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All Journal Action Research Journal Indonesia (ARJI) Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak International Journal of Basic Education Research
Adnan Syah Sitorus
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Model Pendidikan Kewirausahaan Berbasis Etika Bisnis Islami: Studi Praktik di Toko Sayur Ibu Sunawati Agus Alfaya Arif; Adnan Syah Sitorus; Subiyantoro, Subiyantoro
Action Research Journal Indonesia (ARJI) Vol. 7 No. 2 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i2.463

Abstract

Etika bisnis Islami merupakan fondasi penting dalam praktik usaha yang tidak hanya berorientasi pada keuntungan materi, tetapi juga menjunjung nilai keberkahan dan kemaslahatan sosial. Penelitian ini bertujuan untuk mengkaji penerapan etika bisnis Islami dalam pengelolaan usaha mikro di Toko Sayur Ibu Sunawati, sebuah unit usaha keluarga yang berhasil mempertahankan eksistensinya di tengah persaingan pasar tradisional. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus, di mana data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa Toko Sayur Ibu Sunawati menerapkan prinsip-prinsip etika bisnis Islami seperti kejujuran (ṣidq), amanah, keadilan (‘adl), dan menghindari praktik riba dan gharar dalam seluruh aktivitas usahanya. Selain itu, praktik sosial seperti berbagi hasil usaha dengan masyarakat sekitar dan memberikan kemudahan pembayaran kepada pelanggan juga menjadi bagian dari strategi bisnis yang berorientasi berkah. Temuan ini mengindikasikan bahwa penerapan etika bisnis Islami dapat menjadi faktor penting dalam membangun usaha mikro yang berkelanjutan dan bernilai ibadah, sekaligus memberikan kontribusi positif terhadap kesejahteraan masyarakat lokal. Penelitian ini merekomendasikan agar pelaku usaha mikro menjadikan etika bisnis Islami sebagai landasan strategis dalam pengelolaan usaha guna menciptakan harmoni antara keuntungan ekonomi dan keberkahan spiritual.  
MODEL PENGEMBANGAN SPIRITUALITAS ANAK USIA DINI MELALUI KEGIATAN SPIRITUAL KEAGAMAAN Adnan Syah Sitorus; Isna Maulidya
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 6 No. 3 (2025): Juli
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/alathfal.v6i3.2064

Abstract

This study aims to describe the model of spiritual development in early childhood through religious ritual activities in Islamic Early Childhood Education institutions (PIAUD). The research is grounded in the urgency of spiritual development as a fundamental part of holistic child growth, which remains underexplored in the context of Islamic education. A qualitative descriptive approach was employed using a case study method. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman's interactive model. The findings reveal that ritual activities such as daily prayers, dhuha prayer, and collective dhikr serve as effective tools for instilling spiritual values through consistent habituation. Teachers play a central role as moral exemplars (uswah hasanah), while integrated learning enables the infusion of spiritual values into non-ritual activities like storytelling and play. Parental involvement further reinforces the internalization of Islamic values at home. The study concludes that nurturing children's spirituality requires a synergy of habituation, teacher modeling, integrated learning, and family collaboration. Keywords: Spirituality; Early Chilhood; Religious Rituals; Islamic Education
The Relevance of Alexander Sutherland Neil's Humanistic Education to the Merdeka Curriculum in Promoting Student Autonomy Adnan Syah Sitorus; Asril Azhari Hasibuan
International Journal of Basic Educational Research Vol. 2 No. 2 (2025): IJBER: International Journal of Basic Education Research
Publisher : Doctoral Program In Elementary Madrasah Teacher Education Faculty Of Tarbiyah And Education - UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ijber.v2i2.11586

Abstract

Education that places student freedom and autonomy at the core of the learning process is becoming increasingly relevant in efforts to shape education that humanizes humanity. This article examines the relevance of Neill's educational thinking to the principles of the Merdeka Curriculum. This research is a literature review using a comparative qualitative approach, aiming to analyze Alexander S. Neill's thoughts on humanistic education and compare them with the Merdeka Curriculum principles, particularly in developing student autonomy. Data was collected through documentation techniques, namely by searching and selecting literature such as books and scientific articles published in relevant national and international journals using keywords such as "A.S. Neill," "humanistic education," "Summerhill School," "Merdeka Curriculum," and "student autonomy" in various scientific databases such as Google Scholar and Scopus over the past 10 years. The core concept of Neill's educational approach is student freedom. He believed that excessive pressure and control from teachers and the curriculum fostered anti-learning attitudes, dishonesty, and emotional damage in children. At Summerhill, students are not required to attend specific classes and can choose activities based on their interests and readiness. Some principles of the Merdeka Curriculum that support student freedom include emphasizing differentiated learning, the principle of freedom realized through the Pancasila Student Profile Strengthening Project (P5), and student-centered learning. Both place students as active subjects in the educational process, emphasize freedom's importance and encourage teachers to act as facilitators in a supportive learning environment. This relevance can be understood through the framework of humanistic education theory, particularly Abraham Maslow's view on self-actualization, Carl Rogers' perspective on student-centered learning, and the Self-Determination Theory of Motivation, which emphasizes the importance of autonomy, competence, and relationships in fostering intrinsic motivation.
Co-Authors Agus Alfaya Arif Asril Azhari Hasibuan Isna Maulidya Subiyantoro