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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

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

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

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.

ASESMEN FORMATIF SEBAGAI INSTRUMEN DALAM MENINGKATKAN KUALITAS PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Adnan Syah Sitorus; Muhammad Yoggi Aqsal Darmawan; Agus Alfaya Arif
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25652

The learning process is conducted to achieve specific predetermined objectives. To ensure that this process stays on the right track, continuous assessment is essential. However, stagnant and unsustained assessment often occurs in Islamic Religious Education (IRE) learning. The purpose of this study is to understand the role of formative assessment in Islamic Religious Education learning and to find out the role of formative assessment in improving the quality of Islamic Religious Education learning. A qualitative approach with a case study method was employed. Data collection techniques included participatory observation, structured interviews, and documentation, all aimed at obtaining in-depth information regarding formative assessment in IRE. The main informants in this study were three Islamic Religious Education teachers at SD IT Anak Sholeh. The findings reveal that formative assessment serves as a vital tool for educators to continuously monitor students' progress, refine teaching methods, and enhance overall learning outcomes. This assessment is conducted through various activities, including short quizzes, class discussions, and targeted assignments designed to evaluate students' understanding of newly introduced concepts. Within the context of the Merdeka Curriculum, formative assessment empowers students to engage in self-evaluation of their skills and knowledge retention. Despite certain challenges, the implementation of formative assessment at SD IT Anak Sholeh has proven effective, serving not only as an evaluation tool but also as a strategic approach to ensuring that Islamic Religious Education plays a key role in shaping students’ character in alignment with Islamic values.

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

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.

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