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All Journal Paedagogia: Jurnal Pendidikan Al-Bidayah : jurnal pendidikan dasar Islam
Fathoni, Irgi Aqilul
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Humanities Education Social Sciences Other

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The Planning and Development of Islamic Education Learning for Deaf Students Remanita, Yuan; Fathoni, Irgi Aqilul; J. Arpilleda, Alcher
Paedagogia: Jurnal Pendidikan Vol 14 No 2 (2025): PAEDAGOGIA: Jurnal Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol14.Iss2.951

Abstract

Students are not interested in current learning activities because the learning is not interesting and challenging to understand. As a result, schools must plan and develop Islamic education learning for deaf students with the aim that deaf students will be more active in learning and better understand the material. This study aims to determine 1) the planning and development of syllabus workshops in Islamic education learning and 2) the planning and development of lesson plans in Islamic education learning for deaf students. This study was conducted at SLB Negeri Campurdarat Tulungagung, located at Jl. Raya Popoh No. 17, Campurjanggrang, Campurdarat, Tulungagung. Through observation, documentation, and in-depth interviews, researchers obtained various data. This study uses participatory observation data collection techniques; the data sources include the principal, elementary school teachers, high school teachers, four deaf students, and Islamic education teachers. This research uses data reduction analysis, such as Milles Hubberman analysis. Several methods were used to determine data veracity or credibility, such as considering sufficient time to collect data and continuously testing various data collection methods. The results showed that Islamic education for deaf students can be implemented well. The syllabus and lesson plans are designed flexibly and can be adjusted to the interests and needs of students to get relevant and meaningful learning experiences according to their needs.
The Students’ Emotional Awareness and Character Building in a Multicultural Islamic Elementary School Kholis, Nur; Remanita, Yuan; Indriharta, Lilik; Fathoni, Irgi Aqilul
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 18 No. 1 (2026): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

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Abstract

Emotions play a fundamental role in learning; however, character-building studies in elementary education still tend to emphasize cognitive and behavioral aspects, with limited attention to students’ lived emotional experiences, particularly in multicultural contexts. This study aims to explore how students experience emotional awareness as part of their learning processes in a multicultural Islamic elementary school. A qualitative phenomenological approach was employed at SDI Al-Azhar Tulungagung. The study involved ten informants, consisting of five students, three teachers, and two school principals, selected purposively to represent diverse perspectives. Data were collected through in-depth interviews, participatory observations, and documentation, and analyzed using phenomenological procedures, including data reduction, meaning unit development, and essential interpretation. The findings reveal that students develop emotional awareness through processes of recognising, managing, and reflecting on emotions arising in daily classroom interactions. Emotional awareness functions as a foundation for self-regulation, empathy, responsibility, and prosocial behaviour, which emerge through safe and supportive learning environments. Three essential themes were identified: (1) emotional recognition as an initial awareness of internal states triggered by classroom interactions, (2) emotional regulation as a socially mediated process shaped by teacher support and peer relationships, and (3) emotional reflection as a meaning-making process connecting experiences to moral values. These findings highlight that emotional awareness is not merely an individual competence but an intersubjective process constructed through social and cultural interactions in a multicultural learning environment. This study contributes to a deeper understanding of emotional dynamics in elementary education by emphasising the role of lived experience in character formation.
Co-Authors J. Arpilleda, Alcher Lilik Indriharta, Lilik Nur Kholis Remanita, Yuan