Article Per Year (5 Year)
p-Index From 2021 - 2026
2.352
P-Index
This Author published in this journals
All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Irfani Dinamika Jurnal Pendidikan Dasar al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Al-Mujahidah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Journal of Basic Education Research PROFETIK: Jurnal Mahasiswa Pendidikan Agama Islam Bulletin of Science Education
Chairul Amriyah
Unknown Affiliation
Religion Decision Sciences, Operations Research & Management Education Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Integration of Religious Character in Learning at Nature Schools Lukman Hakim Lubis; Chairul Amriyah; Muhammad Muchsin Afriyadi; Ridho, Ilham Syaifur
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 2 (2025): VOLUME 8, NUMBER 2, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This article systematically reviews previous studies on the integration of religious character values in learning at Nature-Based Schools using the Systematic Literature Review (SLR) method. Data were collected from Google Scholar via Publish or Perish 8 (limited to journals indexed in Sinta 2 and above) and from Scopus through direct database searches. The literature selection followed the PRISMA 2020 protocol, yielding 4 eligible studies. Data were analyzed using NVivo 15 through four thematic analysis stages: coding, categorizing, interpreting, and thematic mapping. The findings reveal that the five dimensions of religiosity proposed by Glock and Stark—belief, knowledge, experience, practice, and consequences are comprehensively implemented in learning at Nature-Based Schools. Belief and knowledge serve as spiritual and intellectual foundations, while experience, practice, and consequences are reflected in students’ moral and reflective behaviors. The integration of these values is realized through Experiential Learning as the core foundation, where learning occurs through direct experience, reflection, and socio-spiritual engagement. This approach encompasses the Humanistic Approach, Contextual Teaching and Learning (CTL), Religious Spiritual Approach, and Ecopedagogical Approach, which internalize religious values through social projects, outdoor learning, salat dhuha, charity, and positive habituation. Teachers act as moral exemplars and value facilitators. Overall, Experiential Learning proves effective in fostering holistic religious character formation.
KESETARAAN DAN KEADILAN SEBAGAI PRINSIP PENDIDIKAN ISLAM MULTIKULTURAL DI SEKOLAH DASAR Maylia Khairunnisa Baher; Husnilawati; Heny Wulandari; Nilawati Tajudin; Chairul Amriyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.39109

Abstract

Equality and justice are fundamental principles in Islamic teachings that emphasize the dignity and equality of all human beings regardless of social, cultural, or ethnic backgrounds. In the context of Indonesia as a multicultural nation, these principles are highly relevant to be internalized through Islamic education, particularly at the elementary school level, where character formation begins. Islamic education in elementary schools plays a strategic role in shaping students’ attitudes toward diversity, tolerance, and social responsibility. This study aims to examine equality and justice as core principles of multicultural Islamic education in elementary schools. The research employs a qualitative library research method with a descriptive-analytical approach. Data were collected from various sources, including books, scientific journals, and relevant educational policy documents related to Islamic education and multiculturalism. The analysis reveals that the principles of equality and justice can be effectively implemented through the development of inclusive curricula that accommodate diverse student backgrounds, the application of humanistic and student-centered learning approaches, and the exemplary role of teachers in demonstrating fair and nondiscriminatory attitudes in classroom interactions. The study concludes that integrating equality and justice as foundational principles of multicultural Islamic education contributes to the development of tolerant, respectful, and socially aware students who are prepared to live harmoniously in a pluralistic society.
The Concept of Equality and Multicultural Justice in Islamic Education Misalia Sari; Zulkifli; Heny Wulandari; Nilawati Tajudin; Chairul Amriyah
al-Afkar, Journal For Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i1.3160

Abstract

The purpose of this research is to describe and analyze the concept of equality and multicultural justice in Islamic education. This research method uses a qualitative type of literature review research. As for collecting data using books, journal articles, and websites that are relevant to the research title. The results of the study state that the concept of equality is carried out using a formal approach and a substantive approach. In the formal approach this study examines equality based on applicable regulations, both in the form of laws and norms, while the substantive approach examines the concept of equality based on output, as well as the process by which equality occurs. Equality is often associated with gender and social status which characterizes differences and similarities.
Analysis Model Social Emotional Learning (SEL) with Local Cultural Integration in Madrasah Ibtidaiyah Chofifah, Chaesa Nur; Syafrimen Syafril; Chairul Amriyah
Journal of Basic Education Research Vol 7 No 2 (2026): Marc
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i2.2848

Abstract

Purpose of the study: Mto analyze the application of the social emotional learning (SEL) model, the integration of local cultural values in social emotional learning (SEL), and the competence of teachers in implementing social emotional learning (SEL) in Madrasah Ibtidaiyah. Methodology: This study uses the Systematic Literature Review (SLR) method, the literature used between 2021-2025 sourced from scientific databases in the form of Scopus, ERIC, DOAJ, and Google Scholar. This research utilizes the Publish or Perish 8 software. Main Findings: The study found that the integration of Social Emotional Learning (SEL) in Madrasah Ibtidaiyah becomes effective when local cultural values are internalized through collaborative, reflective, and contextual learning such as storytelling, traditional games, the use of regional languages, and mutual cooperation activities. This approach improves self-awareness, empathy, social skills, and responsible decision-making. The success of implementation is also influenced by teachers' competence in understanding SEL, building relationships, managing emotions, applying holistic pedagogy, and having cultural sensitivity so that SEL is integrated into school culture inclusively. Novelty/Originality of this study: The novelty of this study lies in the development of a learning model in Madrasah Ibtidaiyah that not only forms intellectual intelligence, but also balances the social-emotional and moral-spiritual aspects of students. This research is a guideline in designing learning based on the integration of local cultural values to foster empathy, social intelligence, and self-control.
Implementation of Education for Sustainable Development in Elementary School Science Learning: A Systematic Review Afra Mahlia Putri; Chairul Amriyah; Irwandani
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 18 No. 1 (2026): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v18i1.30041

Abstract

Rapid global change, including environmental degradation and climate change, demands the strategic role of education in fostering sustainability awareness from an early age. This study aims to systematically review and synthesize research findings related to the implementation of Education for Sustainable Development (ESD) in Natural Sciences (IPA) learning in elementary schools. This study uses a Systematic Literature Review (SLR) approach by following the PRISMA 2020 guidelines to identify, screen, and analyze relevant studies published in the range of 2021 to 2025. Articles are obtained from selected academic databases by applying the inclusion and exclusion criteria that have been set. A total of eleven articles met the eligibility criteria and were analyzed using qualitative thematic synthesis. The findings show that the implementation of ESD in elementary school science learning is generally carried out through active learning models, the development of ESD-based media and teaching materials. All of the studies analyzed reported the positive impact of ESD implementation on cognitive, social-emotional and 21st-century skills aspects. Practically, these findings recommend that primary school teachers integrate sustainability issues through active learning models, project-based activities, and the use of contextual media. In addition, the results of these findings can be a reference for curriculum developers and education policymakers in strengthening the integration of ESD principles in science learning in elementary schools.
Co-Authors Afra Mahlia Putri Agus Jatmiko Ahmad Ikhlas Apriyani, Hikma Chofifah, Chaesa Nur Elsa Al Khansa Fachry Abda El Rahman Gunawan Gunawan Heny Wulandari Herlina Hikma Apriyani Huda, Thoriqul Huda Husnilawati Ihsan Mustofa Ilham Jaya Kesuma Irwandani Junaidah Lukman Hakim Lubis Maylia Khairunnisa Baher Misalia Sari Muhammad Abdullah Sidiq Muhammad Adib Muhammad Izzad Khairi Yazid Muhammad Muchsin Afriyadi Nanda, Vina Nilawati Tajudin Putrika Sari, Adinda Ridho, Ilham Syaifur Rifka Maulia Putri Safara, Safara Rodifah Abrori Salsabila Aziz Siti Patimah Subhi Nur Ishaki SULASTRI Syafrimen Syafril Yudesta Erfayliana Yuli Yanti Zahara Zulkifli