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This Author published in this journals
All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of General Education and Humanities
Muhamad Abdul Anam
Universitas Islam Negeri Palangka Raya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Islamic Ethics as the Foundation for Science and Technology Education in Elementary Schools: A Case Study at SDN Paduran Sebangau 2 Muhamad Abdul Anam; Hamdanah Hamdanah; Normuslim Normuslim
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.423

Abstract

This study aims to analyze how Islamic ethics are operationalized as the foundation of science and technology education at SDN Paduran Sebangau 2. This study employs a qualitative approach using an intrinsic case study design through in-depth interviews, participatory observation, and analysis of learning documents. Informants included the school principal, classroom teachers, Islamic education teachers, and upper-grade students. Data analysis was conducted thematically using source and method triangulation to ensure the credibility of the findings. The results indicate that Islamic ethics are systematically integrated from the lesson planning stage, actualized in STEM pedagogical practices, internalized into students’ digital ethical awareness, transmitted through teachers’ exemplary behavior, and reinforced by the school culture. Values such as trustworthiness, honesty, responsibility, and the common good are translated into concrete pedagogical indicators in the use of technology in the classroom. These findings affirm a shift from a value-neutral STEM learning paradigm toward value-driven learning, where science and technology are understood as tools for character development. This study contributes theoretically to the integration of Islamic ethics, character education, and digital citizenship, and practically demonstrates an implementable model of value-based STEM education in elementary schools.
Gendered Construction of Religious Authority in Islamic Education Textbooks under Indonesia’s Merdeka Curriculum: A Critical Discourse Analysis Muhamad Abdul Anam; Khairil Anwar; Mowafg Abrahem Masuwd
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1246

Abstract

This study examines gender bias in elementary school Islamic Religious Education (IRE) textbooks under Indonesia’s Merdeka Curriculum. Although gender representation in textbooks has been widely studied, research integrating Critical Discourse Analysis with Islamic feminist perspectives in the context of religious education remains limited. This study aims to identify forms of gender bias, analyze the discursive strategies that reproduce them, and interpret their implications for the construction of religious authority. The research employed qualitative document analysis using Critical Discourse Analysis (CDA). Data were collected from 214 textual units and 96 visual illustrations in elementary-level IRE textbooks, complemented by semi-structured interviews with four Islamic education teachers in Pulang Pisau Regency, Central Kalimantan. The analysis focused on actor representation, distribution of social roles, grammatical structures, and the construction of religious leadership. The findings reveal a significant gender imbalance. Men appear as 61.7% of the main subjects and dominate 78.8% of religious leadership roles. Male characters are more frequently associated with active grammatical structures (68.2%), while women appear more often in passive constructions and domestic activities (67.8%). These patterns contribute to what this study conceptualizes as the masculinization of religious authority, where religious leadership and moral authority are discursively associated with male figures. Teacher interviews indicate awareness of this imbalance, although textbooks still strongly influence students’ perceptions of gender roles. The findings highlight the need for gender-responsive revisions of religious education materials to promote more inclusive representations.
Co-Authors Hamdanah Hamdanah Khairil Anwar Mowafg Abrahem Masuwd Normuslim Normuslim