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HUBUNGAN ANTARA INTENSITAS MENGIKUTI EKSTRAKURIKULER KEAGAMAAN DENGAN PERILAKU SOSIAL SISWA DI MAN 1 BUNGO Disuwara, Gita; Kurniawan, Sugeng; Sabli, Muhammad; Baili; Yulia Friska, Sonia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 2 (2022): Volume 07, Nomor 02, Desember 2022
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51478

Religious extracurricular activities in Islamic schools are normatively aimed at strengthening social ethics and peer group cohesion, yet their empirical impact on students’ social behavior remains associative and insufficiently measured across multiple dimensions. This study aimed to analyze the relationship between participation intensity in religious extracurricular activities and students’ social behavior, and to measure its predictive power. A quantitative correlational design was applied to 174 students of MAN 1 Kabupaten Bungo, selected via stratified random sampling. Instruments included standardized Likert scales for participation intensity (α = 0.86) and social behavior (α = 0.89), validated for construct validity (KMO = 0.812). Data were analyzed using prerequisite tests, Pearson correlation, and simple linear regression. Results indicated a significant positive relationship (r = 0.548; p < 0.001) with moderate strength. The regression model yielded R² = 0.300 (F = 73.41; p < 0.001), indicating that 30% of social behavior variance can be predicted by participation intensity. Discussion confirms that attendance frequency, duration of active involvement, and consistency of roles facilitate prosocial habituation through social learning mechanisms and peer modeling reinforcement. It is concluded that participation intensity in religious extracurricular activities significantly contributes to students’ social behavior formation. The study recommends optimizing collaborative project-based extracurricular designs, monitoring active participation, and integrating social behavior assessment into madrasah character development reports.

STRATEGI GURU PAI DALAM MENANAMKAN NILAI TOLERANSI ANTARUMAT BERAGAMA DI SEKOLAH NEGERI BERBASIS MASYARAKAT PLURAL Rayadi; Baili; Mabruri; yulia friska, Sonia; Sriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 6 No. 1 (2021): Volume 6 Nomor 1 Juni 2021
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v6i1.51859

This study aims to identify and analyze the strategies employed by Islamic Religious Education (PAI) teachers in instilling inter-religious tolerance values in public schools located within pluralistic communities. Using a qualitative approach with a multi-site case study design, the research involved three PAI teachers, six students from diverse religious backgrounds, two school principals, and one supervisor from two public junior high schools in multicultural regions. Data were collected through semi-structured interviews, participatory observation, and documentation. Data analysis followed the interactive model of Miles and Huberman. The findings indicate that PAI teachers implement four primary strategies: integration of tolerance values into lesson planning and delivery, inclusive behavioral role modeling, facilitation of structured interfaith dialogue, and contextualization of local wisdom. These strategies significantly contribute to fostering mutual respect, reducing religious prejudice, and strengthening social cohesion within the school environment. The study concludes that the role of PAI teachers in pluralistic schools extends beyond doctrinal knowledge transfer to functioning as agents of moderation and social cohesion. Practical implications highlight the need to strengthen teachers’ multicultural competencies, integrate tolerance values into the hidden curriculum, and ensure inclusive school policy support.

PENGARUH LINGKUNGAN KELUARGA TERHADAP MINAT BELAJAR PENDIDIKAN AGAMA ISLAM SISWA DI SMP NEGERI 3 MUARA BUNGO Anasru; Noviriani; Mabruri; Yulia Friska, Sonia; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 6 No. 1 (2021): Volume 6 Nomor 1 Juni 2021
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v6i1.51873

This study aims to analyze the influence of family environment on students’ interest in learning Islamic Religious Education (PAI) at SMP Negeri 3 Muara Bungo. A quantitative correlational survey design was employed. The population consisted of 458 students from grades VII to IX, with a sample of 120 students selected through proportional random sampling. Data were collected using a Likert-scale questionnaire measuring family environment and PAI learning interest, which underwent construct validity and internal reliability testing. Data analysis utilized simple linear regression via SPSS 26. Results revealed a positive and significant effect of family environment on PAI learning interest (β = 0.648; t = 9.124; p < 0.001). The coefficient of determination (R²) was 0.420, indicating that 42% of the variance in learning interest was explained by family environment, while 58% was attributed to other factors. These findings confirm that parental emotional support, routine religious practices at home, and family communication patterns play a crucial role in fostering students’ intrinsic motivation toward PAI. The study recommends strengthening school-family collaboration through religious parenting programs and integrating home-school religious practices.

INTEGRASI NILAI-NILAI PENDIDIKAN KARAKTER DALAM BUKU TEKS PAI KURIKULUM MERDEKA: ANALISIS ISI PADA BUKU KELAS VIII SMP Alfarisi, Ahmad; Aulia, Nila; Yulia Friska, Sonia; Adilla, Ulfa; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.51948

This study aims to identify and analyze the integration of character education values in the Grade VIII Junior High School Islamic Religious Education (PAI) textbook under the Kurikulum Merdeka. The research employed a content analysis design with quantitative-descriptive and qualitative-thematic approaches. Data sources comprised the official PAI textbook published by Kemendikbudristek (2022), containing 8 chapters and 16 learning units. Coding was conducted using a matrix based on the six dimensions of Profil Pelajar Pancasila (PPP) and three integration depth levels (declarative, contextual, transformative). Inter-rater reliability yielded Cohen’s Kappa = 0.87. Analysis of 342 coded units revealed the following character distribution: religious (28%), critical reasoning (18%), mutual cooperation (16%), independence (14%), creativity (13%), and global diversity (11%). Integration depth was dominated by the declarative level (62%), followed by contextual (28%) and transformative (10%). Findings indicate that while the textbook accommodates character values, emphasis remains textual and lacks project-based application. The study recommends strengthening P5 activity components, balancing PPP dimensions, and developing teacher guidelines for local contextualization.

PERSEPSI SISWA TERHADAP PEMBELAJARAN PAI BERBASIS BLENDED LEARNING PASCA PANDEMI DI SMA NEGERI 1 JUJUHAN Azila, Zufa; Adilla, Ulfa; Yulia Friska, Sonia; Baili; Mabruri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.51961

This study aims to map students’ perceptions of blended learning-based Islamic Religious Education (PAI) post-pandemic at SMA Negeri 1 Jujuhan and identify the factors most influential in accepting this model. An explanatory sequential mixed-methods design was employed. The sample comprised 180 students selected through proportional stratified random sampling, supplemented by in-depth interviews with 12 students and 4 PAI teachers. The quantitative instrument was a 5-point Likert scale questionnaire measuring four dimensions: platform usability, pedagogical alignment, socio-emotional support, and assessment equity. Construct validity yielded r > 0.361 and reliability α = 0.89. Data were analyzed using descriptive statistics, multiple regression, ANOVA, and qualitative thematic analysis. Results indicated an overall moderate-high perception (M = 3.78; SD = 0.52). Multiple regression revealed that platform usability (β = 0.312; p < 0.01), pedagogical alignment (β = 0.287; p < 0.01), and socio-emotional support (β = 0.241; p < 0.05) significantly influenced positive perception, while assessment equity was non-significant (β = 0.118; p = 0.089). Perception differed across grade levels (F = 4.32; p = 0.015). Qualitative findings confirmed four main themes: flexibility vs. cognitive load, digital divide and parental support, integration of Islamic values in asynchronous design, and non-authentic assessment. The study recommends developing contextual blended PAI modules, strengthening teachers’ digital literacy, and implementing project-based collaborative assessments between home and school.

KOMPETENSI PEDAGOGIS DIGITAL GURU PAI DALAM MENERAPKAN PEMBELAJARAN BERDIFERENSIASI KURIKULUM MERDEKA: ANALISIS KEBUTUHAN DAN TANTANGAN IMPLEMENTASI Riyansyah; sabli, Muhammad; Kurniawan, Sugeng; Yulia Friska, Sonia; Baili; Andryadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

The implementation of the Merdeka Curriculum requires Islamic Religious Education (PAI) teachers to integrate differentiated learning with meaningful use of digital technology. However, the gap between policy and classroom practice indicates uneven digital pedagogical competence among PAI teachers in designing learning that responds to students' diverse learning profiles. This study aims to map needs and identify implementation challenges of PAI teachers' digital pedagogical competence in applying differentiated learning under the Merdeka Curriculum. The research employed a sequential explanatory mixed-methods design. The quantitative sample consisted of 156 junior and senior high school PAI teachers across three districts/cities selected via stratified random sampling. Quantitative data were collected using a digital pedagogical competence questionnaire (α=0.91) and professional development needs survey, analyzed descriptively and inferentially. The qualitative sample comprised 18 teachers selected purposively based on extreme competence scores, with in-depth interviews and FGDs. Thematic analysis revealed four main challenge dimensions: (1) infrastructure gaps and contextual digital literacy, (2) pedagogical unpreparedness in digitally diagnosing learning profiles, (3) administrative burden and assessment misalignment, and (4) ethical-spiritual dilemmas in integrating technology into religious education. Findings show that 68% of PAI teachers are at a basic digital competence level, with the highest training needs in data-driven differentiation design and adaptive formative assessment. This study recommends a sustained digital-based Professional Learning Community (PLC) mentoring model, administrative policy simplification, and development of digital pedagogical modules integrated with Islamic values. The results contribute to strengthening PAI teacher competence development policies in the Merdeka Curriculum era.

INTEGRASI KEARIFAN LOKAL DALAM MATERI PAI UNTUK PENGUATAN SIKAP TOLERANSI DAN MODERASI BERAGAMA: STUDI ETNOPEDAGOGI DI MTS DAERAH MULTIKULTURAL Umam, Khotibul; Kurniawan, Sugeng; sabli, Muhammad; Yulia Friska, Sonia; Andryadi; Baili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53529

Islamic Religious Education (PAI) at Islamic junior high schools (MTs) in multicultural regions faces contextual challenges in fostering tolerance and religious moderation amid ethnic, cultural, and religious diversity. This study aims to explore the forms, strategies, and impacts of integrating local wisdom into PAI materials as an ethnopedagogical approach to strengthening tolerance and religious moderation attitudes. The research employed a qualitative design using an ethnopedagogical study approach that combined participatory observation, in-depth interviews, document analysis, and focus group discussions (FGD). Subjects included 4 PAI teachers, 1 cultural/traditional leader, and 24 eighth-grade students at an MTs in a multicultural area, selected purposively. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model and reflexive thematic analysis. Findings identified three relevant forms of local wisdom: (1) the tradition of silih asah-asih-asuh and interfaith mutual cooperation, (2) customary deliberation as a conflict resolution mechanism, and (3) the settlement pattern of adjacent houses of worship symbolizing social cohesion. Pedagogical integration was implemented through contextualization of Module Ajar content, collaborative project-based learning, reflective dialogue, and attitude portfolio assessment. Results indicate that the ethnopedagogical approach effectively strengthens cognitive understanding (diversity as sunnatullah), affective internalization (empathy, prejudice reduction), and behavioral manifestation (cross-background cooperation, inclusive language, conflict mediation) among students. The study concludes that local wisdom serves as a pedagogical wasilah bridging universal Islamic values with socio-cultural contexts, making PAI more relevant, transformative, and contextual. Recommendations include developing standardized ethnopedagogical modules, teacher training through Professional Learning Communities (PLCs), and flexible policy support from the Ministry of Religious Affairs and Ministry of Education.

PERSEPSI DAN KESIAPAN GURU PAI TERHADAP ASESMEN AUTENTIK BERBASIS PROYEK PADA KURIKULUM MERDEKA: ANALISIS DESKRIPTIF DI SMA NEGERI 2 KABUPATEN BUNGO Pahmi Idris; Andryadi; Yulia Friska, Sonia; Baili; sabli, Muhammad; kurniawan, sugeng
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 03 (2023): Volume 08 No. 3 Desember 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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The Merdeka Curriculum shifts the assessment paradigm from conventional summative tests to project-based authentic assessment oriented toward developing the Pancasila Student Profile. Islamic Religious Education (PAI) teachers play a crucial role in operationalizing this shift, yet the gap between policy and classroom practice indicates barriers in understanding, designing, and implementing authentic assessment. This study aims to map PAI teachers' perceptions and readiness regarding project-based authentic assessment under the Merdeka Curriculum. The research employed a descriptive quantitative design with qualitative triangulation. Subjects included all PAI teachers at SMA Negeri 2 Regency Y (N=12) selected via census. Instruments consisted of perception and readiness questionnaires (1–5 Likert scale, α=0.91) and semi-structured interview guides. Quantitative data were analyzed descriptively (mean, standard deviation, frequency distribution), while qualitative data underwent thematic analysis for contextual deepening. Results indicate that teachers' perceptions of project-based authentic assessment fall into the positive category (M=3.84; SD=0.52), with strong conceptual understanding but concerns regarding feasibility. Overall readiness is moderate (M=3.61; SD=0.63), with significant disparities in technical-pedagogical dimensions (rubric design, process tracking, digital documentation) and administrative aspects (workload, report card alignment). Qualitative findings reveal four main challenges: lack of contextual PAI operational guidelines, limited time for teacher collaboration, misalignment in reporting systems, and the need for sustained mentoring. The study concludes that PAI teachers cognitively and affectively accept authentic assessment, but implementation readiness remains constrained by technical, systemic, and school capacity factors. Recommendations include developing standardized PAI assessment modules, strengthening Professional Learning Communities (PLCs), simplifying administration, and implementing continuous mentoring programs. The results provide empirical input for policy development on PAI teachers' assessment competencies in the Merdeka Curriculum era.

SINERGI RUMAH-SEKOLAH-MASYARAKAT DALAM PENGUATAN PEMBELAJARAN PAI BERBASIS KARAKTER: MODEL KOLABORASI TRIPARTIT DI DAERAH BUNGO, JAMBI DI KABUPATEN BUNGO, JAMBI Kurniawan, Sugeng; Faliza; Sriani; Baili; Yulia Friska, Sonia; Sabli, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.53849

Character-based Islamic Religious Education (PAI) often experiences fragmentation due to disconnected roles of home, school, and community in internalizing religious and moral values. This study aims to explore tripartite synergy patterns, construct a collaboration model, and identify supporting and inhibiting factors in strengthening character-based PAI learning in Bungo Regency, Jambi. The research employed a descriptive qualitative case study design grounded in Bronfenbrenner’s social ecology theory and Epstein’s collaboration framework. Subjects consisted of 24 participants (12 PAI teachers, 8 parents, 4 community/religious leaders) from three junior/senior high schools selected purposively. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using reflexive thematic analysis and cross-case synthesis. Findings reveal four tripartite synergy mechanisms: (1) integrated character indicator mapping, (2) structured communication forums leveraging local wisdom and simple digital platforms, (3) community-based experiential learning (social internships, religious projects, youth majelis taklim mentoring), and (4) shared accountability systems through character journals, portfolios, and multi-stakeholder feedback. Supporting factors include the adat bersendi syarak value, community leader commitment, and collaborative school leadership. Inhibiting factors encompass parental time constraints, lack of dedicated budget allocation, digital literacy gaps, and misalignment between formal curriculum demands and informal community practices. The study concludes that the tripartite collaboration model transforms PAI from classroom-bound instruction into a holistic, contextual, and sustainable character formation ecosystem. Policy recommendations include institutionalizing synergy forums, developing collaboration guide modules, aligning regional character education budgets, and strengthening teachers' community pedagogy competencies. Findings contribute to Islamic character education theory and Merdeka Curriculum implementation in semi-urban regions.

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