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Dian Hikmayana
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Full Day School Management In Accelerating The Realization Of The Pancasila Student Profile And Rahmatan Lil‘Alamin Values Dian Hikmayana; Rifqi As’adah; Shofwan Aljauhari; Sulistyorini; Ngainun Naim
International Journal of Education Management and Religion Vol. 3 No. 1 (2026): January 2026
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v3i1.754

Abstract

Full-day school management plays a strategic role in shaping students’ character based on the values of Pancasila and Rahmatan Lil‘Alamin (mercy for all creation). This study aims to describe the planning, implementation, and evaluation of full-day school management in accelerating the realization of the Pancasila Student Profile and Rahmatan Lil‘Alamin values at MI Al-Kautsar Durisawo Ponorogo and MI Ma’arif Cekok Ponorogo. This research employed a qualitative approach with a multi-case study design. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using an interactive model comprising data collection, condensation, display, and conclusion drawing. Data validity was ensured through credibility, transferability, dependability, and confirmability tests. Findings show that: (1) full-day school planning includes curriculum integration, human resource development, infrastructure improvement, student competence enhancement, stakeholder participation, and financial management; (2) implementation involves integrating the national and religious curricula, improving teacher competencies through professional development, organizing student activities, and engaging communities in parenting and social programmes; and (3) evaluation is conducted through curriculum review, teacher assessment, infrastructure monitoring, student development evaluation, and financial transparency. The study concludes that effective full-day school management significantly accelerates the realization of students with Pancasila character and Rahmatan Lil‘Alamin identity   producing graduates who are faithful, knowledgeable, ethical, and contribute positively to universal humanity.
Developing Critical Thinking Skills among Young Learners through Innovative Learning Models Dian Hikmayana
International Journal of Multidisciplinary Research and Innovation Vol. 1 No. 1 (2025): Vol 1 No 1 June 2025
Publisher : Badan Usaha Milik Desa Berkaho Pungpungan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64084/ijmri.v1i1.48

Abstract

This study investigates the effectiveness of innovative learning models in developing critical thinking skills among young learners in elementary schools located in Ponorogo, Indonesia. In the context of 21st-century education, fostering critical thinking from an early age is essential to prepare students for complex and dynamic life challenges. Employing a qualitative case study approach, this research explores how models such as Project-Based Learning (PjBL), inquiry-based instruction, and collaborative learning contribute to enhancing students’ cognitive engagement, reasoning ability, and problem-solving skills. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation of student projects across four elementary schools. The findings reveal that innovative pedagogical approaches significantly increased student participation, encouraged reflective inquiry, and supported the development of independent thought. Teachers reported that learners became more confident in expressing their ideas, analyzing real-life problems, and working collaboratively with peers. Despite the positive outcomes, the study also identified challenges such as limited instructional time, lack of teacher training, and insufficient learning resources, particularly in rural settings. The research concludes that integrating innovative learning models into primary education can serve as a strategic pathway to foster critical thinking, provided that adequate support systems and teacher development programs are in place. These findings offer valuable insights for educators, school leaders, and policymakers seeking to improve educational quality and student competencies in Ponorogo and similar contexts.
Co-Authors Ngainun Naim Rifqi As’adah Shofwan Aljauhari Sulistyorini