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All Journal Paedagogia: Jurnal Pendidikan MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN Al-Bidayah : jurnal pendidikan dasar Islam
Remanita, Yuan
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The Planning and Development of Islamic Education Learning for Deaf Students Remanita, Yuan; Fathoni, Irgi Aqilul; J. Arpilleda, Alcher
Paedagogia: Jurnal Pendidikan Vol 14 No 2 (2025): PAEDAGOGIA: Jurnal Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol14.Iss2.951

Abstract

Students are not interested in current learning activities because the learning is not interesting and challenging to understand. As a result, schools must plan and develop Islamic education learning for deaf students with the aim that deaf students will be more active in learning and better understand the material. This study aims to determine 1) the planning and development of syllabus workshops in Islamic education learning and 2) the planning and development of lesson plans in Islamic education learning for deaf students. This study was conducted at SLB Negeri Campurdarat Tulungagung, located at Jl. Raya Popoh No. 17, Campurjanggrang, Campurdarat, Tulungagung. Through observation, documentation, and in-depth interviews, researchers obtained various data. This study uses participatory observation data collection techniques; the data sources include the principal, elementary school teachers, high school teachers, four deaf students, and Islamic education teachers. This research uses data reduction analysis, such as Milles Hubberman analysis. Several methods were used to determine data veracity or credibility, such as considering sufficient time to collect data and continuously testing various data collection methods. The results showed that Islamic education for deaf students can be implemented well. The syllabus and lesson plans are designed flexibly and can be adjusted to the interests and needs of students to get relevant and meaningful learning experiences according to their needs.
Integrasi Pembelajaran Emosional dan Prinsip Neuroedukasi untuk Menguatkan Empati dan Pengembangan Karakter pada Siswa Sekolah Dasar Kholis, Nur; Indriharta, Lilik; Sholeh, Makherus; Remanita, Yuan; Binti Salamah, Anis
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 5 No 2 (2025): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v5i2.10828

Abstract

Learning in elementary schools remains predominantly focused on cognitive aspects, leaving the emotional dimensions that significantly influence students' empathy and character development unmanaged as an integral part of the learning process. As a result, issues such as low social sensitivity, limited learning engagement, and weakened intrinsic motivation persist. This study employs a qualitative method with a phenomenological approach, involving eight students, three teachers, and the school leader as research subjects. The study focuses on the emotional learning experiences of students and the neuroeducational practices of teachers. The research was conducted at SDI Ibadurrahman Blitar. Data were collected through in-depth interviews, classroom observations, and documentation. Data validity was ensured through source triangulation, technique triangulation, member checking, and bracketing. Data analysis was conducted through horizontalization, which involved reducing and developing essential themes. This study aims to analyze how students' emotional experiences during learning contribute to the formation of empathy and character, as well as how teachers understand and apply neuroeducational principles to create a learning environment that supports such development. The findings show that a favorable emotional climate, collaborative learning, routine reflection, and teacher role modeling are effective in activating emotional regulation, increasing learning motivation, fostering empathy, and shaping students' prosocial character.
The Students’ Emotional Awareness and Character Building in a Multicultural Islamic Elementary School Kholis, Nur; Remanita, Yuan; Indriharta, Lilik; Fathoni, Irgi Aqilul
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v18i1.12889

Abstract

Emotions play a fundamental role in learning; however, character-building studies in elementary education still tend to emphasize cognitive and behavioral aspects, with limited attention to students’ lived emotional experiences, particularly in multicultural contexts. This study aims to explore how students experience emotional awareness as part of their learning processes in a multicultural Islamic elementary school. A qualitative phenomenological approach was employed at SDI Al-Azhar Tulungagung. The study involved ten informants, consisting of five students, three teachers, and two school principals, selected purposively to represent diverse perspectives. Data were collected through in-depth interviews, participatory observations, and documentation, and analyzed using phenomenological procedures, including data reduction, meaning unit development, and essential interpretation. The findings reveal that students develop emotional awareness through processes of recognising, managing, and reflecting on emotions arising in daily classroom interactions. Emotional awareness functions as a foundation for self-regulation, empathy, responsibility, and prosocial behaviour, which emerge through safe and supportive learning environments. Three essential themes were identified: (1) emotional recognition as an initial awareness of internal states triggered by classroom interactions, (2) emotional regulation as a socially mediated process shaped by teacher support and peer relationships, and (3) emotional reflection as a meaning-making process connecting experiences to moral values. These findings highlight that emotional awareness is not merely an individual competence but an intersubjective process constructed through social and cultural interactions in a multicultural learning environment. This study contributes to a deeper understanding of emotional dynamics in elementary education by emphasising the role of lived experience in character formation.
Co-Authors Binti Salamah, Anis Fathoni, Irgi Aqilul J. Arpilleda, Alcher Lilik Indriharta, Lilik Nur Kholis Sholeh, Makherus