Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Jurnal PAI Raden Fatah Jurnal Pendidikan Terapan Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra
Slamet Untung
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Cultural Hegemony in the Grade XII Islamic Religious Education Textbook Under the Merdeka Curriculum: A Critical Discourse Analysis Thoyibah Thoyibah; Muhlisin Muhlisin; Slamet Untung; Muhammad Jaeni; Moh. Muslih
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1340

Abstract

Purpose: This study examines cultural hegemony in the Grade XII Islamic Religious Education (PAI) textbook under the Merdeka Curriculum from the perspectives of multicultural education and critical theory. It focuses on the role of textbooks in shaping religious knowledge and cultural representation in Indonesia’s multicultural context. Methods: A qualitative design using Norman Fairclough’s three-dimensional Critical Discourse Analysis was applied to one officially published Grade XII PAI textbook. The analysis covered textual narratives, visual representations, illustrations, and learning activities through the dimensions of text, discursive practice, and social practice. Findings: The textbook predominantly presents religious knowledge through centralized and normative narratives, while local Islamic traditions, interpretive plurality, and socio-cultural diversity receive limited representation. The discourse privileges standardized religious perspectives and reinforces dominant religious narratives. Conclusion: The textbook reflects cultural hegemony by privileging dominant religious interpretations and limiting multicultural perspectives. This indicates the need for more plural theological views, stronger representation of local Islamic traditions, and more inclusive textbook discourse. The findings are limited to the analyzed Grade XII textbook. Research Implications: Curriculum developers, textbook authors, educators, and policymakers should integrate multicultural education principles more fully into Islamic Religious Education materials to support inclusive and culturally responsive learning. Originality: This study integrates Fairclough’s Critical Discourse Analysis, Gramsci’s theory of cultural hegemony, and multicultural education to examine ideological representation in an official PAI textbook and propose a framework for more inclusive learning materials.
Development of an Evaluation Model for the Islamic Education Curriculum Based on Deep Learning and Panca Cinta in Madrasah Rodianto Rodianto; Shellvaria Paparingga; Abdul Khobir; Moh. Muslih; Slamet Untung
Jurnal Bima : Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Vol. 4 No. 2 (2026): (Juni) Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/bima.v4i2.3088

Abstract

This article aims to develop a conceptual model for curriculum evaluation in Islamic Education based on deep learning and Panca Cinta in madrasah institutions. The study is motivated by the need for Islamic education curriculum evaluation that does not only assess document completeness and cognitive achievement, but also captures the quality of learning processes, assessment practices, value internalization, and students’ character transformation. This research employs a library research method using an integrative literature review and policy analysis approach. The data sources include nationally accredited journals (Sinta 1 and Sinta 2), Scopus-indexed international journals, primary books on curriculum and educational evaluation, as well as government policy documents related to the national curriculum and madrasah curriculum. The data were analyzed using content analysis, thematic analysis, and conceptual synthesis. The findings indicate that Islamic education curriculum evaluation needs to be constructed holistically by integrating Tyler’s evaluation theory, CIPP, Stake’s Countenance Model, and Discrepancy Evaluation Model. This article produces the EKPI-DLPC Model, which stands for Evaluation of Islamic Education Curriculum Based on Deep Learning and Panca Cinta. The model consists of five dimensions: curriculum context, curriculum design, learning process, assessment, and value impact. The EKPI-DLPC Model positions deep learning as a pedagogical foundation and Panca Cinta as an evaluative value framework. This model contributes to shifting Islamic education curriculum evaluation in madrasahs from an administrative-oriented approach toward a more holistic, reflective, and transformative evaluation system.
Implementing Customer Focus From A Total Quality Management Perspective to Improve Educational Standards, Satisfaction, and Quality Legita Pramesti; Slamet Untung; Nandya Ayu Salsabila; Isval Maulana
PAI RAFAH Vol 8 No 3 (2026): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pair.v8i3.4595

Abstract

This study aims to analyze the application of customer focus in the perspective of Total Quality Management (TQM) in improving the quality, satisfaction, and quality of education. The background of this research is based on the importance of customers as the central element in determining the quality of educational services, both internal and external customers. This research uses a qualitative approach with a library research method by reviewing relevant theories and previous studies. The results show that customer satisfaction is the main indicator of organizational success, which is influenced by service quality, price, and brand image. In addition, understanding customer needs and expectations continuously is essential in creating quality educational services. By implementing continuous improvement principles, educational institutions can enhance customer loyalty and maintain sustainable educational quality.
Co-Authors Abdul Khobir Isval Maulana Legita Pramesti Moh. Muslih Muhammad Jaeni Muhlisin Nandya Ayu Salsabila Rodianto Rodianto Shellvaria Paparingga Thoyibah Thoyibah