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All Journal Jurnal Santiaji Pendidikan (JSP) Tadris: Jurnal Pendidikan Islam Enrichment: Journal of Multidisciplinary Research and Development
Ahdar
Institut Agama Islam Negeri Parepare
Religion Humanities Economics, Econometrics & Finance Education Engineering Health Professions Social Sciences

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PENERAPAN DAN KONTRIBUSI PEMBELAJARAN BERDIFERENSIASI DALAM MEWUJUDKAN PROFIL PELAJAR PANCASILA PADA MATA PELAJARAN AQIDAH AKHLAK Jamaluddin Mangka; Ahdar; Muzakkir; St. Aminah; Ahmad Yani
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 1 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i1.13171

Abstract

Kurikulum Merdeka menempatkan Profil Pelajar Pancasila sebagai capaian utama pendidikan nasional, namun kajian tentang penerapan pembelajaran berdiferensiasi pada mata pelajaran Aqidah Akhlak—yang memiliki muatan karakter dan afektif sangat kuat—masih sangat terbatas. Penelitian ini bertujuan mendeskripsikan praktik pembelajaran berdiferensiasi serta menganalisis kontribusinya terhadap pembentukan enam dimensi Profil Pelajar Pancasila di MAN Sidenreng Rappang, Sulawesi Selatan. Menggunakan pendekatan kualitatif dengan desain studi kasus tunggal terpancang, data dikumpulkan melalui wawancara mendalam, observasi non-partisipan selama 12 pertemuan, dan analisis dokumen terhadap RPP, modul ajar, serta hasil produk siswa pada periode Mei–Agustus 2025, dengan subjek dua guru Aqidah Akhlak, 18 siswa, serta pimpinan madrasah. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi yang berpijak pada asesmen diagnostik holistik, diferensiasi konten-proses-produk multimodality, integrasi teknologi (Smart TV, blog, ChatGPT), serta peran guru sebagai fasilitator yang humanis berhasil mewujudkan keenam dimensi Profil Pelajar Pancasila secara simultan dan terintegrasi: beriman dan berakhlak mulia, berkebhinekaan global, gotong royong, mandiri, kreatif, serta bernalar kritis. Pendekatan ini tidak hanya meningkatkan motivasi dan prestasi belajar, tetapi juga menjadi wahana strategis pembentukan karakter religius-nasionalis yang harmonis antara nilai Islam, teori pendidikan modern, dan Kurikulum Merdeka, sehingga model ini memiliki potensi replikasi tinggi di madrasah lain.
The Success of Fostering Religious Character to Boost the Enthusiasm of New Participants in Education Ahdar; Nurleli Ramli; Musyarif; Mustafakama Waeduereh; Ikhwana
TADRIS: Jurnal Pendidikan Islam Vol 19 No 2 (2024)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v19i2.11068

Abstract

The phenomenon of society's need to fulfill their children's religious character has an impact on the community's interest in enrolling their children in public schools. As a result, public schools experience a decrease in the number of students. Several public schools in the Ajatappareng Region of South Sulawesi Province implement various strategies for fostering religious character to meet the community's needs. This research aims to describe the strategies undertaken by public schools in shaping the religious character of students to increase the enthusiasm of new students. The study was conducted at SMP Negeri 1 Parepare and SMP Muhammadiyah Boarding School. These two locations were selected because they have successfully increased student enthusiasm through religious character development programs. The research method used is qualitative descriptive with data collection techniques through observation, documentation, and interviews with school officials. The collected data is then analyzed using the Milens data analysis model. The schools use the trans-internalization model to shape the religious character of students by involving all teachers, staff, and parents. The division of responsibilities for character development between schools and parents is clear, as outlined in the student's memorization control book. The formation of students' character adjusts to the religious dimension, resulting in observable changes in student behavior towards improvement in akhlaq (morality). The success of religious character formation has an impact on the increase of new student applicants in the 2023/2024 school year by 100% from the previous year.
Improving Digital Literacy Among Islamic Religious Education Teachers Through Online Training in Talaud Islands Regency Sahabuddin; Ahdar; Muzakkir; Mardia; Fidrayani
Enrichment: Journal of Multidisciplinary Research and Development Vol. 4 No. 4 (2026): Enrichment: Journal of Multidisciplinary Research and Development
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/enrichment.v4i4.711

Abstract

This study analyzed: (1) the implementation of online training for Islamic Religious Education (IRE) teachers; (2) teachers' digital literacy following the training and its application in classroom instruction; and (3) the supporting and constraining factors affecting the implementation of online training and teachers' digital literacy in Talaud Islands Regency. A descriptive qualitative approach was employed, with thirteen informants selected through purposive sampling, including six IRE teachers, the Head of the Ministry of Religious Affairs Office, an IRE supervisor, one principal, and four students. Data were collected through semi-structured interviews, observations, and document analysis and were analyzed using the Miles and Huberman interactive model. The trustworthiness of the findings was enhanced through source and method triangulation and member checking. The findings revealed that online training was delivered through webinars, workshops, technical guidance programs, distance education, and independent digital learning. The training covered instructional planning, curriculum implementation, interactive learning media, digital assessment tools such as Quizizz and Google Forms, and digital literacy competencies. Zoom Meetings was the most frequently used platform, although teacher participation remained uneven. Teachers' digital literacy improved across information access, digital platform utilization, digital media development, digital assessment, digital ethics, and technology integration in IRE instruction. However, teachers' levels of digital literacy varied and were influenced not only by online training but also by self-directed learning, teacher professional education programs, teacher working groups, professional learning communities, and peer support. Supporting factors included teachers' motivation, institutional support from schools, the Ministry of Religious Affairs, and supervisors, as well as the availability of technological facilities. The primary constraints included unstable internet connectivity, limited access to digital devices, inadequate digital competencies, and inconsistent institutional support across different areas.
Co-Authors Ahmad Yani Fidrayani Ikhwana Jamaluddin Mangka Mardia Mustafakama Waeduereh Musyarif Muzakkir Nurleli Ramli Sahabuddin St. Aminah