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All Journal Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an EDUCATIONE: Journal of Education Research and Review Journal of Education and Islamic Contemporary Issue
Nurhasnawati
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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HOLISTIC EDUCATION INTERVENTIONS: INTEGRATING ISLAMIC VALUES IN SCHOOL GUIDANCE AND COUNSELING TO OVERCOME LEARNING Herlinda, Fitra; Munir; Nurhasnawati
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.53

Abstract

This study is grounded in the recognition that guidance and counseling (BK) play a pivotal role in addressing students’ learning problems, which can significantly affect both academic achievement and personal development. The integration of Islamic educational values into counseling services is seen as a promising approach to holistically resolve such issues, especially in contexts where moral, spiritual, and ethical guidance is essential. The primary objective of this research is to explore and optimize the effectiveness of guidance and counseling when integrated with Islamic education principles in overcoming students’ learning problems. Employing a library research method, this study systematically collects, reviews, and synthesizes scholarly literature, including books, journal articles, and empirical reports, to build a comprehensive understanding of the relevant theories and practices. The findings indicate that the incorporation of Islamic values—such as patience, honesty, discipline, sincerity, and responsibility—not only increases students’ motivation and engagement but also strengthens character and psychological resilience. Moreover, integrated counseling practices have been shown to improve student attendance, classroom behavior, and homework completion rates, as evidenced by case studies in Islamic schools. In conclusion, this research contributes to the field by highlighting the value of a holistic, spiritually-grounded counseling model that supports both academic and moral growth. The study’s practical implications include the need for ongoing counselor training, collaboration among stakeholders, and systematic evaluation. Future research is recommended to examine the long-term effects of this integrative approach and adapt it for diverse educational settings.
Kebutuhan Dan Karakteristik Model Desain Pembelajaran Di Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI) Dasmarni; An Nisa Alya; Anusirwan Hamidi Harahap; Habibul Hakim; Missy Mairista; Nurhasnawati
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 13 No. 1 (2026): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v13i1.4667

Abstract

Analisis kebutuhan serta pemilihan model desain pembelajaran merupakan langkah krusial untuk meraih tujuan pendidikan di MI/SD. Artikel ini mengkaji peran analisis kebutuhan, ciri-ciri siswa MI/SD, serta model desain pembelajaran yang tepat. Melalui penelitian literatur, ditemukan bahwa model ASSURE, ADDIE, Dick & Carey, dan Kemp memiliki ciri-ciri yang dapat disesuaikan dengan kebutuhan pendidikan di sekolah dasar. Pemilihan model perlu memperhatikan ciri-ciri perkembangan kognitif, sosial, dan emosional siswa. Temuan penelitian menunjukkan bahwa model yang luwes, interaktif, dan berfokus pada siswa lebih berhasil dalam menciptakan pengalaman pembelajaran yang signifikan.
Integrative-Holistic Islamic Curriculum Framework: A Conceptual Model for Contemporary Curriculum Development Hafizah; Sri Murhayati; Nurhasnawati; Eliza Putri Ardiah; Nurul Habibah Arfizeah
JEICI - Journal of Education and Islamic Contemporary Issue Vol. 2 No. 1 (2026): Journal of Education and Islamic Contemporary Issue (JEICI)
Publisher : KIPS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65980/jeici.v2i1.35

Abstract

This study develops the Integrative–Holistic Islamic Curriculum Framework (IHICF) as a conceptual model to address persistent fragmentation in Islamic Religious Education (PAI) and its limited alignment with contemporary educational demands. The separation between religious knowledge and modern scientific disciplines, along with instructional practices dominated by memorization, has reduced the relevance of PAI to twenty-first-century competencies such as digital literacy, critical thinking, collaboration, and ethical reasoning. Using a qualitative library research approach, this study analyzes literature published between 2020 and 2025 through systematic selection, open coding, thematic synthesis, and conceptual triangulation. The analysis yields four pillars of the IHICF: internal integration across PAI subjects; external integration with modern sciences and social realities; holistic and adaptive learner development; and operational mechanisms involving curriculum planning, teacher capacity, and authentic assessment. The findings indicate that IHICF offers a coherent and applicable curriculum model that bridges Islamic values with contemporary learning needs. It provides structured pathways for thematic instruction, value-based projects, collaborative teaching, and meaningful digital integration. The framework contributes to PAI renewal by supporting learners' ethical grounding, intellectual competence, and social responsiveness.
Development of Islamic Religious Education Curriculum Based on Research and Local Wisdom Sapitri, Eti; Murhayati, Sri; Nurhasnawati
JEICI - Journal of Education and Islamic Contemporary Issue Vol. 2 No. 1 (2026): Journal of Education and Islamic Contemporary Issue (JEICI)
Publisher : KIPS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65980/jeici.v2i1.37

Abstract

The curriculum is a central component of educational implementation, serving as a guide for the learning process. However, the existing Islamic Religious Education curriculum remains general and normative and has not yet fully addressed society's real needs and global challenges. This article proposes an alternative approach to developing an Islamic Religious Education curriculum, grounded in research and local wisdom, as a strategic effort to enhance its relevance, contextualization, and applicability to students' lives. This study employs a library research method by analyzing relevant literature, journals, and documents. The findings indicate that a research-based curriculum can present learning grounded in data, empirical evidence, and real-world problem-solving. Meanwhile, the integration of local wisdom, which constitutes an essential part of local community needs, enables the curriculum to be more attuned to the culture, potential, and challenges of the surrounding community, thereby allowing Islamic values to be internalized more effectively and meaningfully. An Islamic Religious Education curriculum grounded in research and local wisdom serves not only as a learning guide but also as an instrument for shaping a religiously critical, moderate, and broad-minded generation without compromising Islamic and national identity. Therefore, developing an Islamic Religious Education curriculum grounded in research and local wisdom is crucial to improving educational quality and strengthening community empowerment in the modern era.
Co-Authors An Nisa Alya Anusirwan Hamidi Harahap Dasmarni Eliza Putri Ardiah Habibul Hakim Hafizah Herlinda, Fitra Missy Mairista Munir Nurul Habibah Arfizeah Sapitri, Eti Sri Murhayati Sri Murhayati