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All Journal Auladuna Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Edukasi Elita : Jurnal Inovasi Pendidikan Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Ilmiah Multidisiplin Ilmu Ahsani Taqwim: Jurnal Pendidikan dan Keguruan Aliansi: Jurnal Hukum, Pendidikan dan Sosial Humaniora Sosial : Jurnal Ilmiah Pendidikan IPS TARBIYAH: Jurnal Pendidikan dan Pembelajaran Jejak digital: Jurnal Ilmiah Multidisiplin Journal of Literature Review Jurnal Ilmiah Literasi Indonesia Educational Journal Jurnal Riset Sosial Humaniora dan Pendidikan
Frika Fatimah Zahra
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Mitigasi Intoleransi Melalui Kurikulum Berbasis Cinta Madrasah Ibtidaiyyah Nadya Dwie Islami; Sheril Aulia; Shifa Galuh Chandraningtyas; Ahmad Zainuri; Frika Fatimah Zahra
Educational Journal Vol. 1 No. 2 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/nqq9xm48

Abstract

Intolerance is an increasingly complex social problem in the era of globalization, including in the Islamic education environment. Madrasah Iftidaiyah as an Islamic basic education institution has a strategic role in shaping the character of tolerant students. This study proposes mitigation of intolerance through the development of a love-based curriculum, which integrates the values of compassion, empathy, and brotherhood in everyday learning. The research method uses a qualitative approach with a case study at Madrasah Iftidaiyah XYZ, involving observation, interview, and document analysis. The results show that love-based curriculum can reduce intolerant behavior by 25% based on pre-and-post-implementation surveys. The conclusion emphasizes the importance of love education as the foundation of tolerance, with recommendations for the integration of these values into core subjects such as Aqidah Akhlak and Fiqh.
PENGARUH LEMBAGA PENDIDIKAN ISLAM KEGIATAN MEANING FULL STUDI KEISLAMAN KURIKULUM BERBASIS CINTA PADA MADRASAH IBTIDAIYAH Meti Friska; Suwandi; Ahmad Zainuri; Frika Fatimah Zahra
Ahsani Taqwim: Jurnal Pendidikan dan Keguruan Vol. 3 No. 1 (2026): Februari
Publisher : Yayasan Baitul Hikmah al-Zain

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63424/ahsanitaqwim.v3i1.507

Abstract

This study explores how Islamic educational institutions, meaningful learning strategies in Islamic subjects, and the application of a love-centered curriculum influence learning practices in Islamic elementary schools (Madrasah Ibtidaiyah). Using a literature review method, the research synthesizes insights from recent scholarly publications. The results indicate that Islamic educational institutions provide a foundational role in shaping students’ morality and spiritual growth through routine worship activities and the cultivation of a religious school atmosphere. Meaningful learning supports students in linking Islamic teachings with everyday situations, enabling deeper comprehension, while a love-driven curriculum encourages a compassionate and supportive classroom climate. Altogether, these elements substantially enhance students’ spiritual, emotional, and academic development.
Strategi Pengembangan Profesionalisme Guru Berkelanjutan melalui Refleksi dan Best Practices Aisyah Syakirah; Pira pratiwi; Frika Fatimah Zahra; Ahmad Zainuri
RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 4 No. 2 (2026): Maret: RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan
Publisher : Asosiasi Ilmuwan Pendidikan, Sosial, dan Humaniora Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/risoma.v4i2.1670

Abstract

Teacher professionalism is a key factor in improving the quality of education, especially in the context of rapid changes that demand continuous competency development. Therefore, sustainable professional development for teachers has become an essential need. This article aims to examine strategies for developing teacher professionalism through reflection and the implementation of best practices in learning. The method used is a literature study with a descriptive qualitative approach, by analyzing various sources such as scientific journals, books, and relevant articles. The results show that reflection plays an important role as a means of self-evaluation that helps teachers continuously improve the quality of learning, while best practices provide concrete examples of effective and innovative teaching practices. Reflection enables teachers to identify strengths and weaknesses in their instructional processes, thereby encouraging continuous improvement and adaptive teaching strategies. Meanwhile, best practices serve as a reference for implementing evidence-based and student-centered learning approaches that can enhance classroom engagement and learning outcomes. The integration of reflection and best practices is proven to strengthen teachers' competencies holistically by combining critical self-assessment with proven pedagogical strategies. This synergy also supports collaborative learning among educators and encourages the sharing of effective teaching experiences. Thus, sustainable teacher professional development can be achieved through the consistent application of these strategies, ultimately contributing to improved educational quality and more effective learning environments in schools.
Reaktualisasi Kompetensi Sosial Guru dalam Ekosistem Pembelajaran Digital Beby Mariyani; Dela Nopita; Ahmad Zainuri; Frika Fatimah Zahra
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 7 No. 2 (2026): Ta'rim: Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v7i2.2983

Abstract

This article examines the re-actualization of teachers’ social competence within the digital learning ecosystem. The rapid development of technology has transformed conventional learning into digital-based environments, which significantly affect the patterns of interaction between teachers and students. This transformation often leads to reduced direct communication, emotional connection, and social engagement in the learning process. Therefore, this study aims to explore the importance of strengthening teachers’ social competence and to identify strategies for its re-actualization in digital learning contexts, particularly in early childhood education. This study uses a qualitative approach through a literature review by analyzing relevant journals, books, and scientific articles published in recent years. The findings indicate that teachers’ social competence remains a crucial factor in creating meaningful learning, even in virtual environments. Effective communication, empathy, and interactive engagement must be adapted to digital platforms. The study also highlights several strategies, such as integrating humanistic approaches, optimizing interactive media, and enhancing digital communication skills. These findings imply that strengthening teachers’ social competence is essential to support effective and holistic learning in the digital era.
Model Pembelajaran Inovatif berbasis Deep learning untuk Meningkatkan Kualitas Praktik Profesional Guru Shifa Aulia Salsabila; Nabila Azzahra; Ahmad Zainuri; Frika Fatimah Zahra
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2026): April: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i2.3070

Abstract

This reseach aims to analyze the role of an innovative deep learning-based instructional model in enhancing students’ conceptual understanding, critical thinking skills, and active engagement during classroom learning processes. The rapid development of educational technology currently demands continuous innovation in instructional practices, particularly to improve teacher quality and professionalism in addressing the challenges of the 21st century. To achieve this objective, this research employed a qualitative method with a literature review approach. Data were collected through a systematic review of various national journals, international journals, books, and relevant scholarly sources published within the last ten years. The findings indicate that the implementation of a deep learning-based instructional model can significantly enhance teachers’ creativity in designing instructional strategies, strengthen the effectiveness of the learning process, and improve the quality of teacher-student interaction. Furthermore, this approach encourages teachers to become more adaptive to digital technological advancements and more responsive to the diversity of students’ needs and learning styles. Therefore, the deep learning-based instructional model can serve as a strategic and sustainable solution for improving teachers’ professional practices in the modern education era.
Co-Authors Ahmad Padila Selamet Ahmad Zainuri Aisyah Syakirah Asqia Viani Beby Mariyani Dea Utami Dea Wulandari Dela Nopita Eca Bunga Mentari Elsa Yuliani Eva Yolanda Saputri Herlambang Adiguna Imam Sujadmiko Jamilah Badriyah Kharisma Romadhon KHOIRUN NISA Lefdiana Monica M.Ali Akbar Meti Friska MMSI Irfan ,S. Kom Muhammad Irvan Pratama Nabila Azzahra Nabila Dwi Az-zahra Nabila Iffatul Maulana Nabila Rahma Daniah Nadya Dwie Islami Pira pratiwi Putri, Salsabila Ananda Sari Safitri Shelta Erliana Sheril Aulia Shifa Aulia Salsabila Shifa Galuh Chandraningtyas Siti Aisyah Sri Wahyu Ningsih Sri Wahyuni Suwandi Vicca Zahra Ferisa Yolanda Yolanda, Yolanda Yusuf Rendi Wibowo