in Developing Educational Resources Nugraha, Hendika Adi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1166

Educational administration and supervision are two fundamental, interrelated aspects of educational resource development. Administration functions as a manager who plans, organizes, and oversees the efficient use of resources, while supervision plays a role in improving the quality of teaching and teacher performance through constructive guidance and evaluation. This study aims to identify the nature of administration and supervision and their roles in developing the professionalism of educators and improving the quality of education. Through a literature review, it was found that collaboration between effective administration and targeted supervision creates a conducive learning environment, supports the growth of teacher competencies, and contributes to the achievement of the educational vision. The results of the study indicate that administration and supervision are two important elements that serve as the main foundation in educational resource development. Administration provides a structure and governance that regulates resource allocation, planning, and organization that ensures the continuity of the educational process efficiently and in alignment with the school's vision. Supervision, on the other hand, plays a role in providing guidance, evaluation, and motivation for educators to continuously improve their competence and teaching quality. The synergy between administration and supervision not only supports the professional development of teachers and other educational staff but also creates a conducive learning environment and improves the overall quality of educational services. With structured administration and effective supervision, schools are able to achieve higher educational standards, meet community expectations, and contribute to the formation of a more qualified generation

The Nature of Administration and Supervision as Elements in Developing Educational Resources Nugraha, Hendika Adi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1166

Educational administration and supervision are two fundamental, interrelated aspects of educational resource development. Administration functions as a manager who plans, organizes, and oversees the efficient use of resources, while supervision plays a role in improving the quality of teaching and teacher performance through constructive guidance and evaluation. This study aims to identify the nature of administration and supervision and their roles in developing the professionalism of educators and improving the quality of education. Through a literature review, it was found that collaboration between effective administration and targeted supervision creates a conducive learning environment, supports the growth of teacher competencies, and contributes to the achievement of the educational vision. The results of the study indicate that administration and supervision are two important elements that serve as the main foundation in educational resource development. Administration provides a structure and governance that regulates resource allocation, planning, and organization that ensures the continuity of the educational process efficiently and in alignment with the school's vision. Supervision, on the other hand, plays a role in providing guidance, evaluation, and motivation for educators to continuously improve their competence and teaching quality. The synergy between administration and supervision not only supports the professional development of teachers and other educational staff but also creates a conducive learning environment and improves the overall quality of educational services. With structured administration and effective supervision, schools are able to achieve higher educational standards, meet community expectations, and contribute to the formation of a more qualified generation

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