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All Journal ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial KIDDO: Jurnal pendidikan Islam Anak Usia Dini re-JIEM (Research Journal of Islamic Education Management) Tadris: Jurnal Pendidikan Islam Gunung Djati Conference Series
Nurul Qomariyah
Universitas Islam Negeri Madura
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Transisi Kurikulum 2013 Menjadi Kurikulum Merdeka: Peran dan Tantangan dalam Lembaga Pendidikan Nurul Qomariyah; Muliatul Maghfiroh
Gunung Djati Conference Series Vol. 10 (2022): Islamic Religions Education Conference (IRECON) Series 1
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (161.535 KB)

Abstract

Education after the COVID-19 pandemic in Indonesia must experience recovery and be able to overcome the learning crisis by improving the quality of education. The Ministry of Education, Culture, Research and Technology (Kemendikbudristek) announces the relevant strategies for the restoration of education and its implications for the future. The government is preparing a transition from 2013 Curriculum simplification to an Independent curriculum. The purpose of this study is to first analyze the transition to the free learning curriculum as a new form of innovation in the recovery of education after the COVID-19 pandemic. Second, the role and challenges of educational institutions in applying the independent learning curriculum. The research method and approach used is library research. The results of this study indicate that first, the simplification of the 2013 curriculum into an independent curriculum can mitigate the learning loss experienced by the 2013 curriculum during the pandemic. This has strengthened the minister of education, Nadiem Makarim, in changing the design and strategy of a more comprehensive curriculum, namely the 2013 curriculum, followed by the emergency curriculum and then the independent curriculum. Second, the role of educational institutions is given full freedom of curriculum options to be implemented. In the next two years, the curriculum transition will be carried out in stages until it reaches the 2024 National curriculum with a three-year gap for schools to adapt to an independent curriculum. Meanwhile, the challenge for educational institutions is to implement an independent curriculum through systematic and gradual changes to transform education as the main goal of achieving an independent learning curriculum.
Implementasi Model Pembelajaran Kelompok dalam Mengembangkan Kemampuan Membaca Pada Anak Usia Dini di Tk Muslimat III Durbuk Pademawu Pamekasan Rasidi Rayhan; Nurul Qomariyah
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 1 (2023)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v4i1.8247

Abstract

This study aims to determine the extent to which teachers apply the group learning system in TK Muslimat III. This research method is qualitative with a descriptive type of research. To get the maximum data, researchers use research. The research location is TK Muslimat III Durbuk Village, Pademawu District, Pamekasan Regency. The source data obtained by the researcher comes from primary data through teachers and students, while secondary data is obtained from some scientific works, for example; books, journals, and magazines. By using data collection techniques in the form of interviews, observations, and documentation. As for data analysis, researchers narrate in the form of descriptions. The results showed that: first, the implementation of a group learning system in improving children's reading ability, children were grouped into 4 people according to the level of child reading development, reading books in turns, stimulating children with conversational and question and answer methods. With group learning, children are more enthusiastic and focused because there is a sense of community and foster a hone and compassionate attitude towards students. Second, the supporting factors for the implementation of the group learning system in improving children's reading skills in Muslimat III Kindergarten are that the learning room is packaged so that students are more interested, learning media that attracts students to learn comfortably. Meanwhile, the inhibiting factors of the group learning system in improving children's reading skills in TK Muslimat III are children's lack of interest in listening and listening, lack of obedience, frequent disturbing of friends and lack of interaction between one child and another.
Kerangka Etis Artificial Intelligence dalam Pendidikan Islam: Mengintegrasikan Maqasid Syariah di Era Pembelajaran Digital Fathorrozy; Naidatus Syarifah; Khairul Anam; Nurul Qomariyah
re-JIEM (Research Journal of Islamic Education Management) SPECIAL ISSUE OF 1-ST INCOME (INTERNATIONAL CONFERENCE ON MANAGEMENT AND EDUCATION)
Publisher : Islamic Education Management Study Program, Tarbiyah and Teacher Training Faculty, State Islamic University of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/re-jiem.vi.24289

Abstract

The rapid development of artificial intelligence has significantly transformed educational practices, including teaching, learning, and academic management. AI-based technologies such as intelligent tutoring systems, automated assessment, and generative AI applications provide new opportunities to enhance learning efficiency and accessibility. Nevertheless, the increasing adoption of artificial intelligence in education also brings a number of ethical concerns, including issues related to academic integrity, risks to data privacy, algorithmic bias, and the possible weakening of students’ critical thinking skills. Within the sphere of Islamic education, these concerns underline the importance of establishing an ethical framework that harmonizes technological advancement with Islamic moral principles. Therefore, this study seeks to formulate an ethical framework for the application of artificial intelligence in Islamic education by integrating the principles of Maqasid Shariah with contemporary digital learning practices. This research applies a qualitative conceptual approach through a literature review and thematic analysis.The findings suggest that the principles of Maqasid Shariah can serve as an ethical foundation for AI use in education, particularly in protecting intellect, religion, human dignity, and academic integrity. This framework is expected to guide Islamic educational institutions in integrating AI technologies responsibly.
Integration of the Montessori Approach in Inclusive Education as an Effort to Achieve Social Sustainability: A Study at SIT Al Uswah Pamekasan Nurul Qomariyah; Siti Azizah
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24470

Abstract

This study aims to analyze the integration of the Montessori approach into inclusive education practices as a strategy to achieve social sustainability at SIT Al Uswah Pamekasan. Amid increasing issues of intolerance, the marginalization of children with special needs, and a growing empathy crisis in primary education, schools are required to develop a learning ecosystem that is equitable, participatory, and sustainable. The Montessori approach, developed by Maria Montessori, emphasizes child-centered learning, respect for diversity, and the development of independence and social responsibility. This study employs a qualitative approach with a descriptive design to explore the practice of integrating Montessori pedagogy within an inclusive setting, including learning strategies, school culture, and the dynamics of students’ social interactions. Data were collected through observation, in-depth interviews, and document analysis, and were analyzed thematically. The findings indicate that the integration of Montessori principles into inclusive education contributes to strengthening social cohesion, enhancing students’ empathy, and fostering a supportive and non-discriminatory learning environment. These findings suggest that the synergy between Montessori pedagogy and inclusive education can serve as a strategic model for fostering social sustainability at the primary education level.
Nilai - Nilai Budaya Madura Yang Berpotensi Mendukung Education For Sustainable Development (ESD) Dalam Meperkuat Ketahanan Sosial Masyarakat Fathorrozy; Akbar Mahdi; Nadiatus Sa’adah; Nurul Qomariyah
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24475

Abstract

The concept of Education for Sustainable Development (ESD) emphasizes the importance of integration between social, cultural, and educational aspects in an effort to build a sustainable society. In this study, local cultural values can serve as an important resource that contributes to strengthening social resilience. This research aims to identify and analyze Madura cultural values that have the potential to support the development of ESD in strengthening the social resilience of the community. Through a qualitative approach based on literature studies and cultural analysis, the results of the study show that there are a number of cultural values that have a significant contribution to continuing education practices. (1) the philosophy of Bhuppa', Bhabbhu', Ghuru, Rato which emphasizes the importance of respect for parents, teachers, and leaders as the main foundation in the formation of educational values. (2) the pattern of the Taneyan Lanjhang settlement that strengthens family solidarity and intergenerational learning; (3) a culture of brotherhood in Tretan Dhibi that builds social cohesion; (4) the practice of collective work in Song Osong Lombhung which reflects the economic solidarity of the community; (5) Kobhung's social function as a community learning space and the transmission of religious values. The above cultural values play a role in building social trust, strengthening community networks, and encouraging collective participation in people's lives. With that, the integration of Madura cultural values in the framework of ESD has the potential to strengthen the social resilience of the community and maintain the sustainability of social life at the local level.
The Konsep Pendidikan Islam Berbasis Cosmopolitan di Madura Fathorrozy; Nurul Qomariyah
TADRIS: Jurnal Pendidikan Islam Vol 18 No 1 (2023)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v18i1.8417

Abstract

This study focuses on the concept of Islamic education in Madura based on cosmopolitanism. This study has three research focuses to be studied: the concept of Islamic education, Madurese Islam and cosmopolitanism, and cosmopolitanism-based Madurese Islamic education. By using literature research by using a descriptive approach, this study reveals that Madura is a region known known as religious and multicultural place. Madurese Islamic education is defined as learning and knowledge based on Madurese Islam. The acculturation of culture and religion merges into a unique type of Madurese Islam with a variety of Madurese traditions and Islamic values. The meaning of rationality that is shared between the concepts of Islamic Education and cosmopolitanism is humanity without foundation. Based on the theory of cosmopolitanism, the concept of Islamic education in Madura is to prioritize Islamic religious teachings that are rahmatan lil'alamin, so to create togetherness among people regardless of the background for each individuals. The concept of Madurese Islamic education based on cosmopolitanism makes a person have a high concern for humanity, regardless of his background. Cosmopolitanism is interesting to study, especially in the area of Madura.
Co-Authors Akbar Mahdi Diana Mustaqimah Dien Nabila Rizandi Fathorrozy Fathorrozy, Fathorrozy Indri Eka Wulandari Khairul Anam Maghfiroh, Muliatul Muroqidil Abrori Nadiatus Sa’adah Naidatus Syarifah Rahmadani Taipabu Rasidi Rayhan Siti Azizah