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Pendampingan penyusunan RPP K-13 bagi guru MI yang belum bersertifikasi di Kabupaten Sukoharjo, Boyolali dan Karanganyar Tahun 2021 Pratiwi Rahmah Hakim; Kustiarini; Saiful Islam; Silva Intan Fajar Saputri
Jurnal Sumbangsih Vol. 3 No. 2 (2022): Jurnal Sumbangsih (In Process)
Publisher : LPPM Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jsh.v3i2.93

Abstract

The service activities carried out by the team from FIT UIN Raden Mas Said Surakarta aim to: 1) provide facilities for MI teachers who have not been certified in preparing the 2013 Curriculum Implementation Plan and the Independent Curriculum; 2) Providing consultation assistance in the preparation of the 2013 learning implementation plan and the Independent Curriculum; 3) Help provide contextual solutions in solving problems related to the preparation of the 2013 Curriculum learning implementation plan and the Independent Curriculum; 4) Building a school quality culture through the making of RPP by teachers in a creative, innovative, contextual and sustainable manner. This activity was carried out in Sukoharjo Regency, Boyolali Regency, and Karanganyar Regency. The implementation of the activities will be carried out from September 1-18, 2021. The result of this mentoring activity is the preparation of learning implementation plan instrument. Regarding the implementation of devotion community, there are obstacles experienced by teachers in the preparation of learning implementation plan and online learning implementation plan, including: 1) Participants need a long time in determining the material to be compiled into learning implementation plan; 2) Discussions between members in groups are less communicative: 3) Participants still have difficulty in making learning indicators; 4) Difficulty in determining online learning media; 5) Teachers have difficulty in developing learning objectives based on ABCD (Audience, Behavior, Condition, Degree); 6) Teachers have difficulty in making authentic assessments; 7) The teacher has difficulty in determining which materials will be included in the online lesson plans because the online learning time is shorter than face-to-face learning; 8) There are some participants who are of advanced age so they are less motivated in making lesson plans; 9) During the practice of making media, it appears that some participants are still confused about using the Kine master application, for example in recording videos; 10) There are some participants who do not bring the syllabus which will be used as a reference for making learning implementation plan.
Etika Digital Dalam Bingkai Pendidikan Islam: Tantangan Moralitas Di Era Disrupsi Silva Intan Fajar Saputri; Pratama Johan Febriansyah; Zahwa Febianina Rahardika; Imam Makruf
Indonesian Journal of Multidisciplinary on Social and Technology Vol. 4 No. 2 (2026): Maret - Juni
Publisher : PT Ilmu Data Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijmst.v4i2.8753

Abstract

Penelitian ini bertujuan untuk menganalisis tantangan moralitas digital di era disrupsi sekaligus merumuskan konstruksi etika digital yang berbasis nilai-nilai Islam dalam bingkai pendidikan Islam. Fenomena era disrupsi telah memicu krisis moralitas seperti perundungan siber, penyebaran hoaks, dan lunturnya kesopanan dalam berkomunikasi. Metode yang digunakan adalah pendekatan kualitatif dengan studi literatur deskriptif-analitis terhadap data sekunder berupa buku, artikel jurnal, prosiding, dan dokumen kebijakan dalam sepuluh tahun terakhir. Data dianalisis menggunakan teknik analisis isi (content analysis) dan analisis komparatif. Hasil penelitian menunjukkan bahwa etika digital dalam pendidikan Islam saat ini masih berupa kumpulan nilai normatif yang terfragmentasi tanpa kerangka sistematis yang terpadu. Terdapat celah besar dalam penerapan prinsip akhlakul karimah, tabayyun, dan maqasid syariah ke dalam praktik bermedia secara praktis. Selain itu, strategi kurikuler masih didominasi oleh pendekatan pembatasan (konservatif) dibandingkan model adaptif dan transformatif yang lebih relevan dengan dinamika teknologi seperti kecerdasan buatan (AI). Penelitian ini merumuskan konstruksi kerangka etika digital yang menekankan dimensi spiritual dan akuntabilitas vertikal (habl min Allah). Konstruksi ini dapat dijadikan acuan strategis bagi pengembangan kebijakan, rekonstruksi kurikulum Pendidikan Agama Islam (PAI), dan praktik pembelajaran yang responsif. Dengan mengintegrasikan nilai Islam sebagai protokol etika digital yang aplikatif, diharapkan ketahanan moral dan karakter peserta didik dapat meningkat di tengah arus disrupsi teknologi.