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All Journal JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi QANUN: Journal of Islamic Laws and Studies Anjasmoro: Islamic Interdisciplinary Journal AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Jaya, Arim Irsyadulloh Albin
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Religion Humanities Education Law, Crime, Criminology & Criminal Justice Other

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The Relevance of Ki Hajar Dewantara's Thoughts in the Implementation of the Merdeka Curriculum Jaya, Arim Irsyadulloh Albin
Anjasmoro: Islamic Interdisciplinary Journal Vol. 2 No. 2 (2025): Islamic Education
Publisher : Yayasan Pendidikan Bustanul Ulum Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69965/anjasmoro.v2i2.117

Abstract

This study aims to analyze the relevance of Ki Hajar Dewantara's thoughts in the implementation of the Merdeka Curriculum in Indonesia. As a national education figure, Ki Hajar Dewantara emphasized education that is liberating, culture-based, and student-centered. These principles serve as an essential foundation for the Merdeka Curriculum, which aims to provide flexibility in learning while fostering students' character development and independence. One key identification in this study is the lack of explicit research connecting Ki Hajar Dewantara’s educational philosophy with the implementation of the Merdeka Curriculum. While there have been numerous studies on both subjects separately, research that directly explores the relationship between Ki Hajar Dewantara’s educational concepts and the Merdeka Curriculum remains limited. Additionally, challenges persist in the implementation of the Merdeka Curriculum, particularly in terms of educators' readiness and the adaptation of learning methods that emphasize freedom of thought. This study employs a qualitative approach with a literature review method. Data were collected through an analysis of various primary and secondary sources, including Ki Hajar Dewantara's writings, government policies related to the Merdeka Curriculum, and previous research. The analysis was conducted using a descriptive-critical approach to identify the alignment between Ki Hajar Dewantara's philosophy and the Merdeka Curriculum concept. The findings of this study indicate that the principles of ing ngarso sung tulodo, ing madyo mangun karso, tut wuri handayani, and Ki Hajar Dewantara’s concept of independent learning are highly relevant to the implementation of the Merdeka Curriculum. The results of this research can serve as a guideline for educators and policymakers in developing a more adaptive, contextual, and character-based education system in line with national education values.
PEMBELAJARAN PAI BERBASIS PROYEK (PJBL) DALAM MENINGKATKAN KARAKTER RELIGIUS PESERTA DIDIK KELAS IX DI SMPN 3 BLORA Robbi, Muhammad Ridlo; Jaya, Arim Irsyadulloh Albin; Fitriana, Dyah Ayu
QANUN: Journal of Islamic Laws and Studies Vol. 4 No. 1 (2025): QANUN: Journal of Islamic Laws and Studies
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/qanun.v4i1.916

Abstract

Pembelajaran Pendidikan Agama Islam (PAI) tidak hanya berfungsi sebagai transfer pengetahuan, tetapi juga sebagai sarana pembentukan karakter religius peserta didik. Namun, dalam praktiknya, model pembelajaran konvensional seringkali kurang efektif dalam menanamkan nilai-nilai keagamaan secara mendalam. Penelitian ini bertujuan untuk menganalisis penerapan model Project Based Learning (PJBL) dalam meningkatkan karakter religius peserta didik kelas IX di SMPN 3 Blora. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian adalah guru PAI dan peserta didik kelas IX. Hasil penelitian menunjukkan bahwa penerapan PJBL mampu meningkatkan keaktifan, tanggung jawab, dan keterlibatan peserta didik dalam kegiatan pembelajaran PAI. Peserta didik tidak hanya memahami materi secara konseptual, tetapi juga mampu mempraktikkannya melalui proyek nyata seperti pembuatan media dakwah, kegiatan sosial keagamaan, serta pengelolaan kegiatan ibadah. Implementasi PJBL terbukti memperkuat karakter religius yang tercermin dalam sikap disiplin beribadah, toleransi, dan kepedulian sosial. Dengan demikian, PJBL dapat menjadi strategi efektif untuk meningkatkan kualitas pembelajaran PAI sekaligus membentuk karakter religius peserta didik secara berkelanjutan.
JOYFUL LEARNING AS A STRATEGY TO ENHANCE COGNITIVE LEARNING OUTCOMES IN ISLAMIC RELIGIOUS EDUCATION Hakim, Ramadhani Firman; Fitriana, Dyah Ayu; Jaya, Arim Irsyadulloh Albin
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i4.1206

Abstract

This study examines the effectiveness of Joyful Learning as a pedagogical strategy to enhance students’ cognitive learning outcomes in Islamic Religious Education (PAI) at MTs Salafiyah Ngaringan, a pesantren-based junior high school in Central Java. Using a posttest-only control group quasi-experimental design with 50 eighth-grade students, the experimental class received PAI instruction through Joyful Learning activities—role-play, group discussion, and interactive quizzes—while the control class followed conventional teaching. Independent t-test results revealed a significant difference (p = 0.000), with the experimental group (M = 83.72) outperforming the control group (M = 72.88). These findings indicate that Joyful Learning effectively increases students’ cognitive achievement by fostering engagement, motivation, and contextual understanding. The novelty of this study lies in its implementation within a traditional pesantren-based school, demonstrating that pedagogical innovation can succeed even with limited resources. This research contributes to Islamic education reform by promoting learner-centered, joyful, and contextually responsive instruction. Penelitian ini menelaah efektivitas strategi Joyful Learning dalam meningkatkan hasil belajar kognitif siswa pada mata pelajaran Pendidikan Agama Islam (PAI) di MTs Salafiyah Ngaringan, sebuah madrasah berbasis pesantren di Jawa Tengah. Dengan menggunakan desain kuasi-eksperimen posttest-only control group terhadap 50 siswa kelas VIII, kelompok eksperimen diajar melalui aktivitas Joyful Learning seperti simulasi, diskusi kelompok, dan kuis interaktif, sedangkan kelompok kontrol menggunakan metode konvensional. Hasil uji t independen menunjukkan perbedaan signifikan (p = 0,000), di mana kelompok eksperimen (rata-rata = 83,72) melampaui kelompok kontrol (rata-rata = 72,88). Temuan ini membuktikan bahwa Joyful Learning efektif meningkatkan capaian kognitif melalui peningkatan motivasi, keterlibatan, dan pemahaman kontekstual. Kebaruan penelitian ini terletak pada penerapannya di madrasah salafiyah tradisional yang minim fasilitas, namun mampu menghasilkan inovasi pedagogis yang bermakna. Penelitian ini berkontribusi pada pembaruan pendidikan Islam melalui pembelajaran yang berpusat pada siswa, menyenangkan, dan responsif terhadap konteks lokal. 
Peran Guru Agama dalam Meningkatkan Akhlak berbasis kearifan lokal: Studi Kasus di SMPN 1 Jepon Kabupaten Blora Sofan, Sofan; Fitriana, Dyah Ayu; Jaya, Arim Irsyadulloh Albin
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 5, No 6 (2025): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v5i6.2121

Abstract

The phenomenon of moral degradation among adolescents, including junior high school students, has become a serious challenge for Islamic education. This study aims to analyze the role of Islamic Education (PAI) teachers in improving students’ moral character through the integration of local wisdom values at SMP Negeri 1 Jepon, Blora Regency. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews with Islamic education teachers, observation of school religious activities, and analysis of documents related to moral habituation programs. The data were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing, along with validity testing through source and technique triangulation. The findings reveal that Islamic education teachers play seven strategic roles in fostering students’ morality, namely as role models, motivators, spiritual guides, initiators of religious habituation, mediators of local cultural values, moral supervisors, and learning innovators. The integration of Islamic values with local wisdom such as Javanese proverbs and songs, the tradition of gotong royong (mutual cooperation), and regular worship practices has proven effective in cultivating students’ discipline, responsibility, solidarity, and politeness. This study concludes that the collaboration between Islamic values and local wisdom serves as an effective and contextually relevant approach to moral education in the modern era.ABSTRAKFenomena degradasi moral di kalangan remaja, termasuk siswa SMP, menjadi tantangan serius bagi dunia pendidikan Islam. Penelitian ini bertujuan menganalisis peran guru Pendidikan Agama Islam (PAI) dalam meningkatkan akhlak siswa melalui integrasi nilai-nilai kearifan lokal di SMP Negeri 1 Jepon Kabupaten Blora. Pendekatan yang digunakan adalah kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara mendalam dengan guru PAI, observasi kegiatan keagamaan sekolah, dan analisis dokumen program pembiasaan. Analisis dilakukan dengan model interaktif Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan, disertai uji keabsahan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru PAI memiliki tujuh peran strategis dalam pembinaan akhlak siswa, yaitu sebagai teladan, motivator, pembimbing rohani, penggerak pembiasaan ibadah, mediator nilai budaya lokal, pengawas moral, dan inovator pembelajaran. Integrasi nilai agama dengan kearifan lokal, seperti pepatah dan tembang Jawa, tradisi gotong royong, serta pembiasaan ibadah rutin, terbukti efektif menumbuhkan kedisiplinan, tanggung jawab, solidaritas, dan sopan santun siswa. Penelitian ini menegaskan bahwa kolaborasi antara nilai Islam dan kearifan lokal dapat menjadi pendekatan efektif dalam pendidikan akhlak kontekstual di era modern.
Co-Authors Fitriana, Dyah Ayu Hakim, Ramadhani Firman Robbi, Muhammad Ridlo Sofan, Sofan