Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Eunoia : Jurnal Pendidikan Bahasa Indonesia el-Buhuth: Borneo Journal of Islamic Studies FENOMENA: Jurnal Penelitian
Muhammad Iwan Abdi
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Religion Arts Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Implementasi Ekstrakurikuler Jurnalistik Dalam Meningkatkan Keterampilan Menulis Dan Berpikir Kritis Siswa Madrasah Darussalam Internasional Boarding School Samarinda Rini Eka Lestari; Maulida Ulfa Hidayah; Muhammad Iwan Abdi
EUNOIA (Jurnal Pendidikan Bahasa Indonesia) Vol 5, No 1 (2025): EUNOIA (Jurnal Pendidikan Bahasa Indonesia)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/eunoia.v5i1.4499

Abstract

Budaya literasi yang rendah mendorong lembaga pendidikan untuk bergerak dalam meningkatkannya melalui kegiatan menulis. Hal ini merespon Madrasah Darussalam International Boarding School Samarinda untuk menyelenggarakan kegiatan ekstrakurikuler jurnalistik. Tujuan dari penelitian ini adalah untuk mengetahui pelaksanaan ekstrakurikuler jurnalistik dalam meningkatkan keterampilan menulis dan berpikir kritis siswa, serta faktor-faktor yang mendukung dan menghambatnya. Jenis penelitian ini adalah deskriptif kualitatif. Kepala Madrasah, Wakil Kepala Bidang Kurikulum, Pembina, dan siswa yang mengikuti ekstrakurikuler jurnalistik menjadi sumber data primer, sedangkan penelitian sebelumnya digunakan sebagai data sekunder. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Teknik analisis data meliputi pengumpulan data, kondensasi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan ekstrakurikuler jurnalistik dilakukan dalam tiga tahap, yaitu perencanaan, pelaksanaan, dan evaluasi. Peningkatan keterampilan menulis yang dirasakan siswa selama mengikuti kegiatan jurnalistik meliputi penggunaan Ejaan yang Disempurnakan (EYD), kesesuaian isi dan topik, penyusunan kerangka tulisan, penggunaan kosakata yang tepat, serta memiliki ide dan informasi yang jelas. Sementara itu, peningkatan kemampuan berpikir kritis siswa terlihat dari kemampuan mengambil informasi yang dapat dipercaya, mempertimbangkan berbagai sudut pandang, mampu memecahkan masalah, dan melakukan evaluasi diri. Penelitian ini bisa menjadi topik yang lebih luas untuk para peneliti selanjutnya.
Strategi Perguruan Tinggi Perbatasan dalam Mengembangkan Kerjasama Luar Negeri(Studi Kasus IAIN Pontianak dan Unimas Sarawak) Muhammad Iwan Abdi; Khairy Abusyairi
FENOMENA Vol. 17 No. 1 (2025): FENOMENA VOL 17, NO. 1, 2025
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/k4dxhm78

Abstract

This study aims to identify strategies for border-region higher education institutions to establish international cooperation, using IAIN Pontianak and UNIMAS, Sarawak, Malaysia, as a case study. Both higher education institutions are located in the border region of two countries, namely Indonesia and Malaysia. The two higher education institutions are bound by a cooperation agreement (MoU) and have followed it up by conducting intensive program sharing through 2024, including visiting lectures, student mobility, research, community service, international seminars, and several other activities. The strategies of border-region higher education institutions in establishing international cooperation, using IAIN Pontianak and UNIMAS Sarawak as a case study, encompass three aspects, namely the formulation of international cooperation strategies, the implementation of international cooperation strategies, and the evaluation of international cooperation strategies. First, IAIN Pontianak and UNIMAS formulated international cooperation strategies by understanding and carefully examining the higher education institution's vision as a dream and aspiration to be achieved so they could formulate strategic directions and steps optimally. Second, implementing international cooperation strategies by both higher education institutions involves human resources in international activities coordinated by the IO. A notable form of cooperation occurred in 2023, when IAIN Pontianak brought together PTKINs throughout Indonesia, spearheaded by the Ministry of Religious Affairs of the Republic of Indonesia, to sign MoUs with UNIMAS and UiTM. Third, the evaluation of international cooperation strategies involves routine evaluations conducted annually and after each activity, all of which are reported by the leadership or relevant parties.
Adaptasi Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Islam: Studi Multikasus pada SMA Negeri dan Sekolah Berbasis Pesantren di Kalimantan Khairy Abusyairi; Khairul Saleh; Muhammad Iwan Abdi
FENOMENA Vol. 17 No. 2 (2025): FENOMENA VOL 17, NO. 2, 2025
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/d3w5b544

Abstract

This study examines the implementation of Islamic Religious Education (PAI) within the Merdeka Curriculum at two senior high schools in East Kalimantan: SMA Negeri 1 Sangatta Selatan and SMAS Nabil Husein Samarinda. The study employed a qualitative case study design. Data were collected through observation, interviews, and documentation and analyzed using the interactive model of data condensation, data display, and conclusion drawing/verification. The findings show that PAI learning in both schools has shifted toward student-centered learning, with teachers functioning increasingly as facilitators and students participating through discussion, independent exploration, group work, and presentation. Both schools also accommodate cultural diversity by emphasizing tolerance, mutual respect, cooperation, and activities connected with local culture. Workshops and in-house training support teacher adaptation, and some teachers have participated in the Guru Penggerak program. The two schools differ mainly in institutional context and access to technology. SMA Negeri 1 Sangatta Selatan has relatively adequate digital facilities, whereas SMAS Nabil Husein integrates the Merdeka Curriculum with pesantren diniyah traditions and limits student device use while still providing scheduled computer-laboratory access. These findings indicate that implementation is shaped not only by curriculum policy but also by school culture, available facilities, and local educational context.
Kreativitas Guru Pendidikan Agama Islam dalam Pembelajaran dengan Menggunakan Technological Pedagogical and Content Knowledge TPACK: Studi Kasus pada Madrasah Aliyah Negeri Insan Cendekia Kalimantan Timur Muhammad Iwan Abdi; Hervina Hervina
el Buhuth: Borneo Journal of Islamic Studies el Buhuth: Borneo Journal of Islamic Studies, 9(1), June 2026
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (Center for Research and Community Services), Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/el-buhuth.v9i1.14169

Abstract

This qualitative descriptive study examines the creativity of Islamic Religious Education teachers in integrating Technological Pedagogical and Content Knowledge (TPACK) at Madrasah Aliyah Negeri Insan Cendekia Paser, East Kalimantan. Data were collected through observation, interviews, and document analysis and were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings show that teacher creativity was manifested in three intersecting domains. In Pedagogical Content Knowledge (PCK), teachers used problem-based learning to examine the conflict between Ali and Muawiyah, scientific inquiry to explore scientific development during the Abbasid and Andalusian Umayyad periods, role play for the Rightly Guided Caliphs, storytelling for Muslim scientists, mind mapping and timelines for the codification of the Qur’an, card sorting for tajwid, and project-based calligraphy and slogan production. In Technological Content Knowledge (TCK), teachers employed presentation software, YouTube, e-learning platforms, Islamic educational games, Quizizz, Rumah Belajar, and Canva to represent and assess religious content. In Technological Pedagogical Knowledge (TPK), these tools were aligned with scientific, problem-based, project-based, and interactive assessment strategies. The study concludes that creativity in TPACK-based Islamic Education is not determined by the number of digital tools used, but by teachers’ ability to align technology with pedagogical purposes, the characteristics of religious content, and students’ learning needs. This alignment makes abstract, textual, and historical Islamic material more contextual, participatory, and accessible.
Co-Authors Hervina Hervina Khairul Saleh Khairy Abusyairi Maulida Ulfa Hidayah Rini Eka Lestari