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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan)
Kistanti
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PERAN FASILITATOR GURU DALAM OTONOMI BELAJAR SISWA: IMPLIKASI PROYEK PEMBELAJARAN MANDIRI TERHADAP KARAKTER DALAM PENDIDIKAN ISLAM Kistanti; Nur Khasanah
An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Vol. 4 No. 6: November 2025
Publisher : Najah Bestari

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

Abstract

Peran utama guru dalam pendidikan modern telah bergeser menjadi fasilitator. Tantangan kurangnya kemandirian siswa dalam menghubungkan konsep Sosiologi abstrak dengan realitas sejalan dengan urgensi guru sebagai agen pemberdayaan dan filosofi Pendidikan Islam. Studi kasus kualitatif ini bertujuan menganalisis peran profesi guru sebagai agen pemberdayaan melalui proyek media pembelajaran Ular Tangga, sekaligus merumuskan implikasinya bagi pembentukan karakter dari perspektif Pendidikan Agama Islam (PAI). Data dikumpulkan melalui wawancara terstruktur dan terbuka dengan guru dan siswa. Hasil penelitian menunjukkan bahwa peran guru yang paling efektif adalah sebagai pemberi pengaruh (influence) alih-alih sekadar pengajar. Fokus utamanya adalah memberikan kemandirian yang disertai instruksi minimal, namun tetap menetapkan batas fleksibel untuk memastikan akuntabilitas konten. Adanya keraguan terkait sejauh mana pemahaman kognitif siswa menunjukkan perlunya guru mencapai prinsip tawazun (keseimbangan). Implikasi temuan ini mendukung tujuan PAI, yaitu mengembangkan karakter mandiri yang bertanggung jawab (Mas'uliyah) dan berakhlak, serta merangsang berpikir kritis Islami (Tarbiyah Al-Aqliyyah). Keterbatasan studi kasus tunggal ini mengindikasikan perlunya penelitian kuantitatif lanjutan untuk mengukur efek aktual proyek terhadap pemahaman mendalam tentang perilaku karakter.
IMPLEMENTASI STRATEGI PEMBELAJARAN KONTEKSTUAL OLEH GURU PAI DALAM INTERNALISASI KARAKTER SISWA YANG BERBUDI LUHUR DI SMA N 01 KAJEN Kistanti; Sasa Refiatul Alfianti; Rosalina; Nur Laila Ana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46836

Abstract

Islamic Religious Education (PAI) plays a strategic role in shaping students' personalities and characters in line with Islamic values, not just limited to cognitive aspects. However, the main challenge arises in students' ability to implement and actualize these values in everyday life. Therefore, a learning strategy is needed that can encourage students to build understanding through direct experience and reflection in real contexts. The purpose of this study is to describe the implementation of contextual teaching and learning (CTL) strategies by Islamic Religious Education teachers in internalizing virtuous character in students at SMA Negeri 1 Kajen. The study used a descriptive qualitative method with structured interviews as the data collection technique. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions according to the Miles and Huberman model. Based on the results of the study, the CTL strategy was implemented through strengthening real-world practices, analyzing actual phenomena, and habituating positive activities such as regular worship and environmental cleanliness. Although there were obstacles in the form of a 25% planning discrepancy due to the dynamics of adolescent social interactions and time constraints, this strategy proved effective in transforming religious theory into real-life student behavior. It can be concluded that the implementation of the CTL strategy significantly facilitates student character development by integrating knowledge, attitudes, and skills. This approach ensures that Islamic values are more firmly embedded through direct experiences relevant to everyday life.
ANALISIS PELUANG BISNIS PADA INOVASI PRODUK EDUKASI FLASHCARD HUKUM BACAAN TAJWID Kistanti; Ahmad Makhasin Ma’arif; Lathifatus Sa Diyyah; Rosalina; Ferida Rahmawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51115

Abstract

Textbook-based Tajweed learning often leaves students bored and struggling to understand the material. This study aims to examine the effectiveness of flashcards in improving students' understanding of Tajweed reading rules at TPQ An-Nur Perum GPI Tanjungsari Kajen, as well as to explore business opportunities from this educational product innovation. The method used is a qualitative description involving 10 students as research subjects. Data collection was carried out through participatory observation, field notes, and documentation, then analyzed using the Miles and Huberman model. The research findings indicate that Tajweed flashcards can accelerate the memorization process, support independent learning, and increase student confidence through visual elements such as color and symbols. From a business perspective, this product shows good market potential among Islamic educational institutions and parents due to its practical, attractive design and strong physical durability. Thus, the innovation of Tajweed flashcards has proven effective as an interactive learning medium and offers attractive business opportunities in the Islamic education sector.
KONSEPTUALISASI ASSESSMENT AS LEARNING SEBAGAI INSTRUMEN PENUMBUHAN KARAKTER SISWA Kistanti; Maratus Shalihah; Kharismatul Khasanah; Nisfu Istiqomah; Afroh Rozana; Ridho Riyadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57957

Abstract

This study aims to conceptually examine Assessment as Learning (AaL) as an instrument for fostering student character through a synthesis of various theories and previous research findings. This study focuses on the nature and characteristics of Assessment as Learning, the character values developed through assessment activities, the design of instruments oriented toward character building, as well as the challenges and strategies for its implementation in schools. The study employed a literature review method using a narrative approach. Data were obtained from various scientific articles, books, conference proceedings, and relevant documents, then analyzed using content analysis techniques through a process of information collection, reduction, grouping, interpretation, and synthesis. The results of the study indicate that Assessment as Learning can support the development of students’ character through active engagement in self-assessment, peer assessment, reflection, and the utilization of feedback. This approach contributes to the development of character traits such as academic integrity, responsibility, independence, open-mindedness, social empathy, and self-regulated learning skills. In addition, the implementation of Assessment as Learning requires authentic assessment instruments, transparent evaluation criteria, a culture of continuous reflection, and teachers’ competence in facilitating the assessment process. Thus, Assessment as Learning not only serves as a formative assessment approach but also becomes an effective strategy for integrating the assessment process with the development of students’ character.
Co-Authors Afroh Rozana Ahmad Makhasin Ma’arif Ferida Rahmawati Kharismatul Khasanah Lathifatus Sa Diyyah Maratus Shalihah Nisfu Istiqomah Nur Khasanah Nur Laila Ana Riyadi, Ridho Rosalina Sasa Refiatul Alfianti