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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Transformatif
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Memberdayakan Pendidikan Kewarganegaraan Milenial: Menavigasi Kompleksitas Masyarakat Modern Dari, Tri Ulan; Suratno; Inah; Sunarsih, Eka; Susanti, Dwi; Sugiono, Muhamad; Santoso, Gunawan
Jurnal Pendidikan Transformatif Vol. 2 No. 2 (2023): Juni 2023
Publisher : Yayasan Aya Sophia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9000/jpt.v2i2.357

Abstract

Studi ini bertujuan untuk mengeksplorasi strategi yang dapat digunakan untuk memberdayakan pendidikan kewarganegaraan milenial dalam menghadapi kompleksitas masyarakat modern. Dalam konteks yang terus berkembang dan berubah, generasi milenial membutuhkan pendidikan yang mampu membantu mereka memahami dan menavigasi dinamika sosial, politik, budaya, dan teknologi yang semakin kompleks. Oleh karena itu, penelitian ini berfokus pada pengembangan strategi pendidikan kewarganegaraan yang efektif dalam meningkatkan partisipasi dan pemahaman milenial terhadap isu-isu kritis dalam masyarakat modern. Data dikumpulkan melalui wawancara dan survei dengan milenial dan akademisi pendidikan kewarganegaraan. Hasil studi menunjukkan bahwa strategi pendidikan kewarganegaraan yang efektif harus mencakup pelatihan keterampilan sosial dan kritis, keterlibatan intelektual, komunikasi dan kolaborasi, dan penggunaan teknologi. Implikasi praktis dari penelitian ini adalah bahwa pendidikan kewarganegaraan harus difokuskan pada pembangunan keterampilan dan pemahaman kritis untuk mendorong partisipasi milenial dalam masyarakat modern yang kompleks.
INTEGRASI KEARIFAN LOKAL DALAM PEMBELAJARAN PAI SEBAGAI STRATEGI PENGUATAN MODERASI BERAGAMA di SMAN 7 JAKARTA Afifah, Nuraqilah; Inah; Djuhaeri; Fatmah Rizkiyah; Muhammad Riyad
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.v11i01.41774

Abstract

Islamic Religious Education (PAI) learning at the secondary school level still tends to be normative and universal, so it is not fully responsive to the social and cultural context of students. This study aims to examine the implementation of the integration of local wisdom in PAI learning as an effort to strengthen the values ​​of religious moderation. This study departs from the gap between the ideal concept of religious moderation and its learning practices in schools, and positions local wisdom as a medium connecting religious teachings and social harmony in a pluralistic society. The study uses a qualitative approach with a case study design conducted at SMAN 7 Jakarta. Data collection was conducted through learning observations, semi-structured interviews with PAI teachers and 12th-grade students, and analysis of supporting documents. Data analysis refers to the interactive model of Miles and Huberman with triangulation techniques to ensure data validity. The results show that the integration of local wisdom is carried out contextually through case study methods and discussions, by linking the values ​​in the Mangkeng and Munggahan Ceremonial traditions such as mutual cooperation and togetherness with the principles of religious moderation. This approach encourages students to assess cultural practices proportionally and develop dialogical and respectful attitudes. The research results show that the integration of local wisdom is carried out contextually through case study and discussion methods, by linking values ​​in the Mangkeng and Munggahan Ceremonial traditions, such as mutual cooperation and togetherness, with the principles of religious moderation. This approach encourages students to assess cultural practices proportionally and develop a dialogical and respectful attitude. The research findings indicate an increase in students' appreciation of cultural diversity and a decrease in rigid assessment attitudes. The successful implementation is supported by a conducive school program and teachers' dialogical competence in managing learning.
Co-Authors Afifah, Nuraqilah Dari, Tri Ulan Djuhaeri Dwi Susanti Fatmah Rizkiyah Gunawan Santoso Muhammad Riyad Sugiono, Muhamad Sunarsih, Eka Suratno