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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan Multidisciplinary Indonesian Center Journal
Salman Thoat
Unknown Affiliation
Religion Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Other

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Perkembangan Pendidikan Islam di Madrasah: Tinjauan Sejarah, Kurikulum, Peran, dan Tantangan : Penelitian Juli Azmi; Abdusima Nasution; Salman Thoat; Annisa Hilda Panjaitan; Rika Andriyani Ritonga; Amron Hasibuan
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.1212

Abstract

Madrasah as an Islamic educational institution has a strategic role in the formation of character and morals of students. This study aims to analyze the development of madrasahs in Indonesia from the aspects of history, curriculum, roles, and challenges faced. The research method used is a literature study by collecting data from various sources such as books, journals, and education policy documents. The results of the study indicate that madrasahs have evolved from traditional mosque-based institutions to formal institutions recognized in the national education system. The madrasah curriculum combines general and religious education with a portion of 40% religious material. Madrasahs play an important role in instilling Islamic values ​​through teacher role models, worship practices, and religious environments. However, madrasahs still face challenges such as limited facilities, technological gaps, and complicated bureaucracy. The solutions offered include increasing government support, strengthening the curriculum, and optimizing madrasah management. This study provides recommendations for policy makers to strengthen the role of madrasahs in the national education system.
IN-DEPTH LEARNING TRAINING AT UPTD. SDN 22 SAMPEAN Salman Thoat; Zainal Efendi Hasibuan; Amron Hasibuan
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 1 (2026): Vol. 3 No. 1 Edisi Januari 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i1.2046

Abstract

Deep learning is an important approach to improving the quality of 21st-century learning, but its implementation in elementary schools still faces various challenges, particularly related to teacher readiness and competency. This study aims to analyze the implementation and outcomes of deep learning training for teachers at the UPTD SDN 22 Sampean. The study used a qualitative approach with a field study design. The subjects were elementary school teachers who participated in the deep learning training. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results of the study indicate that immersive learning training improved teachers' conceptual understanding and practical skills in developing immersive learning-based teaching materials. Teachers began designing lessons oriented toward conceptual understanding, active student engagement, and reflection on learning. These findings indicate that practice-based training is effective in supporting the implementation of immersive learning in elementary schools. This study recommends the need for ongoing training and implementation support to ensure the sustainability of immersive learning in the classroom.
Co-Authors Abdusima Nasution Amron Hasibuan Annisa Hilda Panjaitan Juli Azmi Rika Andriyani Ritonga zainal efendi hasibuan