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Qualitative Analysis of Character Education Through Congregational Prayer at the Raudlatul Muta'allimin Cilendek Islamic Boarding School, Tasikmalaya City Yanto Maulana Restu; Miswan Ramdani; Dodo Murtado; Bambang Samsul Arifin; Aan Hasanah
al-Afkar, Journal For Islamic Studies Vol. 8 No. 3 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i3.1516

This research aims to investigate the application of character education through the implementation of congregational prayers at the Raudlatul Muta'allimin Cilendek Islamic Boarding School, Tasikmalaya City. Qualitative research methods were used to examine this research. The data sources in this research include observations, documentation, interviews and are equipped with primary data sources and secondary data sources from various trusted references such as scientific journals, books and other sources that support the research. Data analysis in this study includes steps such as data collection, data presentation, data reduction, and deduction of conclusions. The results of the study show that congregational prayer not only strengthens religious values, but is also a means of forming good character for students, among others. Among the character values instilled in Raudlatul Muta'allimin Cilendek Islamic boarding school students are: obedience (ta'at), discipline, humility (tawadhu'), brotherhood (ukhuwah), patience (sabr), example (uswah), self-control (mujahadah), commitment and consistency.

EVALUASI PEMBELAJARAN MATEMATIKA BERBASIS PROYEK: EKSPLORASI PRAKTIK DAN TANTANGAN DI SMP NEGERI Dodo Murtado; Hendro Prasetyono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.34617

This study aims to explore the practices and challenges of project-based mathematics learning (Project Based Learning/PBL) in a public junior high school. A qualitative approach was employed, using in-depth interviews and participatory observations, involving purposively selected informants: two mathematics teachers, one principal, and two students. Data analysis was conducted through data reduction, presentation, and conclusion/verification. The findings reveal that PBL implementation encourages active student engagement, develops 21st-century skills such as creativity, collaboration, communication, and critical thinking, and enhances deeper mastery of mathematical concepts. Teachers act as facilitators by preparing guides, adjusting projects to students’ abilities, and facilitating group discussions, while the principal supports the process through facilities, flexible learning spaces, and teacher training. Students respond positively, feeling motivated, confident, and more active in discussions and teamwork. Challenges identified include time management, teacher readiness, differences in student abilities, group cooperation, and limited facilities. Development strategies applied include task differentiation, step-by-step guidance, student reflection, teacher collaboration, and institutional support. With these strategies, PBL can be effectively implemented, providing meaningful and contextual learning experiences while stimulating 21st-century skills and overcoming existing challenges. This study offers practical insights for teachers and schools to optimize the implementation of project-based mathematics learning.

PKM STRATEGI PENGGUNAAN MENDELEY UNTUK MENURUNKAN ANGKA PLAGIASI DI INSTITUSI PENDIDIKAN Rina Hidayati Pratiwi; Sahat T. Simorangkir; Yusi; Rahmi Nur Salamah; Gilang Medal Pangrestu; Dodo Murtado
Jurnal Media Akademik (JMA) Vol. 3 No. 7 (2025): JURNAL MEDIA AKADEMIK Edisi Juli
Publisher : PT. Media Akademik Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62281/v3i7.2622

Plagiarisme dalam penulisan karya ilmiah merupakan isu krusial yang dapat merusak integritas akademik dan kualitas pendidikan. Salah satu solusi untuk mengatasinya adalah dengan meningkatkan pemahaman praktisi pendidikan mengenai sitasi dan manajemen referensi menggunakan aplikasi Mendeley. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk menurunkan angka plagiarisme di lingkungan pendidikan melalui pelatihan penggunaan Mendeley bagi tenaga pendidik di SMP Negeri 2 Pasawahan, Purwakarta. Metode yang digunakan dalam kegiatan ini adalah e-learning berbasis Zoom, yang memungkinkan pelaksanaan pelatihan secara daring namun tetap interaktif dan aplikatif. Hasil survei awal menunjukkan bahwa sekitar 80% dari 32 guru belum memahami cara penggunaan Mendeley maupun pencantuman sitasi yang benar dalam karya ilmiah. Pelatihan ini tidak hanya memberikan pemahaman teoretis, tetapi juga praktik langsung dalam mengelola referensi dan menyusun daftar pustaka. Diharapkan, pemahaman ini akan diteruskan oleh guru kepada siswa, membentuk rantai pengetahuan yang berkelanjutan. Program ini terbukti efektif dalam meningkatkan literasi akademik dan kesadaran antiplagiarisme di kalangan pendidik, serta menjadi langkah awal strategis dalam menciptakan budaya akademik yang lebih jujur dan berkualitas di institusi pendidikan.

EVALUASI PEMBELAJARAN MATEMATIKA BERBASIS PROYEK: EKSPLORASI PRAKTIK DAN TANTANGAN DI SMP NEGERI Dodo Murtado; Hendro Prasetyono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.34617

This study aims to explore the practices and challenges of project-based mathematics learning (Project Based Learning/PBL) in a public junior high school. A qualitative approach was employed, using in-depth interviews and participatory observations, involving purposively selected informants: two mathematics teachers, one principal, and two students. Data analysis was conducted through data reduction, presentation, and conclusion/verification. The findings reveal that PBL implementation encourages active student engagement, develops 21st-century skills such as creativity, collaboration, communication, and critical thinking, and enhances deeper mastery of mathematical concepts. Teachers act as facilitators by preparing guides, adjusting projects to students’ abilities, and facilitating group discussions, while the principal supports the process through facilities, flexible learning spaces, and teacher training. Students respond positively, feeling motivated, confident, and more active in discussions and teamwork. Challenges identified include time management, teacher readiness, differences in student abilities, group cooperation, and limited facilities. Development strategies applied include task differentiation, step-by-step guidance, student reflection, teacher collaboration, and institutional support. With these strategies, PBL can be effectively implemented, providing meaningful and contextual learning experiences while stimulating 21st-century skills and overcoming existing challenges. This study offers practical insights for teachers and schools to optimize the implementation of project-based mathematics learning.

KESENJANGAN ANTARA DESAIN KEBIJAKAN DAN IMPLEMENTASI PEMBELAJARAN MENDALAM DALAM KURIKULUM MERDEKA: TINJAUAN LITERATUR PADA PENDIDIKAN DASAR Jamil, Ikhwan; Salman Hasan Ansori; Zasiyah Auliyatulloh; Luthfi Khairunnisa; Dodo Murtado
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58330

This study analyzes the gap between policy design and the implementation of deep learning within the Merdeka Curriculum in primary education. The research is motivated by the persistence of discrepancies between the intended policy of meaningful and student-centered learning and its actual implementation in classroom practices. A qualitative approach using a thematic literature review was employed by analyzing relevant national and international studies from 2015–2025 indexed in Scopus, ERIC, and SINTA. Data were collected through systematic documentation and analyzed using thematic analysis to identify patterns related to policy design, classroom implementation, teacher interpretation, and implementation barriers. The findings reveal that although the Merdeka Curriculum emphasizes deep learning as a core pedagogical approach, its implementation in primary schools remains limited and tends to focus on administrative compliance rather than meaningful learning practices. Teachers’ varying interpretations, limited pedagogical understanding, and systemic constraints contribute significantly to the implementation gap. The study concludes that there is a substantial policy implementation gap between curriculum design and classroom reality. This indicates that successful curriculum reform requires not only sound policy design but also strong teacher capacity and systemic support at the school level.

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