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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan ONTOLOGI: Jurnal Pembelajaran dan Ilmiah Pendidikan
Nurfaisal
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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CREATING INCLUSIVE LEARNING ENVIRONMENTS: GENDER SENSITIVITY IN ISLAMIC EDUCATION CLASSROOMS Nurfaisal
ONTOLOGI : JURNAL PEMBELAJARAN DAN ILMIAH PENDIDIKAN Vol. 3 No. 1 (2025): April
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/ontologi.v3i1.562

Abstract

This study explores the integration of gender sensitivity in Islamic education classrooms at the elementary level to foster inclusive learning environments. Using a qualitative case study approach, data were gathered through interviews with teachers and administrators, focus group discussions with students, classroom observations, and analysis of curricular materials. Findings reveal that although educators recognize the importance of gender equality grounded in Islamic principles, traditional gender norms continue to influence curriculum content and classroom interactions, limiting the full realization of inclusive practices. Female representation in teaching materials remains minimal, and subtle gender biases persist in student participation and teacher engagement. Nonetheless, there is an emerging commitment among educators to adopt more gender-sensitive approaches, supported by efforts to include alternative narratives and role models. The study underscores the need for comprehensive curriculum reform, professional development, and community involvement to create genuinely inclusive Islamic education environments that respect both religious values and gender equity.
Transformasi Perencanaan Pembelajaran Guru melalui Pelatihan Perangkat Mengajar dan Asesmen Autentik Berbasis Pembelajaran Mendalam: Pengabdian Nurfaisal; Herlinawati; Junaidi; Muliardi; Firdaus; Ardiyah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.4411

Abstract

This community service program aimed to transform teachers’ instructional planning through training on lesson plan development and authentic assessment grounded in deep learning pedagogy. The program was conducted at SMA Negeri 3 Tambusai Utara, Rokan Hulu Regency, on 19–20 November 2025 and involved 33 teachers from grades X–XII. A collaborative training and mentoring approach was employed, including brainstorming sessions, lectures, group discussions, and hands-on practice in developing instructional plans and performance-based assessment rubrics. Data were collected through observations of the training process, document analysis of the lesson plans and assessment rubrics produced by participants, and activity documentation. The results indicate a shift in teachers’ perspectives from an administrative to a pedagogical orientation in instructional planning. Teachers demonstrated improved ability to design more contextual, coherent, and competency-oriented lesson plans, as well as to integrate authentic assessment and formative feedback into instructional design. The training also contributed to enhanced assessment literacy and strengthened teachers’ roles as learning designers within deep learning–oriented instruction.
Co-Authors Ardiyah Firdaus Herlinawati Junaidi Junaidi Muliardi