Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Indonesia Sosial Teknologi Assessment: Journal Of Counseling Guidance Insight : International Journal of social research
Jajat Darojat
Universitas Islam Bunga Bangsa Cirebon, Indonesia
Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Implementation of Character Building in Cultivating Student Respect through Classical Guidance Services at SMPIT Ibnu Khaldun Nabilaa Faizatuz Zuhriyah; Nina Siti Marlina; Jajat Darojat
Jurnal Indonesia Sosial Teknologi Vol. 6 No. 10 (2025): Jurnal Indonesia Sosial Teknologi
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jist.v6i10.9128

Abstract

The low level of respect among students towards teachers, peers, and the school environment is a challenge in character building in the digital era. This study aims to analyze the Implementation of Character Building in Cultivating Student Respect through Classical Guidance Services at SMPIT Ibnu Khaldun. The study used a qualitative method with a case study approach. Data collection techniques were carried out through observation, in-depth interviews with guidance counselors, principals, and students, as well as documentation. Data analysis using the Miles and Huberman model included data reduction, data presentation, and drawing conclusions. The results of the study showed that the implementation of respect character building was carried out through three stages: (1) planning by integrating Islamic values and respectful character in the RPL of classical guidance; (2) implementation using interactive group discussions, role-playing, and storytelling methods; (3) evaluation through behavioral observation and student self-assessment. Supporting factors included the commitment of guidance counselors, support from school management, and Islamic culture. Obstacles in the form of heterogeneity of student character and limited time were overcome through collaboration with homeroom teachers. The implications of this study provide a practical model for Islamic schools in optimizing classical guidance services for the formation of respectful character in students.
Psychological Approaches in the Love Curriculum: A Humanistic Education Perspective Cucum Novianti; Jajat Darojat
Asesment : Journal Of Counseling Guidance Vol. 4 No. 1 (2026): Asesment: Journal of Counseling Guidance
Publisher : P3M STAI Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/asesmentjournalofcounselingguidance.v4i1.142

Abstract

Background : This research is motivated by the problem of contemporary education, which tends to emphasize cognitive aspects and academic achievement while neglecting students' emotional, social, and human dimensions. This condition highlights the need for an educational paradigm that promotes holistic human development. Objectives : To analyze the psychological approach in the love curriculum from a humanistic education perspective. Method : This study employed a qualitative approach using a library research design. Data sources were obtained from books, scientific journals, research findings, and academic documents related to educational psychology, humanistic education, humanistic pedagogy, and the love curriculum. Data were collected through documentation studies and analyzed using content analysis, including data reduction, data presentation, and conclusion drawing. Finding and Implication : The findings indicate that the love curriculum represents an affective educational paradigm that emphasizes compassion, empathy, respect for human beings, and humanistic interpersonal relationships as the foundation of the learning process. The psychological approach within the love curriculum contributes significantly to enhancing learning motivation, emotional intelligence, character development, and dialogical relationships between teachers and students. Its implementation can be realized through participatory learning, a humanistic school culture, and pedagogical approaches that position students as active subjects of education. These findings imply that the love curriculum can serve as an effective strategy for fostering more meaningful and holistic educational experiences. Conclusion : The love curriculum is relevant as a humanistic educational paradigm that promotes empathetic, inclusive, and student-centered learning while supporting the comprehensive development of human potential.
Terminology, Policy Foundations, Purpose And Position Of Pai In The National Education System Jajat Darojat; Hafidin Nurhadi; Arif Rohman Hakim
International Journal of Social Research Vol. 4 No. 2 (2026): Insight : International Journal of Social Research
Publisher : Worldwide Research Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59888/insight.v4i2.93

Abstract

Human beings are pedagogical creatures who have the potential intellect, heart, and body to be educated and educated. It takes an understanding of education to be in accordance with the spirit of humanity and human needs. This article is a discussion of collaborative thinking from various points regarding the terminology, purpose and position of Islamic education. As an Islamic education figure, the author will present the views of Syed Muhammad Naquib Al Attas, Imam Al Ghazali, and other Islamic education experts. The research method in this article is qualitative with a library research approach. A study based on research on documents or texts derived from literature. From the results of the study, various Islamic educational technologies were found, namely Al Tarbiyah, al Tansyi'ah, al Ishlah, al Ta'dib or al Adab, al Tahzib, al Tazkiyyah, al Ta'lim, al Siyasah, al Nash wa al Irsyad, al Mau'idzah, and al Akhlak. This article outlines three terms of education in Islam, namely al Tarbiyah, Ta'lim and Ta'dib. Of the three terminologies, according to Naquib Al Attas, for education in Islam, it is more appropriate to use the term Ta'dib. This term is more humanistic and relevant to the subject of education, namely humans. Because basically education is for moral purposes. Even if it refers to the purpose for which man was created, which is to become a servant (abdullah) and a representative of God on earth (khalifatullah). Thus, according to Imam Al Ghazali, the purpose of education is divided into two, namely the special goal as the achievement of happiness in the hereafter (ukhrawi), and the general goal is the substance of human beings as noble beings on earth (worldly), therefore it must achieve benefits in human life in the world. The conclusion is that Islamic education is a means for students to form morals and piety in the context of happiness in this world and the hereafter. As part of National education, Islamic Religious Education is the most important part because of its role in filling the spiritual void of students, this is affirmed in Pancasila and the Indonesian State Law.
Co-Authors Arif Rohman Hakim Cucum Novianti Hafidin Nurhadi Nabilaa Faizatuz Zuhriyah Nina Siti Marlina