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All Journal Karakter: Jurnal Riset Ilmu Pendidikan Islam At-Ta'lim : Media Informasi Pendidikan Islam
Siti Saroh Hasibuan
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Religion Humanities Education Social Sciences Other

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Strategi Pembelajaran Kontekstual dalam Mengembangkan Sikap Toleransi Gen Z di Sekolah Islam Resti Yulastri; Putri Ramadhon; Annisa Annisa; Dwi Herliani; Siti Saroh Hasibuan
Karakter : Jurnal Riset Ilmu Pendidikan Islam Vol. 3 No. 2 (2026): Mei: Karakter : Jurnal Riset Ilmu Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/karakter.v3i2.2104

Abstract

The rapid transformation of education driven by globalization and technological advancement demands adaptive learning approaches that align with the characteristics of Generation Z learners. This generation is known for its curiosity, independence in thinking, and openness to diverse perspectives, yet it is also vulnerable to misinformation and negative online influences. Within the context of Islamic education, learning is not solely oriented toward cognitive development but also emphasizes the cultivation of moral values, particularly tolerance. This study aims to explore how contextual teaching methods can contribute to fostering tolerant attitudes among Generation Z students in Islamic educational settings. The research employs a qualitative approach through library research, utilizing a descriptive-analytical framework. Data were collected from various sources, including academic journals, books, and previous studies related to contextual learning, multicultural education, and Generation Z characteristics. The data collection technique involved document analysis, followed by content analysis procedures such as data reduction, categorization, and conclusion drawing. The findings indicate that contextual learning effectively promotes tolerance by engaging students in discussion, problem-solving, reflection, and real-life experiences. The integration of multicultural values and the role of teachers as facilitators and role models further strengthen this process. However, challenges remain, including limited teacher understanding, the persistence of conventional methods, inadequate supporting facilities, and the influence of social media. Overall, contextual learning presents a relevant strategy for developing open-minded, balanced, and socially adaptive Generation Z learners.
Reconstructing an Islamic Value-Based Curriculum for Strengthening Educational Ethics: An Implementational Case Study in Madrasah Siti Saroh Hasibuan; Sri Wahyuni; Lilis Gusliyah; Nanda Mulyani Pratiwi; Ana Susiana; Abdul Hadi Alghani
At-Ta'lim : Media Informasi Pendidikan Islam Vol 25, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v25i1.11112

Abstract

ENGLISH: Reconstructing an Islamic Value-Based Curriculum for Strengthening Educational Ethics: An Implementational Case Study in Madrasah Objective: This study analyzes the reconstruction of an Islamic values based curriculum to strengthen educational ethics in madrasahs by examining its planning, implementation, evaluation, and impact on student character. Method: A qualitative case study was conducted at Madrasah Aliyah Bahrul Ulum, Riau, Indonesia. Data were collected through observations, semi structured interviews, and document analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model with triangulation. Results: Curriculum reconstruction systematically integrated Islamic values into learning objectives, content, instructional strategies, assessment, and school culture, improving students' discipline, honesty, responsibility, social awareness, and teachers' professionalism. Conclusion: Educational ethics are strengthened through the integration of curriculum, pedagogy, leadership, and school culture within a coherent educational ecosystem. Contribution: This study proposes a systematic framework for implementing Islamic values based curricula that supports sustainable character development in madrasahs.INDONESIAN: Rekontruksi Kurikulum Berbasis Nilai-nilai Islam dalam Penguatan Etika Pendidikan: Studi Kasus Implementatif di Madrasah.Tujuan: Penelitian ini bertujuan menganalisis rekonstruksi kurikulum berbasis nilai-nilai Islam dalam memperkuat etika pendidikan di madrasah melalui kajian terhadap perencanaan, implementasi, evaluasi, dan dampaknya terhadap pembentukan karakter peserta didik. Metode: Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di Madrasah Aliyah Bahrul Ulum, Riau, Indonesia. Data dikumpulkan melalui observasi, wawancara semi terstruktur, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña dengan triangulasi. Hasil: Rekonstruksi kurikulum mengintegrasikan nilai-nilai Islam secara sistematis ke dalam tujuan pembelajaran, materi, strategi pembelajaran, penilaian, dan budaya madrasah sehingga meningkatkan kedisiplinan, kejujuran, tanggung jawab, kepedulian sosial peserta didik, serta profesionalisme guru. Kesimpulan: Penguatan etika pendidikan dicapai melalui integrasi kurikulum, pembelajaran, kepemimpinan, dan budaya madrasah dalam suatu ekosistem pendidikan yang terpadu. Kontribusi: Penelitian ini menawarkan kerangka implementatif kurikulum berbasis nilai yang sistematis untuk mendukung pengembangan karakter secara berkelanjutan di madrasah. 
Co-Authors Abdul Hadi Alghani Ana Susiana Annisa Annisa Dwi Herliani Lilis Gusliyah Nanda Mulyani Pratiwi Putri Ramadhon Resti Yulastri Sri Wahyuni