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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Socius: Social Sciences Research Journal Jurnal Medika: Medika
Erni Furwanti
Universitas Islam Nusantara
Religion Arts Humanities Dentistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health Social Sciences

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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.
Education in Early Childhood Prosocial Behavior: Montessori Practical Life Activities at Adinda Daycare in Bandung City Erni Furwanti; Yanti Krismayanti; Nanin Apriani; Neni Utami Adiningsih
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.346

Abstract

The planning and implementation of learning in early childhood education still tend not to fully align with children’s developmental stages, particularly regarding the development of prosocial behavior. Limited stimulation and structured programs have resulted in children’s prosocial aspects not developing optimally, necessitating a learning approach better suited to children’s needs. Efforts to develop prosocial behavior have been undertaken at Adinda Daycare, but their effectiveness has not yet been scientifically identified. This study aims to describe the planning, implementation, evaluation, and challenges in applying the Montessori practical life area method to develop prosocial behavior in early childhood. This study employs a qualitative approach using descriptive methods and a case study design. The research subjects are the children at Adinda Daycare who were observed. Data collection techniques included observation, interviews, and documentation using a triangulation approach to ensure data validity. Data analysis was conducted through data reduction, data presentation, and systematic conclusion drawing. The results of the study indicate that the implementation of the Montessori practical life area method is effective in improving children’s prosocial behavior including helping others, cooperation, sharing, and honesty to the point where it reaches the “developing as expected” category. Behavioral changes are evident in the increased initiative children demonstrate in helping peers, their ability to cooperate during group activities, their habit of sharing, and their honesty in interactions. Nevertheless, several challenges were identified, such as differences in children’s backgrounds and teachers’ limited understanding of the Montessori method as a whole. The implications of this study suggest that the Montessori practical life method can serve as an effective learning alternative for holistically developing prosocial behavior in early childhood in alignment with their developmental stages.
The Role of Montessori Learning Assessment in Early Childhood Education 3-6 years old Erni Furwanti; Yanti Krismayanti; Nanin Apriani; Yovita Befi Listia; Yofi Siti Sofiah
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 9 (2026): April 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19601567

Abstract

This study aims to analyze the role of assessment in Montessori-based learning for early childhood (aged 3–6 years), particularly within the practical life area, and its implications for the development of prosocial behavior. The study is grounded in the issue that early childhood education practices remain largely dominated by conventional, teacher-centered approaches that emphasize academic achievement while providing limited opportunities for fostering children’s independence and social skills. In addition, the assessment dimension within Montessori education has not been extensively explored, particularly in relation to authentic assessment practices aligned with children’s developmental characteristics. This research employed a qualitative approach with a descriptive design. Data were collected through documentation studies and literature review, supported by secondary data on the Gross Enrollment Rate (GER) of early childhood education in Indonesia from 2021 to 2025. Data analysis was conducted using an interactive model involving data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and theoretical triangulation. The findings reveal that the implementation of Montessori learning integrated with authentic assessment significantly enhances children’s prosocial behavior, including helping, cooperation, sharing, and honesty. There is a clear shift in developmental categories from “not yet developed” and “beginning to develop” to “developing as expected” and “very well developed” across all indicators. Authentic assessment conducted through continuous observation enables educators to capture children’s development holistically and contextually. Furthermore, concrete activities within the practical life area effectively facilitate the internalization of social values through direct experience.
Strategic Educational Management in the Age of Disruption: Integrating Innovation, Leadership, and Learning Excellence Reni Marlina; Erni Furwanti; Yanti Krismayanti; Neni Utami Adiningsih
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 9 (2026): April 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19522427

Abstract

The rapid advancement of digital technologies has significantly transformed the landscape of education, requiring institutions to adopt strategic approaches to remain adaptive and competitive. This study aims to analyze the role of strategic educational management in the age of disruption by integrating innovation, leadership, and learning excellence within a comprehensive framework. Employing a qualitative research design, this study utilizes a conceptual framework approach supported by an extensive literature review of relevant academic sources. Data were collected from peer-reviewed journal articles and analyzed using thematic analysis to identify key patterns and relationships among variables. The results indicate that digital disruption has shifted educational management from traditional administrative practices toward dynamic, data-driven, and technology-oriented strategies. Strategic educational management is found to enhance institutional adaptability, improve decision-making processes, and strengthen organizational performance. Furthermore, leadership emerges as a critical factor in facilitating innovation and managing change, while innovation in teaching and learning significantly contributes to improved student engagement and learning outcomes.
Co-Authors Iin Indra Nuraeni Nanin Apriani Nanin Apriani Neni Utami Adiningsih Neni Utami Adiningsih Reni Marlina Reni Marlina Riska Irnawati Selvia Ruyatus Saefullah Sunsun Pradana Yogaswara Yanti Krismayanti Yanti Krismayanti Yofi Siti Sofiah Yovita Befi Listia Yovita Befi Listia