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All Journal Journal of Education and Learning Sciences INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI JOURNAL SULTRA ELEMENTARY SCHOOL
Dadang Sumarna
Universitas Muhammadiyah Parepare
Humanities Control & Systems Engineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

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Paradigma Pengembangan Kurikulum: Analisis Prinsip, Model Desain, dan Pendekatan Implementatif dalam Perspektif Teoretis dan Praktis Mardiati M; Juhariati Juhariati; Dadang Sumarna
Jurnal Sultra Elementary School Vol 7 No 2 (2026): Edisi May 2026
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v7i2.675

Abstract

Curriculum development is a fundamental process in determining the direction, content, and learning strategies in the education system. This literature study aims to analyze the paradigm of curriculum development through a review of principles, design models, and implementation approaches from theoretical and practical perspectives. The curriculum is not only understood as a formal document, but also as a dynamic system influenced by social change, student needs, and scientific developments. This research uses a literature study method by examining various relevant scientific sources, such as journals, books, and current education policies. The results of the study indicate that the principles of curriculum development include relevance, flexibility, continuity, effectiveness, and efficiency, which form the basis for formulating curriculum content. Widely used curriculum design models include the Tyler model, Taba model, and competency-based models that emphasize learning outcomes. Meanwhile, implementation approaches in curriculum development include academic, humanistic, social reconstruction, and technological approaches, each of which has a different orientation in the learning process. Theoretically, curriculum development is understood as a systematic and rational process, while in practice it emphasizes adaptation to the school context and student needs. These findings indicate that the integration of principles, models, and approaches is crucial for producing a responsive, adaptive, and sustainable curriculum to meet the challenges of 21st-century education.
Peran Guru sebagai Perancang dan Pelaksana Kurikulum Zulbina Zulbina; Nur Aisyah; Dadang Sumarna
Jurnal Ilmiah Multidisiplin Mahasiswa dan Akademisi Vol. 2 No. 2 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/intelektual.v2i2.685

Abstract

Penelitian ini bertujuan untuk mengkaji secara mendalam peran guru sebagai perancang sekaligus pelaksana kurikulum dalam konteks pendidikan modern melalui pendekatan studi literatur. Guru tidak lagi diposisikan hanya sebagai pelaksana kebijakan kurikulum, tetapi juga sebagai aktor utama yang memiliki otonomi dalam mengadaptasi, mengembangkan, dan mengimplementasikan kurikulum sesuai dengan kebutuhan peserta didik dan konteks lokal. Metode yang digunakan adalah studi literatur dengan menganalisis berbagai sumber ilmiah berupa jurnal nasional dan internasional, buku akademik, serta dokumen kebijakan pendidikan yang relevan dalam kurun waktu sepuluh tahun terakhir. Hasil kajian menunjukkan bahwa peran guru dalam pengembangan kurikulum mencakup lima aspek utama, yaitu sebagai desainer pembelajaran, pengembang materi ajar, pelaksana pembelajaran kontekstual, evaluator kurikulum, dan inovator pendidikan. Selain itu, fleksibilitas kurikulum seperti dalam Kurikulum Merdeka memberikan ruang yang lebih luas bagi guru untuk berkreasi dalam pembelajaran. Namun demikian, masih terdapat tantangan berupa keterbatasan kompetensi pedagogik, minimnya pelatihan profesional, serta tekanan administratif yang menghambat optimalisasi peran tersebut. Oleh karena itu, diperlukan penguatan kapasitas guru melalui pelatihan berkelanjutan, dukungan kebijakan yang berpihak pada guru, serta kolaborasi antar pemangku kepentingan pendidikan. Studi ini diharapkan dapat memberikan kontribusi teoretis dan praktis dalam pengembangan kebijakan pendidikan yang menempatkan guru sebagai subjek utama dalam pengembangan kurikulum yang adaptif dan relevan.
Strengthening Teacher Performance through Professional Ethics: Evidence from Islamic Religious Education Teachers in Indonesia Sutriana Sutriana; Rosmiati Ramli; Sumadin Sumadin; Dadang Sumarna; Raya Mangsi
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.329

Abstract

Professional ethics has become an increasingly important issue in educational improvement, particularly in the context of Islamic Religious Education (IRE), where teachers are expected to serve not only as instructors but also as moral role models. Despite extensive discussions on teacher professionalism, limited research has explored how professional ethics contributes to teacher performance within Islamic educational settings. This study investigates the implementation of professional ethics among Islamic Religious Education teachers and its contribution to teacher performance at SMP Negeri 1 Baraka, Enrekang Regency, Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews, participant observations, and document analysis involving certified IRE teachers, school leaders, and relevant educational stakeholders. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation, prolonged engagement, and member checking. The findings reveal that professional ethics are consistently implemented across personal, social, pedagogical, and professional dimensions. Teachers demonstrate strong moral integrity, professional responsibility, collaborative behavior, and commitment to continuous professional development through participation in teacher professional forums. Furthermore, ethical practices significantly influence instructional planning, classroom management, assessment implementation, and overall teaching effectiveness. The study concludes that professional ethics function not only as a moral framework but also as a strategic mechanism for enhancing teacher performance and educational quality. These findings provide practical implications for teacher development programs and contribute to the broader discourse on ethics-based educational professionalism in Islamic education.
Developing a Local Wisdom Based Islamic Religious Education Approach to Strengthen Students’ Character in Elementary Schools Suherni Suherni; Amaluddin Amaluddin; Dadang Sumarna; Amir Patintingan; M. Nasri Hamang
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.330

Abstract

This thesis examines: (a) how to design a local wisdom–based Islamic Religious Education (PAI) learning model appropriate for implementation at SD Negeri 129 Bunu, Anggeraja District, Enrekang Regency; (b) how the implementation of the model improves students’ understanding and practice of Islamic values; and (c) how effective the model is in improving learning outcomes and strengthening students’ Islamic character. The objectives of this study are: (a) to develop a PAI learning model design based on local wisdom suitable for school use; (b) to describe its implementation in improving students’ understanding and practice of Islamic values; and (c) to evaluate its effectiveness in learning outcomes and character building. This study uses a descriptive qualitative method with a case study approach conducted for three months at SD Negeri 129 Bunu, Anggeraja District, Enrekang Regency. Primary data sources include the principal, Islamic Education teachers, classroom teachers, and school staff, while secondary data sources include documents, journals, and literature. Data were collected through observation, interviews, and documentation. Data analysis was carried out using data reduction, data display, and conclusion drawing. Data validity was ensured through credibility, transferability, dependability, and confirmability. The findings indicate that the local wisdom–based PAI learning model is effective in improving students’ understanding and practice of Islamic values. The integration of Islamic teachings with local cultural values such as mutual cooperation, respect, sharing, and responsibility makes learning more contextual and meaningful. Students become more active through discussions, group work, and social activities. This approach not only improves cognitive achievement but also strengthens Islamic character, including religiosity, discipline, empathy, and social awareness in both school and community life.
Spiritual Based Learning Approaches for Addressing Learning Difficulties in Islamic Religious Education: A Qualitative Study in an Indonesian Elementary School Jusrianti Jusrianti; Amaluddin Amaluddin; Muhammad Naim; Sumadin Sumadin; Dadang Sumarna
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.332

Abstract

Learning difficulties in Islamic Religious Education (PAI) remain a significant challenge at the elementary school level, particularly in helping students understand faith concepts, perform worship practices, and internalize Islamic values. While previous studies have emphasized cognitive and instructional interventions, limited attention has been given to the role of spiritual-based learning approaches in addressing these challenges. This study aims to examine the implementation of a spiritual approach, evaluate its effectiveness in improving students’ understanding of faith and worship concepts, and identify the supporting and inhibiting factors influencing its application at SD Negeri 64 Buntu Ampang, Anggeraja District, Enrekang Regency, Indonesia. The research employed a qualitative descriptive design using psychological, theological, and pedagogical perspectives. Data were collected through observations, interviews, and documentation involving the principal, Islamic Religious Education teachers, and relevant school stakeholders. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and credibility checks. The findings reveal that the spiritual approach, implemented through prayer, dhikr, Qur’anic recitation, religious motivation, teacher role modeling, and empathetic guidance, effectively supports students in overcoming learning difficulties. The approach contributes not only to improved cognitive understanding of faith and worship but also to enhanced emotional well-being, self-confidence, learning motivation, and positive religious behavior. Its effectiveness is supported by teacher commitment, a strong religious school culture, and institutional support, although limited instructional time, diverse student characteristics, and varying family backgrounds remain challenges. This study highlights the importance of integrating spirituality into classroom practices as a holistic pedagogical strategy for promoting both academic and character development in Islamic Religious Education.
Spiritual Habituation and Character Development in Elementary Education: A Qualitative Study from Indonesia Jumsir Jumsir; Dadang Sumarna; Rosmiati Ramli; Sumadin Sumadin; Muhammad Nur Maallah
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.333

Abstract

The growing concern over moral decline and weakening spiritual values among young learners has highlighted the need for effective approaches to character and spiritual development in schools. Although previous studies have emphasized the importance of character education, limited research has explored how habituation-based spiritual education contributes to students’ spiritual character formation in elementary school settings. This study investigates the implementation of spiritual education through habituation practices and examines its impact on students’ spiritual attitudes and behaviors at SD Negeri Kecil Banua, Indonesia. A qualitative descriptive design was employed using theological, pedagogical, and psychological perspectives. Data were collected through observations, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation techniques. The findings reveal that spiritual education is effectively implemented through structured habituation activities, including daily prayers, congregational Dhuha prayer, Qur’anic recitation, greetings, and the cultivation of honesty, discipline, and respect. These practices have contributed significantly to the development of students’ spiritual awareness, worship discipline, moral responsibility, and positive social behavior. The study also identifies teacher role-modeling, supportive school policies, and a conducive religious environment as key supporting factors, whereas limited instructional time and inconsistent reinforcement outside school remain major challenges. The findings suggest that habituation-based spiritual education serves as an effective strategy for strengthening students’ spiritual character and fostering holistic development in elementary education. The study contributes to the growing literature on spiritual pedagogy and character education in primary school contexts.
The Role of Islamic Religious Education Teachers in Shaping Students’ Religious Character: Evidence from an Indonesian Islamic Elementary School Syamsuriah Syamsuriah; Nur Maallah; M. Nasri Hamang; Andi Fitriani Djollong; Dadang Sumarna
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.335

Abstract

This study investigates the role of Islamic Religious Education (IRE) teachers in shaping students’ religious character at Madrasah Ibtidaiyah Negeri (MIN) 1 Enrekang, Indonesia. Religious character development has become a crucial concern in contemporary education due to increasing moral challenges among young learners and the growing influence of digital culture. Employing a descriptive qualitative design, this study collected data through observations, semi-structured interviews, and document analysis involving IRE teachers, school leaders, and students. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and member checking. The findings reveal that IRE teachers perform multidimensional roles as educators, role models, motivators, and spiritual mentors. Through classroom instruction, religious habituation programs, exemplary behavior, and continuous guidance, teachers facilitate the internalization of Islamic values such as honesty, discipline, responsibility, respect, and social concern. The study further identifies several supporting factors, including a religious school culture, institutional commitment, adequate facilities, and parental involvement. However, challenges remain, particularly differences in family backgrounds and the influence of social media and external environments. The study concludes that religious character formation is a collaborative and continuous process requiring strong synergy among schools, families, and communities. These findings contribute to the growing literature on character education and provide practical implications for strengthening religious character development in Islamic elementary schools.
Co-Authors Amaluddin Amaluddin Amir Patintingan Andi Fitriani Djollong Juhariati Juhariati Jumsir Jumsir Jusrianti Jusrianti M. Nasri Hamang Mardiati M Muhammad Naim Muhammad Nur Maallah Nur Aisyah Nur Maallah Raya Mangsi Rosmiati Ramli Suherni Suherni Sumadin Sumadin Sutriana Sutriana Syamsuriah Syamsuriah Zulbina Zulbina