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All Journal Soko Guru: Jurnal Ilmu Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Al-Tarbawi Al-Haditsah
Tamsik Udin
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Education

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Sekolah Inklusif di Tengah Masyarakat Eksklusif Tantangan Interaksi Sosial bagi Siswa Berkebutuhan Khusus Ummi Khabibah; Nur Sani Azizatun Nikmah; Tamsik Udin
SOKO GURU: Jurnal Ilmu Pendidikan Vol. 5 No. 2 (2025): Agustus : Jurnal Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/sokoguru.v5i2.5410

Abstract

Abstrak: Penelitian ini bertujuan untuk mengkaji tantangan interaksi sosial siswa berkebutuhan khusus dalam konteks sekolah inklusif di Indonesia, khususnya dalam masyarakat yang masih eksklusif secara budaya. Penelitian menggunakan metode studi literatur dengan pendekatan kualitatif, mengumpulkan dan menganalisis sumber tertulis seperti jurnal ilmiah, kebijakan pendidikan, dan laporan media selama lima tahun terakhir. Hasil menunjukkan adanya kesenjangan antara kebijakan inklusif dan realitas sosial di sekolah. Siswa berkebutuhan khusus masih mengalami pengucilan sosial, minimnya interaksi, serta pelabelan negatif yang bersumber dari stereotip kultural. Guru dan kurikulum belum mampu menjembatani hubungan sosial yang setara di dalam kelas. Media turut memperkuat stigma melalui narasi simpatik yang tidak berkeadilan. Temuan ini menegaskan bahwa pendidikan inklusif membutuhkan lebih dari sekadar akses fisik; ia menuntut transformasi sosial dan kultural secara menyeluruh di lingkungan sekolah dan masyarakat. Penelitian ini memberikan kontribusi terhadap pemahaman sosiologis mengenai pentingnya membangun interaksi sosial yang adil dalam pendidikan inklusif.
Trend in Improving Teacher Competence in Innovative Learning at Primary School Tamsik Udin; Sehan Rifky Arfanaldy
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.19929

Abstract

Abstract This study aims to identify global trends in improving elementary school teacher competency through innovative learning approaches. The method employed is a systematic literature review (SLR) based on the PRISMA protocol, which analyzes 35 selected articles from reputable international journals published between 2015 and 2024. The results of the study indicate that project-based learning (PBL) is the most dominant approach used in teacher competency development, followed by technology integration and continuous professional training. This study also highlights the importance of techno-pedagogical competency, reflective ability, and adaptation to local socio-cultural contexts. In addition, geographical disparities and access to training were found to have an impact on the education quality gap between regions. This study recommends integrating the TPACK model and reflective practices into teacher training designs, along with contextual and data-driven policies. These findings offer both conceptual and practical contributions to designing strategies that enhance elementary teacher professionalism, aligning with the demands of the 21st century.Keywords: innovative learning, primary education, professional development, teacher competence.AbstrakPenelitian ini bertujuan untuk mengidentifikasi tren global dalam meningkatkan kompetensi guru sekolah dasar melalui pendekatan pembelajaran yang inovatif. Metode yang digunakan adalah tinjauan pustaka sistematis (SLR) berdasarkan protokol PRISMA, yang menganalisis 35 artikel terpilih dari jurnal internasional terkemuka yang diterbitkan antara tahun 2015 dan 2024. Hasil studi menunjukkan bahwa pembelajaran berbasis proyek (PBL) adalah pendekatan yang paling dominan digunakan dalam pengembangan kompetensi guru, diikuti oleh integrasi teknologi dan pelatihan profesional berkelanjutan. Penelitian ini juga menyoroti pentingnya kompetensi tekno-pedagogis, kemampuan reflektif, dan adaptasi terhadap konteks sosial budaya setempat. Selain itu, disparitas geografis dan akses ke pelatihan ditemukan berdampak pada kesenjangan kualitas pendidikan antar-wilayah. Penelitian ini merekomendasikan pengintegrasian model TPACK dan praktik reflektif ke dalam desain pelatihan guru, bersama dengan kebijakan kontekstual dan berbasis data. Temuan ini menawarkan kontribusi konseptual dan praktis untuk merancang strategi yang meningkatkan profesionalisme guru sekolah dasar, yang sejalan dengan tuntutan abad ke-21.Kata kunci: kompetensi guru, pembelajaran inovatif, pendidikan dasar, pengembangan profesional.
Integration of Arabic Language Education and Islamic Religious Education in the Era of Globalization and Disruption: A Systematic Review of Literature on Curriculum Models, Innovations, and Transformations (2013–2025) Siti - Zuhriyeh; Daniel Arief Budiman; Asep Mulyana; Tamsik Udin
EL-IBTIKAR: Jurnal Pendidikan Bahasa Arab Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ibtikar.v14i1.21444

Abstract

The era of globalization and disruption necessitates the integration of Arabic Language Education (PBA) and Islamic Religious Education (PAI) within a value-based curriculum aligned with 21st-century competencies. This article systematically reviews scientific literature on curriculum integration models, innovations, and transformations of PBA–PAI from 2013 to 2025. Using a Systematic Literature Review (SLR) approach, 82 articles were analyzed from databases such as Scopus, WoS, DOAJ, and Garuda. The findings reveal three major integration models: thematic-integrative, interdisciplinary, and structural-integrative. Educational innovations include LMS, AI-based chatbots, flipped classrooms, and gamification of Islamic values. The curriculum transformation moves toward a transdisciplinary approach, emphasizing contextual learning and character building. This study concludes that integrating PBA–PAI is both an educational and philosophical strategy relevant to strengthening students' religious and linguistic competencies. The results serve as a foundation for policy formulation and further research on integration effectiveness.
Reimagining Qur’anic Pedagogy:Nadlariyah Maudu’iyah as a Methodological Innovation in Tafsir Tarbawi with Application to Child Education Themes Abdul Hamid; Muslihudin Muslihudin; Tamsik Udin
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 10 No. 2 (2025): PENDIDIKAN ISLAM
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v10i2.20190

Abstract

AbstractThe surging scholarly interest in tafsīr mawḍūʿī (thematic exegesis) for educational (tarbawī) understanding of the Qur’an, particularly in Indonesia, currently lacks a robust methodological foundation. This study addresses this critical gap by introducing and critically establishing nadhariyyah mawḍūʿiyah (thematic theoretical framework) as a systematic hermeneutical approach tailored for educational interpretation. The research investigates its epistemological significance, proposes a definitive procedural model, and demonstrates its application to the Qur’anic theme of “Mauqifu al-Awlād wa Ṭarīqatu al-Ḥiwār Ma‘ahum” (The Qur’anic Stance Toward Children and the Method of Dialogue with Them). Employing a qualitative library-based methodology enriched by historical contextualization, Hegelian dialectics, and Popperian falsification, the study yields two primary findings. Firstly, nadhariyyah mawḍūʿiyah enables a holistic, context-sensitive interpretation that significantly enhances pedagogical relevance. Secondly, a five-stage procedural model is proposed: (i) theme identification, (ii) verse compilation, (iii) semantic validation, (iv) conceptual modeling, and (v) systematic synthesis. Applied to child education, the analysis uncovers the Qur’an’s dual portrayal of children as spiritual tests and opportunities for growth, advocating for a dialogic pedagogy grounded in affection, epistemic respect, and spiritual nurturing, which fosters moral development and emotional intimacy. This research establishes a novel methodological framework for Qur’anic hermeneutics and Islamic educational theory, offering significant implications for curriculum design, parenting discourse, and the overall rigor of tafsīr tarbawī scholarship. Keywords: Nadzariyyah Maudhu’iyah, Qur’anic hermeneutics, child education, Islamic pedagogy, dialogic parenting, Hegelian dialectics, Popperian falsification
Co-Authors Abdul Hamid Asep Mulyana Daniel Arief Budiman Muslihudin Muslihudin Nur Sani Azizatun Nikmah Sehan Rifky Arfanaldy Siti - Zuhriyeh Ummi Khabibah