Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal ITQAN: Jurnal Ilmu-ilmu Kependidikan Jurnal AL-Muta`aliyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Harahap, Diah Pahmasari
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Implementasi Kurikulum Multikultural Berbasis Outcome Based Education (OBE) pada Program Studi PGMI UIN Sunan Kalijaga Yogyakarta Silfiani, Humaira; Sukiman, Sukiman; Harahap, Diah Pahmasari; Nafi’ah, Armiya Sayidatun; Mumtaz, Isma Nadia
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 16 No. 2 (2025): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v16i2.5102

Abstract

This study aims to analyze the implementation of Outcome-Based Education (OBE) and the integration of multicultural values in the curriculum of the Primary Madrasah Teacher Education (PGMI) program at UIN Sunan Kalijaga. Specifically, the study examines the alignment between the formulation of learning outcomes, classroom instructional practices, and assessment strategies, while also identifying challenges in implementing OBE within the context of Islamic higher education institutions (PTKI). A qualitative approach, employing a case study design, was used. Data were collected through in-depth interviews with lecturers and program administrators, classroom observations, and document analysis of the curriculum and OBE-based Semester Learning Plans (RPS). The data were analyzed thematically through stages of data reduction, categorization, and interpretation. The findings indicate that the PGMI curriculum has been developed in accordance with OBE principles, as reflected in the formulation of Program Learning Outcomes (CPL), Course Learning Outcomes (CPMK), and a structured curriculum mapping process. However, the implementation of OBE and the integration of multicultural values in classroom practice remain inconsistent. Variations in instructional methods and assessment approaches suggest that constructive alignment has not yet been fully achieved. This study proposes the concept of semi-alignment to explain the gap between curriculum design and instructional practice. The findings highlight that the successful implementation of OBE in PTKI requires strengthened lecturer capacity, consistent application of authentic assessment, and sustained institutional support through systematic monitoring and mentoring mechanisms.
Bahasa Media Sosial dan Pengaruhnya terhadap Penggunaan Bahasa Indonesia Anak Usia Madrasah Ibtidaiyah Harahap, Diah Pahmasari; Nugraheni, Aninditya Sri
Jurnal al Muta'aliyah: Pendidikan Guru Madrasah Ibtidaiyah Vol 6 No 1 (2026): Jurnal AL-Muta`aliyah
Publisher : LP2M STAI Darul Kamal NW Kembang Kerang

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

Abstract

The rapid growth of social media has significantly influenced communication patterns and language habits of Madrasah Ibtidaiyah (MI) students, including their use of Indonesian in school settings. This study aims to explore the lived experiences of MI students in using Indonesian as shaped by social media language and to examine its implications for language practices in madrasahs. Employing a qualitative approach with a phenomenological design, the study focuses on the subjective experiences of students who actively use social media and were selected through purposive sampling. Data were collected through in-depth interviews and reflective accounts of students’ experiences, and analyzed using phenomenological procedures encompassing phenomenological reduction, meaning categorization, and the synthesis of experiential essences. The findings reveal that social media language is perceived by students as practical, comfortable, and flexible, which in turn shapes their language preferences and habitual use in daily life. These habits extend beyond digital communication and permeate oral and written interactions within the madrasah environment. The study identifies a discrepancy between students’ normative understanding of proper and correct Indonesian usage and their actual language practices, highlighting the necessity for context-sensitive pedagogical strategies in Indonesian language instruction at the Madrasah Ibtidaiyah level.
Co-Authors Aninditya Sri Nugraheni Mumtaz, Isma Nadia Nafi’ah, Armiya Sayidatun Silfiani, Humaira Sukiman Sukiman