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All Journal Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Tuladha : Jurnal Pendidikan Dasar At-Taqwa: Jurnal Pendidikan dan Islamic Studies
Wulandari, Dika
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformasi Pendidikan Islam Pada Masa Kejayaan Turki Usmani: Sejarah dan Perkembangannya Kalsum, Umi; Wulandari, Dika; Ali, Damsir
At-Taqwa: Jurnal Pendidikan dan Islamic Studies Vol 2, No 2 (2024): DESEMBER
Publisher : Yayasan Nurma Gemilang

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Abstract

Artikel ini membahas perkembangan pendidikan islam pada masa turki utsmani yang berperan besar dalam membangun kejayaan peradaban islam. Kajian ini meliputi sejarah pendidikan, tujuan pendidikan, dan sistem pengajaran yang di terapkan, pendidikan islam pada masa Turki Utsmani tidak hanya fokus pada ajaran agama, tapi juga mulai melibatkan ilmu pengetahuan umum seperti filsafat, matematika, dan juga sains. Hasil penelitian menunjukkan bahwa pendidikan islam pada masa turki utsmani memberikan pengaruh besar dalam bidang politikzaman. Hasil penelitian menunjukkan bahwa pendidikan islam pada masa turki utsmani memberikan pengaruh besar dalam bidang politik, budaya dan sosial. Dalam politik, pendidikan islam melahirkan pemimpin yang mengacu pada nilai-nilai keislaman untuk menjaga kestabilan pemerintahan. Dari segi budaya, pendidikan islam mendorong perkembangan seni, sastra dan desain bangunan yang mencerminkan ciri khas islam. Sementara dari segi sosial, pendidikan islam berperan dalam membentuk masyarakat religius dan hidup dalam kedamaian. Namun, pada abad pertengahan pendidikan mengalami kemunduran yang memengaruhi kualitas ilmu pengetahuan hingga muncul reformasi pada masa Sultan Mahmud II. Penelitian ini mengungkapkan bahwa meskipun menghadapi berbagai tantangan, pendidikan islam di era Turki Utsmani tetap memiliki peran penting dalam kemajuan peradaban islam.
Character improvement based on digital literacy through internalization of Tamansiswa Tri-Nga teachings in class V elementary school students Wulandari, Dika; Khosiyono, Banun Havifah Cahyo; Sulaimon, Jamiu Temitope
Tuladha : Jurnal Pendidikan Dasar Vol. 3 No. 1 (2024): June
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tuladha.v3i1.16503

Abstract

Character is an important aspect that needs to be developed at this time, considering that various challenges and obstacles that come from outside are very dangerous for the character condition of Indonesian children. The aim of this research is to determine students' perceptions and implementation regarding the importance of character in strengthening digital literacy-based character education through internalizing the teachings of Tamansiswa Tri-Nga. Character education must be carried out well and continuously. The strengthening of character education carried out at SDN Klumpit through digital literacy-based character education through the internalization of Tri-Nga Tamansiswa teachings has gone well but needs to be carried out continuously so that students not only understand, but also have to achieve. action so that the value of love for one's country can be embedded among students.
A QUALITATIVE DESCRIPTIVE ANALYSIS OF THE IMPLEMENTATION OF ANTI-VIOLENCE PROGRAMS IN ELEMENTARY SCHOOLS FOR BULLYING PREVENTION Panduwinata, Tiara; Wulandari, Dika
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 1 (2026): Vol. 6 No. 1 Edisi Februari 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i1.4513

Abstract

Violence and bullying in school remain a critical issue within Indonesia’s educational system, despite the implementation of various anti-violence programs. This study aims to explore the dynamics of bullying practices and evaluate the effectiveness of anti-violence education from the perspectives of survivors, parents, and teachers. This study employs a qualitative descriptive approach supported by simple descriptive quantitative data. The qualitative data were obtained through in-depth interviews and documentation, while the quantitative data were drawn from a short descriptive questionnaire used to complement and strengthen the narrative findings. This design allows the researcher to describe participants’ experiences holistically while validating emerging patterns through basic numerical trends. The findings reveal that the most prevalent form of bullying is verbal abuse (40%), followed by social exclusion (30%), threats or intimidation (20%), and cyberbullying (10%). Thematic analysis indicates that victims often experience bullying because they are perceived as “different”—academically superior, introverted, or socially isolated—and that a permissive school culture and lack of empathy education contribute to the persistence of bullying. Approximately 80% of survivors reported intensified bullying after their parents lodged complaints, demonstrating the weakness of institutional empathy and protection mechanisms. These findings support the power imbalance theory (Olweus, 1993) and symbolic violence framework (Bourdieu, 1991), positioning bullying as a manifestation of social hierarchy and structural inequality within schools. The study underscores the need for empathic and restorative education that cultivates moral awareness rather than relying solely on administrative sanctions. Policy recommendations include the formation of school anti-violence task forces, integration of emotional literacy into the curriculum, and teacher training based on a humanistic pedagogical approach. Theoretically, this study contributes to the discourse on empathy-based anti-violence education, while practically it offers a conceptual model for developing a safe, inclusive, and humanizing educational ecosystem.
Co-Authors Ali, Damsir Khosiyono, Banun Havifah Cahyo Panduwinata, Tiara Solly Aryza Sulaimon, Jamiu Temitope