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All Journal Bulletin of Pedagogical Research ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Eka Lindayati
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pendidikan Islam dan Tantangan Multikulturalisme: Penelitian Eka Lindayati; Hasan Asy’ari; Yulita; Hilmin
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.2546

Abstract

Islamic education plays a strategic role in shaping the character and morals of students based on Islamic values. Amid the dynamics of increasingly pluralistic and multicultural societies, Islamic education faces the challenge of adapting without losing the essence of its teachings. Multiculturalism demands that Islamic education be more inclusive, tolerant, and open to diversity. This study employs a qualitative descriptive approach to examine how Islamic education responds to the challenges of multiculturalism and the strategies that can be implemented in the learning process. The findings indicate that strengthening universal Islamic values such as tolerance, justice, and compassion is essential to building social harmony. Furthermore, curriculum development sensitive to multicultural contexts and teacher training with a pluralistic perspective are strategic steps to deliver relevant Islamic education in the era of globalization. Thus, Islamic education functions not only as a medium for transmitting knowledge and religious values but also as an agent of peace and social integration in pluralistic societies.
Emotional Regulation Strategies as a Means to Develop Emotional Intelligence Among Madrasah Ibtidaiyah Students Burniat, Burniat; Eva Sunarya; Eka Lindayati; Dwi Noviani
Bulletin of Pedagogical Research Vol. 5 No. 1 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i1.1843

Abstract

This study aims to identify and analyze effective emotional control strategies to improve students' emotional intelligence in Islamic elementary schools. Emotional intelligence is an important skill that influences students' social interactions and academic achievement. The method used in this study is a qualitative approach with data collection techniques through observation and interviews. The research subjects consisted of students in Islamic elementary schools. The results of the study indicate that the implementation of emotional control strategies, such as self-awareness training, relaxation techniques, and effective communication, can help students recognize and manage their emotions better. In addition, an emotional intelligence development program integrated into the school curriculum has also been shown to improve students' ability to interact positively with peers and teachers. This study concludes that good emotional control contributes significantly to improving students' emotional intelligence, which in turn can support their social and academic development. Recommendations for the implementation of these strategies are expected to serve as a reference for educators in creating a learning environment that is more supportive of students' emotional development
Secularization and Islamic Education Maintaining Religious Identity at Madrasah Ibtidaiyah Miftahul Ulum Trimoharjo Bantul Eka Lindayati; Hasan Asy’ari; Eva Sunarya; Hilmin Hilmin
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8770

Abstract

Amid globalization-induced secularization, Indonesian madrasahs such as MI Miftahul Ulum Trimoharjo face growing challenges in preserving students’ religious identity while integrating a national STEM-focused curriculum. Grounded in Berger’s secularization theory, Tajfel and Turner’s social identity theory, and al-Attas’s ta’dīb framework, this qualitative single-case study examines the impact of secularization on religious identity and the counterstrategies deployed at the institutional level. Data were generated through semi-structured interviews, observations, and document analysis involving the headmaster, Islamic education (PAI) teachers, and students, and were thematically analyzed following Braun and Clarke (2006), with trustworthiness ensured via triangulation and member checking. The findings reveal that secularization contributes to the erosion of tawḥīd-based values; however, the madrasah actively resists this trend through curriculum integration (e.g., infusing Islamic ethics into mathematics and science), daily worship habituation, Qur’anic literacy programs, teacher exemplarity, and structured partnerships with parents and the wider community. These strategies collectively foster improved religious awareness, discipline, and tajwīd performance, despite persistent gaps in teacher competency and variable levels of participation. Theoretically, the study enriches resilience models for Islamic education by illustrating how doctrinal, pedagogical, and communal resources can be mobilized to sustain religious identity under modernizing pressures. Practically, it offers contextually grounded and replicable strategies for similar institutions seeking to balance curricular modernization with robust Islamic formation. Acknowledging the limitations of its single-case design, the study points to the need for future multi-site and comparative research to deepen understanding of institutional responses to secularization in diverse Islamic educational settings.
Co-Authors Burniat, Burniat Dwi Noviani Eva Sunarya Hasan Asy’ari Hilmin Hilmin Hilmin Yulita