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This Author published in this journals
All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) International Journal of Islamic Teaching and Learning
Rilvina Hildayati
STAI Solok Nan Indah, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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In-House Training for Islamic Elementary School Teachers: Developing P5-PPRA Modules within the Merdeka Curriculum Zulmasri Zulmasri; Wezi Arifnal; Rilvina Hildayati; Muhammad Idris
International Journal of Islamic Teaching and Learning Vol. 2 No. 2 (2025): September
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijiting.v2i2.504

Abstract

The career of a teacher presents many challenges as well as rewards; without strong motivation, not everyone will be interested in this profession. This study aims to analyze and improve the quality of services to students in Islamic elementary schools through In-House Training activities, with a focus on implementing the Merdeka Curriculum and enhancing the knowledge and competence of teachers in compiling simple P5-PPRA modules. This study employed a qualitative method with a case study design. Data collection techniques included documentation, interviews, and observation. Data were obtained from twenty-six informants through in-depth interviews, selected using purposive sampling; all informants were active teachers in their respective professions. The teachers’ ability and expertise in creating project modules which were initially very simple improved significantly. After the In-House Training was conducted in the Islamic elementary school, the benefits perceived by teachers included increased professionalism, discipline, and competitiveness through the application of the Merdeka Curriculum and the Gasing Method oriented toward digital learning.
Reconstructing Islamic Education Teachers’ Role in Multicultural Learning Practices Taruddin Taruddin; Ardi Satrial; Syayyid Hussain Nashir; Rilvina Hildayati
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 2 (2026): (April) Theme Education, Religion Studies, Social Sciences, STEM and Economic Dev
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i2.531

Abstract

This study explores the strategic role of Islamic Religious Education teachers in advancing multicultural education within schools and madrasas. Diversity in ethnicity, religion, race, and social class often creates potential tensions, making the presence of Islamic Religious Education teachers essential in cultivating tolerance and harmony. Through a literature review of the National Education Law and the Law on Teachers and Lecturers, combined with thematic analysis of previous research, this study highlights how teachers function as facilitators of multicultural learning. The findings reveal that teachers integrate multicultural values into learning objectives, strengthen Islamic character in instructional materials, apply cooperative learning methods to encourage teamwork, and utilize project-based evaluation to promote inclusivity. Beyond delivering religious content, Islamic Religious Education teachers nurture attitudes of tolerance, inclusivity, and respect for diversity. This research contributes to the development of pedagogical frameworks that empower teachers to implement multicultural education effectively, thereby supporting the creation of a harmonious and religiously grounded society.
Co-Authors Ardi Satrial Muhammad Idris Syayyid Hussain Nashir Taruddin Taruddin Wezi Arifnal Zulmasri Zulmasri