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All Journal JURNAL IQRA´ JOHME: Journal of Holistic Mathematics Education Jurnal Ilmu Pendidikan Dasar Indonesia Jurnal Pendidikan Agama Islam Journal of Islamic Education and Ethics Al-Zayn: Jurnal Ilmu Sosial & Hukum Jurnal Pendidikan Dasar Mauve Journal De Leardu Jimulti Journal of Social Humanities and Education: Scripta Humanika Sigma: Jurnal Sinergi Mengabdi Khazanah: Journal of Islamic Education and Science MADAKO ELEMENTARY SCHOOL Punggawa Global Research
Fadhil Nur Hidayat
Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram, Lampung Tengah, LAMPUNG
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Child-Friendly Education Based on the Joyful Learning Approach in Elementary School Science and Social Studies Learning Aziz Mukhamad Thoha; Fadhil Nur Hidayat; M. Ardian F.R.
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.367

Abstract

The growing demand for child-friendly learning has become increasingly urgent, as elementary classroom practices remain largely oriented toward academic pressure and often fail to accommodate students’ psychological comfort. This condition contributes to low student engagement and limited confidence in expressing ideas. Therefore, this study aims to analyze the implementation of child-friendly education through a Joyful Learning approach in fourth-grade Science and Social Studies instruction at SDN Jerangkang, North Lampung. This study employed a qualitative approach with a case study design. The participants consisted of one fourth-grade teacher and five students. Data were collected through non-participant observation, semi-structured interviews, and documentation. Data were analyzed using thematic analysis, including open coding, categorization, and theme development to generate in-depth interpretations. The findings reveal that child-friendly education is reflected in the creation of a safe and comfortable learning environment, minimal pressure during instruction, and respect for students’ perspectives. The Joyful Learning approach was implemented through educational games, songs and movements, and contextual storytelling. These practices enhanced students’ active participation, conceptual understanding, self-confidence, and learning enthusiasm. This study highlights the importance of teachers’ creativity and pedagogical competence in fostering meaningful and enjoyable learning experiences.
Implementation Of Nationalist Character Education in Civic Education at an Islamic Qur’ani Elementary School Fadhil Nur Hidayat; Aziz Mukhamad Thoha; Dexani Widyasari
MISOOL: Jurnal Pendidikan Dasar Vol. 8 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47945/misool.v8i1.3274

Abstract

The current of globalization threatens the national identity of the younger generation, yet research on the implementation of national character education at the micro-level of elementary schools remains limited. This study aims to describe the implementation of nationalism character education through Civics Education in the fifth grade of an Islamic Qur'anic elementary school in East Lampung and to examine the process of internalizing nationalist values among students. A qualitative approach utilizing a case study design was employed. Data collection took place from April to May 2026 through observation, in-depth interviews, and documentation. The informants consisted of four individuals, namely the principal, the Civics Education teacher, and two fifth-grade students selected based on the criteria of highest academic and non-academic achievements. Data analysis was conducted using the Miles and Huberman interactive model. The findings indicate that the implementation proceeds contextually and is integrated through teacher role-modeling and the habituation of discipline, responsibility, cooperation, and appreciation of differences. The internalization of values in students is reflected in their active participation and compliance with rules, despite facing challenges regarding time constraints and external environmental influences outside of school. This study offers an empirical model for the implementation of nationalism character based on the interaction of key actors at the elementary school level, and identifies the necessity for school-family synergy and a reflective pedagogical approach.
The Dilemma of the Use of Artificial Intelligence in Higher Education: An Exploration of Utilization Patterns and Their Implications for the Critical Thinking of PAI Students Susilo, Faruq Abduldzaki; Khasanah, Latifatul; Hidayat, Fadhil Nur
Journal of Islamic Education and Ethics Vol. 4 No. 2 (2026): July 2026
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jiee.v4i2.182

Abstract

This study explores the dilemma surrounding the use of Artificial Intelligence and its implications for the critical-thinking ability of Islamic Religious Education (PAI) students at STIT Al-Mubarok. Using a qualitative case study design, data were collected through interviews, observations, and documentation, and analyzed inductively. The results showed three typologies of students' use of AI: as a strategic research instrument, an administrative efficiency tool, and passive-instant use. This pattern of passive use triggers challenges in the form of instant pragmatism, homogeneity of ideas (algorithm bias), and a shift in learning culture from process-oriented to result-oriented, which risks paralyzing students' critical reasoning. The main supporting factor is the ease of access to technology, while the inhibiting factors are the lack of institutional regulation and AI literacy. As a solution, the institution adopts a moderate pedagogical approach through scaffolding (Zone of Proximal Development) and project-based methods, which have proven effective in improving critical digital literacy and maintaining the originality and depth of student analysis, positioning AI as a collaborative partner for research.
Strategi Kepala Sekolah dalam Membangun Kedisiplinan Siswa melalui Kegiatan Apel Pagi di SMP Negeri 1 Bandar Mataram Denisa Dara; Muhammad Amien Rais; Fadhil Nur Hidayat
Jurnal Sosial Humaniora dan Pendidikan Vol 2 No 1 (2026): Auguss: Jurnal Sosial Humaniora dan Pendidikan: Scripta Humanika
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/aqfcb949

Abstract

This study aims to analyze the principal’s strategy in developing student discipline through routine morning assembly activities at SMP Negeri 1 Bandar Mataram. A qualitative case study approach was employed, involving 11 informants consisting of the principal, vice principal for student affairs, homeroom teachers, duty teachers, and students. Data were collected through observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman’s model and George R. Terry’s management functions. The findings show that the principal strengthened an existing morning assembly program through clear objectives, structured schedules, division of responsibilities, rule reinforcement, and school-wide involvement. Implementation was conducted daily from 06.55 to 07.15 WIB through attendance checks, uniform inspection, line organization, national anthem singing, guidance, and supervision. Supporting factors included collaboration, consistent rules, direct monitoring, and habituation, while obstacles involved lateness, low disciplinary awareness, and inconsistent compliance. These practices positioned the morning assembly as a managerial instrument for cultivating responsibility, punctuality, orderliness, and compliance among students consistently. The study concludes that integrated planning, organizing, actuating, and controlling effectively support discipline formation, although continuous guidance and stronger parental involvement remain necessary.  
Peran Lingkungan Psikososial Kelas dalam Mendukung Regulasi Diri dan Motivasi Belajar Peserta Didik Wahid Khoirul Anam; Fadhil Nur Hidayat
Punggawa Global Research: Jurnal Multidisiplin Vol. 1 No. 2 (2026): Punggawa Global Research
Publisher : Punggawa Legacy Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67707/pgr.v1i2.196

Abstract

Penelitian ini bertujuan menganalisis peran lingkungan psikososial kelas dalam mendukung regulasi diri dan motivasi belajar peserta didik di SD Al Ishlah Jatidatar. Pendekatan kualitatif dengan jenis studi kasus digunakan, melibatkan peserta didik, guru kelas, dan kepala sekolah sebagai partisipan yang dipilih secara purposif. Data dikumpulkan melalui wawancara semi terstruktur, observasi partisipatif, dan analisis dokumen, serta dianalisis secara tematik induktif dengan triangulasi teknik, sumber, dan waktu. Hasil penelitian menunjukkan bahwa lingkungan psikososial kelas berperan sebagai fondasi bagi tumbuhnya regulasi diri dan motivasi belajar peserta didik. Iklim emosional yang aman, hubungan guru dan peserta didik yang suportif, inklusi sosial yang dirancang, rutinitas kelas yang konsisten, serta umpan balik yang berorientasi proses mendorong peserta didik lebih berani mencoba, mengatur diri, dan mempertahankan keterlibatan belajarnya. Implikasinya, penguatan lingkungan psikososial kelas perlu menjadi prioritas strategis guru, sekolah, dan pembuat kebijakan.
Co-Authors Aziz Mukhamad Thoha Cici Oktaviani Cici Oktaviani Denisa Dara Dexani Widyasari Dhiniaty Gularso Galuh Mentari Putri Galuh Mentari Putri Herwin Yogo Wicaksono Jesi Alexander Alim Khasanah, Latifatul M Choirul Muzaini M. Ardian F.R. Muhammad Amien Rais Qodat, Aminul Sekar Purbarini Kawuryan Susilo, Faruq Abduldzaki Syahrul Aziz Tb. M. Adrie Admira Wahid Khoirul Anam