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All Journal Didaktika: Jurnal Kependidikan Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Burhanuddin
Universitas Islam Negeri Sumatera Utara
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Pendidikan Berbasis Multikultural dalam Perspektif Alquran Burhanuddin; Ikhwan Ciptadi; Muhammad Nasrullah Ramadhana; Mohammad Al Farabi; Nur Haflisma Lubis
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1543

Abstract

Penelitian ini bertujuan untuk mengkaji konsep pendidikan berbasis multikultural dalam perspektif Al-Qur’an, dengan fokus pada konsep relevansinya dalam membangun harmoni sosial di tengah keragaman budaya dan agama. Fokus masalah pada penelitian ini adalah bagaimana Al-qur’an memandang keberagaman budaya dan agama serta bagaimana nilai-nilai tersebut dapat diimplementasikan dalam konteks pendidikan. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi pustaka (library research), di mana data utama diperoleh dari ayat-ayat Al-Qur’an yang berkaitan dengan prinsip-prinsip multikulturalisme serta tafsir klasik dan kontemporer, serta buku ilmiah lainnya sebagai rujukan. Hasil penelitian ini menunjukkan bahwa Al-Qur’an memberikan landasan normatif yang kuat untuk menghargai keberagaman melalui prinsip-prinsip keadilan, toleransi dan penghormatan terhadap perbedaan. Implementasi pendidikan berbasis multikultural dapat dilakukan melalui pengintegrasian ke dalam kurikulum dan pembelajaran yang inklusif. Penelitian ini menyimpulkan bahwa pendidikan berbasis multikultural dalam perspektif Al-qur’an berperan penting dalam membangun masyarakat yang inklusif, damai dan saling menghormati, serta relevan untuk diterapkan ditengah tantangan zaman globalisasi.
Peningkatan Hasil Belajar Siswa Kelas VIII Melalui Penerapan Strategi Everyone Is A Teacher Here Pada Pembelajaran Sejarah Kebudayaan Islam: Penelitian Bintang Arif Samudra; Muhammad Nasrullah Ramadhana; Burhanuddin; Nurmawati
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4246

Abstract

This Classroom Action Research (CAR) aimed to improve and enhance the learning process and outcomes of students in Islamic Cultural History (SKI) subject, specifically on the topic of the Prophet's Da'wah Strategy in Mecca, through the implementation of the Everyone Is A Teacher Here learning strategy. This strategy was essential for fostering students' courage, activity, and learning responsibility. The study employed a quantitative approach with a Classroom Action Research (CAR) design, conducted in two cycles. The subjects were 17 students of class VIII-A at SMP Muhammadiyah 56 Binjai Timur. Data collection techniques included observation to measure activity, learning outcome tests, and interviews. The analysis results indicated a significant increase in learning outcomes after the implementation of the Everyone Is A Teacher Here strategy. Before the intervention, the students' average scores were below the Minimum Completeness Criteria (KKM). Based on the analysis of activity data, there was a drastic increase in student activity from pre-cycle 68 to 82 in Cycle I, and reaching 87 in Cycle II. Quantitatively, the average learning outcome score in Cycle I was 5.6 with a classical completeness percentage of 28% , and in Cycle II, the average score increased rapidly to 7.9 with a classical completeness percentage reaching 82%. Qualitatively, in Cycle II, students' questions began to develop and demonstrated articulated ideas, and students' interest and motivation to learn increased. Therefore, it was concluded that the Everyone Is A Teacher Here strategy was effective in improving SKI learning outcomes, and classical completeness reached the target set in Cycle II.
Co-Authors Bintang Arif Samudra Ikhwan Ciptadi Mohammad Al Farabi Muhammad Nasrullah Ramadhana Nur Haflisma Lubis Nurmawati