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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL) Karakter: Jurnal Riset Ilmu Pendidikan Islam
Nisa Putri Wulandari
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Religion Humanities Education Mathematics Social Sciences Other

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IMPLEMENTASI KURIKULUM IMAN DAN AL-QUR'AN DI KUTTAB IMAM AL GHAZALI SUKABUMI Nisa Putri Wulandari; Siti Qomariyah, Venti Fatmawati Suhendra, Salma Tsana Fi Sa'adah
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 5 No. 3 (2025): IN PRESS JUNI
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

The Islamic Religious Education curriculum is still not fully successful in forming students who have strong faith and devotion to Allah Ta'ala. The shortcomings in the position of the Islamic Religious Education curriculum in forming a complete Islamic personality in students are a factor that is noticed, whether realized or not. The Kuttab Imam Al Ghazali Sukabumi has a mission to restore the glory of science by implementing the faith and Qur'an curriculum. This study aims to describe how the faith and Qur'an curriculum at Kuttab Imam Al Ghazali Sukabumi is implemented to form faith characters. In this research, a qualitative case study method was used. Data analysis was conducted using the Miles and Huberman model. From the results of the study, it was found that the curriculum used in Kuttab Imam Al Ghazali Sukabumi is the Qur'anic curriculum and the faith curriculum, which is also known as the first-century hijri curriculum or the prophet curriculum. In general, this curriculum emphasizes the concept and stages of faith before Qur'an and adab before knowledge, with Qur'an, sunnah. No significant obstacles were found in the implementation of this curriculum, in fact it can be said that the obstacles were very minimal.
PERAN SUPERVISI AKADEMIK DALAM PENINGKATAN KOMPETENSI PEDAGOGIK GURU DI MARKAZ AL-ZAMIL AL-MA’TUQ Nisa Putri Wulandari; Siti Qomariyah; Vera Siti Magfiroh; Salma Tsana Fi Sa’adah; Venti Fatmawati Suhendra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41232

Abstract

Based on the research findings, academic supervision at Markaz Al Zamil Al Ma’tuq is implemented systematically and continuously through teacher administrative supervision and classroom instructional supervision. Academic supervision functions not only as an evaluative activity but also as a form of professional development that contributes to the improvement of teachers’ pedagogical competence. Administrative supervision ensures the readiness of instructional planning, while classroom supervision directly supports the improvement of pedagogical practices. The implementation of supervision that is adjusted to the characteristics of different subjects reflects a contextual approach aligned with the academic culture of the Islamic boarding school. The tiered follow-up actions—ranging from professional coaching and repeated supervision to temporary teaching suspension—demonstrate the institution’s commitment to maintaining instructional quality and reinforcing teachers’ professional responsibility. Thus, academic supervision plays a strategic role in improving the quality of learning in the pesantren context. Strengthening a sustainable supervision system and fostering teachers’ openness to supervisory feedback are essential for the continuous development of pedagogical competence. Future studies are recommended to examine academic supervision using more diverse methodological approaches in order to obtain a more comprehensive understanding of its impact on the quality of education in Islamic boarding schools.
Filsafat Pendidikan Islam dalam Perspektif Rekonstruksi Pemikiran Kritis untuk Menjawab Tantangan Modernitas Ridwan Hermawan; Yurna Yurna; Nisa Putri Wulandari; Emat Muslihat; Hasbulloh Karim Alfauzi; Nawil Hadad
Karakter : Jurnal Riset Ilmu Pendidikan Islam Vol. 3 No. 1 (2026): Februari: Karakter : Jurnal Riset Ilmu Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/karakter.v3i1.1889

Abstract

The challenges of modernity, including the secularization of knowledge, the fragmentation of values, and the increasingly pragmatic and utilitarian orientation of education, require a fundamental renewal of Islamic educational philosophy. In practice, Islamic education is often confined to normative and textualistic approaches that emphasize the transmission of doctrinal knowledge, which limits its responsiveness to social dynamics, scientific developments, and contemporary needs. This condition weakens the critical capacity of Islamic education in shaping individuals who are faithful, rational, and morally integrated. Accordingly, this study aims to examine Islamic educational philosophy from the perspective of critical thought reconstruction as an effort to address the challenges of modernity without shifting the fundamental principles of faith that serve as its normative foundation. This study employs a theoretical research approach through library research, using qualitative analysis of academic books, peer-reviewed journal articles, and relevant scholarly works on Islamic educational philosophy and critical thought. The analysis focuses on the ontological, epistemological, and axiological dimensions of Islamic education within the framework of critical reconstruction. The findings indicate that the reconstruction of Islamic educational philosophy is both an epistemological and practical necessity in responding to modern challenges. This reconstruction is not directed toward the domain of ʿaqīdah, which is qaṭʿī and normative in nature, but rather toward renewing modes of thinking, operational value systems, and educational practices. Consequently, Islamic education should function not merely at a normative level but as an effective instrument for individual and social transformation.
Co-Authors Emat Muslihat Hasbulloh Karim Alfauzi Nawil Hadad Ridwan Hermawan Salma Tsana Fi Sa’adah Siti Qomariyah Siti Qomariyah, Venti Fatmawati Suhendra, Salma Tsana Fi Sa'adah Venti Fatmawati Suhendra Vera Siti Magfiroh Yurna Yurna