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All Journal Pakem : Jurnal Pengabdian Kepada Masyarakat Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal Jurnal Medika: Medika
Neni Utami Adiningsih
Universitas Islam Nusantara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Learning and Teaching Islamic Economics: Bridging Academic Knowledge and Professional Practice in the Sharia Financial Industry Mohamad Heri Hadian; Iin Indra Nuraeni; Neni Utami Adiningsih; Reni Marlina
Madani: Jurnal Ilmiah Multidisiplin Vol 4, No 2 (2026): March 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18665456

Abstract

The rapid expansion of the Sharia financial industry has intensified the need for graduates who are not only grounded in the epistemological foundations of Islamic Economics but also equipped with professional competencies relevant to contemporary financial practices. Despite significant growth in Islamic finance, a persistent gap remains between academic instruction and industry expectations, particularly in areas of applied analytical skills, curriculum responsiveness, and institutional collaboration. This study explores how learning and teaching in Islamic Economics can more effectively bridge academic knowledge and professional practice. Employing a qualitative exploratory approach, data were gathered through in-depth interviews and document analysis involving academic stakeholders and industry-related informants. Thematic analysis identified six interconnected dimensions influencing educational effectiveness: integration between economic theory and fiqh al-muamalat, competency-oriented curriculum alignment, experiential and practice-based pedagogy, balanced institutional governance, strategic industry partnerships, and data-informed quality enhancement. The findings indicate that fragmented instructional design, limited experiential exposure, and structural workload constraints hinder the preparation of industry-ready graduates. Conversely, coherent epistemological integration and sustained collaboration with industry actors enhance both professional readiness and adherence to Sharia principles. The study underscores the importance of systemic transformation rather than incremental reform, emphasizing the need for adaptive curricula, immersive learning environments, and collaborative knowledge ecosystems. Strengthening these dimensions is essential to ensure that Islamic Economics education remains ethically grounded, professionally relevant, and capable of responding to ongoing innovation within the global Sharia financial landscape.
The Role of Teachers in Enhancing Religious Moderation through Problem Based Multicultural Education Selvia Ruyatus Saefullah; Erni Furwanti; Sunsun Pradana Yogaswara; Neni Utami Adiningsih; Reni Marlina
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 12 (2026): July 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20581431

Abstract

Indonesia’s multicultural society presents significant challenges and opportunities for strengthening religious moderation within educational environments. Increasing cases of intolerance, social polarization, and interreligious conflict indicate the urgent need for inclusive and diversity-responsive educational approaches. This study aims to analyze the role of teachers in enhancing religious moderation through Problem-Based Multicultural Education. The research employed a qualitative approach using a Systematic Literature Review (SLR) design. Data were collected from peer-reviewed articles indexed in Scopus, Google Scholar, ScienceDirect, and other academic databases published between 2019 and 2026. The review process followed identification, screening, eligibility, thematic analysis, and synthesis stages based on PRISMA guidelines. A total of 48 relevant studies were selected and analyzed comprehensively. The findings revealed that 91% of the reviewed studies emphasized teachers’ strategic roles in fostering tolerance, inclusiveness, empathy, and democratic values within multicultural classrooms. Approximately 87% of the studies also demonstrated that Problem-Based Multicultural Education effectively improves students’ critical thinking, collaborative learning, and peaceful coexistence in diverse social contexts. The study further identified that contextual learning activities based on real social problems significantly contribute to strengthening religious moderation and reducing discriminatory attitudes among students. The study concludes that integrating teachers’ pedagogical competence, multicultural awareness, and problem-based learning provides an effective educational framework for developing harmonious and inclusive learning environments in pluralistic societies.
Sustainable Education Management Frameworks for Advancing Teacher Excellence and Educational Innovation Iin Indra Nuraeni; Neni Utami Adiningsih; Riska Irnawati; Erni Furwanti; Reni Marlina
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 10 (2026): May 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20107398

Abstract

This study examines sustainable education management frameworks aimed at enhancing teacher excellence and promoting educational innovation. A qualitative literature-based approach was applied through the synthesis of recent studies on strategic management, teacher development, and innovation in education. The findings indicate that sustainability-oriented management integrating adaptive leadership, continuous professional development, and digital transformation strengthens teacher competence and institutional innovation capacity. Collaborative governance and policy alignment are identified as key factors supporting long-term effectiveness. The study emphasizes the need for flexible yet consistent frameworks to address dynamic educational challenges. The results offer insights for developing context-sensitive strategies to improve teacher quality and support innovation in education systems.
Pelatihan Pengelolaan Emosi bagi Guru dan Karyawan dalam Meningkatkan Kesejahteraan Psikologis dan Produktivitas di Kota Bandung Erni Furwanti; Yanti Krismayanti; Nanin Apriani; Neni Utami Adiningsih; Yovita Befi Listia
Jurnal Medika: Medika in progres
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/tz3r8g04

Abstract

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh tingginya tekanan kerja yang dialami guru dan tenaga kependidikan, yang berdampak pada menurunnya kesejahteraan psikologis dan produktivitas kerja. Oleh karena itu, diperlukan upaya peningkatan kemampuan pengelolaan emosi sebagai bentuk penguatan kapasitas individu di lingkungan kerja pendidikan. Tujuan kegiatan ini adalah untuk meningkatkan kemampuan regulasi emosi guru dan karyawan melalui pelatihan yang aplikatif dan kontekstual. Metode pelaksanaan menggunakan pendekatan partisipatif berbasis pelatihan yang meliputi tahap analisis kebutuhan, perancangan materi, pelaksanaan pelatihan interaktif, serta evaluasi dan refleksi. Kegiatan dilaksanakan di PAUD Adinda Kota Bandung dengan melibatkan 25 peserta yang terdiri dari guru dan tenaga kependidikan. Pelatihan dilakukan melalui ceramah interaktif, diskusi, simulasi, dan praktik langsung. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta mengenai emosi, kemampuan mengelola stres, kesadaran diri, serta kualitas interaksi sosial di lingkungan kerja. Selain itu, peserta juga menunjukkan perubahan sikap yang lebih adaptif dan produktif dalam menghadapi tekanan kerja. Kegiatan ini memberikan dampak positif terhadap peningkatan kesejahteraan psikologis dan produktivitas kerja peserta. Pelatihan pengelolaan emosi dapat menjadi salah satu bentuk intervensi yang efektif dan relevan dalam mendukung penguatan kapasitas tenaga pendidik dan kependidikan secara berkelanjutan.
How Teacher Autonomy Support and Educational Management Foster Students Self Efficacy and Self Regulated Learning Mohammad Hasan; Elis Ela Susila; Lilis Sakuroh; Neni Utami Adiningsih
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 12 (2026): July 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20754754

Abstract

Background: The development of self-efficacy and self-regulated learning has become a major concern in contemporary education due to their significant contribution to students’ academic success, motivation, and lifelong learning competencies. Teacher autonomy support and educational management are increasingly recognized as important factors that shape students’ confidence and independent learning behaviors. Objective: This study aims to examine how teacher autonomy support and educational management foster students’ self-efficacy and self-regulated learning through a comprehensive review of existing literature. Methods: This study employed a qualitative approach using a literature review method. Data were collected from peer-reviewed journal articles, books, and reputable academic publications indexed in major databases. The selected literature was analyzed using the stages of data reduction, data display, and conclusion. Results: The findings indicate that teacher autonomy support promotes students’ self-efficacy through meaningful choice, active participation, acknowledgment of student perspectives, and constructive feedback. Effective educational management further strengthens these outcomes by creating supportive learning environments, clear academic expectations, and strong institutional support. Self-efficacy was identified as a key mechanism that enhances students’ ability to regulate their learning through goal setting, self-monitoring, persistence, and reflective practices. Conclusion: The integration of autonomy-supportive teaching and effective educational management provides a strong foundation for developing confident, independent, and self-regulated learners capable of succeeding in dynamic educational environments.     
MENINGKATKAN KOMPETENSI GURU PAUD DALAM PENGEMBANGAN BUKU CERITA BERGAMBAR MELALUI PELATIHAN GENERATIVE ARTIFICIAL INTELLIGENCE DI DAYCARE ADINDA KOTA BANDUNG Erni Furwanti; Neni Utami Adiningsih; Nanin Apriani; Yanti Krismayanti; Zaenal Mashudin; Yovita Befi Listia
PAKEM: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 3 (2026): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.6.3.505-521

Abstract

This community service initiative aimed to enhance the competence of early childhood education (PAUD) teachers at Daycare Adinda Bandung in utilizing Generative Artificial Intelligence (GenAI) to develop illustrated storybooks as learning aids. The activity was initiated following a needs assessment that revealed limitations among teachers regarding story composition, illustration creation, and the use of AI for developing learning materials. The program employed a methodology comprising practice-based training, workshops, mentoring, project presentations, and monitoring and evaluation. Participants consisted of teachers from Daycare Adinda. The curriculum covered an introduction to GenAI, story scriptwriting, illustration creation, prompt engineering, and book finalization using ChatGPT and Canva AI. Evaluation was conducted through pre- and post-tests, participation observation, product assessment, satisfaction surveys, an evaluative Focus Group Discussion (FGD), and participant reflection. Results indicated that the teachers actively participated in the entire training series and successfully produced AI-assisted illustrated storybooks through the processes of scriptwriting, illustration, and finalization. The initiative also fostered improvements in the teachers' understanding of AI, skills in creating illustrated storybooks, creativity, and confidence in using technology. The resulting products expanded Daycare Adinda’s collection of learning materials and are intended for use in children's learning activities. The practice-based training and mentoring provided teachers with hands-on experience in creating AI-assisted learning materials tailored to the institution's needs.
Co-Authors Elis Ela Susila Erni Furwanti Erni Furwanti Iin Indra Nuraeni Iin Indra Nuraeni Lilis Sakuroh Mohamad Heri Hadian Mohammad Hasan Nanin Apriani Reni Marlina Riska Irnawati Selvia Ruyatus Saefullah Sunsun Pradana Yogaswara Yanti Krismayanti Yanti Krismayanti Yovita Befi Listia Yovita Befi Listia Zaenal Mashudin