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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar As-Sulthan Journal of Education
Rohmatin Ramadhani
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PERAN KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK PANDANGAN SISWA TENTANG "DIRI" DAN "ORANG LAIN” Rohmatun Fitriana; Rohmatin Ramadhani; M.Fathy ubaidillah; Rifqi Khairul Anam
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

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Abstract

This study examines the role of the Islamic Education (PAI) curriculum in shaping students’ Islamic identity, self-perception, and perspectives toward “otherness” within Indonesia’s multicultural society. Ideally, the PAI curriculum is designed to internalize universal Islamic values such as justice, compassion, and toleranceyet in practice it still shows a significant gap between its conceptual goals and classroom implementation. PAI learning in many schools tends to be doctrinal, mono-narrative, and lacking in dialogic space, which may contribute to the development of exclusive attitudes among students. Using a library research method with content analysis of journals, books, and official documents, this study finds that the PAI curriculum holds great potential for strengthening students’ religious and moral identity but remains limited in cultivating inclusive attitudes toward diversity. The findings also highlight the need for curriculum reformulation that is more contextual, dialogical, and multicultural through learning strategies that emphasize universal human values, empathy, and social awareness. A socially and globally responsive PAI curriculum is considered essential for shaping a generation of moderate, humanistic Muslims who are capable of living harmoniously in a plural society.
PERAN KURIKULUM PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK PANDANGAN SISWA TENTANG "DIRI" DAN "ORANG LAIN” Fitriana, Rohmatun; Rohmatin Ramadhani; Fathy ubaidillah, M.; Khairul Anam, Rifqi
As-Sulthan Journal of Education Vol. 2 No. 2 (2025): November
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the role of the Islamic Education (PAI) curriculum in shaping students’ Islamic identity, self-perception, and perspectives toward “otherness” within Indonesia’s multicultural society. Ideally, the PAI curriculum is designed to internalize universal Islamic values such as justice, compassion, and toleranceyet in practice it still shows a significant gap between its conceptual goals and classroom implementation. PAI learning in many schools tends to be doctrinal, mono-narrative, and lacking in dialogic space, which may contribute to the development of exclusive attitudes among students. Using a library research method with content analysis of journals, books, and official documents, this study finds that the PAI curriculum holds great potential for strengthening students’ religious and moral identity but remains limited in cultivating inclusive attitudes toward diversity. The findings also highlight the need for curriculum reformulation that is more contextual, dialogical, and multicultural through learning strategies that emphasize universal human values, empathy, and social awareness. A socially and globally responsive PAI curriculum is considered essential for shaping a generation of moderate, humanistic Muslims who are capable of living harmoniously in a plural society
PERAN GURU PAI DALAM MENGINTERNALISASIKAN NILAI-NILAI PENDIDIKAN ISLAM BAGI KEMANDIRIAN SISWA DI SEKOLAH LUAR BIASA SINAR HARAPAN 2 Rohmatin Ramadhani; Devy Habibi Muhammad; Maulid Agustin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61816

Abstract

Independence is an essential competency that should be developed among students with special needs through educational practices tailored to their characteristics. In this context, Islamic Religious Education (IRE) teachers play a strategic role in internalizing Islamic educational values as the foundation for developing students' independence. This study aims to analyze the Islamic educational values internalized, the roles, strategies, and methods employed by IRE teachers, as well as the outcomes of the internalization process in fostering students' independence at Sinar Harapan 2 Special School. This study employed a qualitative case study approach. Data were collected through in-depth interviews, observations, and documentation, and were analyzed using data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that the Islamic educational values internalized include responsibility, discipline, self-confidence, perseverance, patience, trustworthiness, cleanliness, and neatness. The internalization process was implemented through exemplary behavior (uswah hasanah), habituation, demonstration, learning by doing, individualized assistance, and positive reinforcement supported by collaboration between teachers and parents. These efforts contributed positively to students' independence in personal, social, and spiritual dimensions, as reflected in improved responsibility, discipline, self-care skills, self-confidence, social awareness, and religious character. The findings indicate that the successful development of independence among students with special needs is influenced not only by the delivery of Islamic Religious Education content but also by the effective internalization of Islamic values through consistent role modeling, habituation, direct experience, and collaboration between schools and families.
Co-Authors Devy Habibi Muhammad Fathy ubaidillah, M. Fitriana, Rohmatun M.Fathy ubaidillah Maulid Agustin Rifqi Khairul Anam Rohmatun Fitriana