Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal The Innovation of Social Studies Journal INDONESIAN JOURNAL OF SOCIAL SCIENCE EDUCATION (IJSSE)
Muhammad Ilham Gilang
UIN Fatmawati Sukarno Bengkulu
Religion Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pembuatan Perangkat Ajar Kurikulum Merdeka Melalui Pendekatan Understanding By Design Bagi Guru IPS Madrasah di Kabupaten Rejang Lebong Muhammad Ilham Gilang; Nurniswah Nurniswah
Indonesian Journal of Social Science Education (IJSSE) Vol 6, No 1 (2024): Januari
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v6i1.4054

Abstract

This research aims to describe the ability of Madrasah Social Sciences teachers in Rejang Lebong Regency in understanding the Independent Curriculum and creating teaching tools. This research was conducted at eight schools/madrasas consisting of; (1) MAN Rejang Lebong, (2) MA Baitul Makmur, (3) MA Muhammadiyah, (4) SMK Quran Darul Maarif NU, (5) MTs Baitul Makmur, (6) MTs Muhammadiyah, (7) MTs Bunayah, and ( 8) Darul Maarif NU Quran Middle School. This target represents elements of State Transfer Madrasas, Private Aliyah Madrasas, Private Tsanawiyah Madrasas, Private Middle Schools, NU Mass Organization-based Middle Schools and Muhammadiyah-based MTs. The research questions are (1) What is the initial state of understanding of madrasa social studies teachers in Rejang Lebong Regency regarding the Independent Curriculum Understanding By Design before training?, (2) What is the training process for social studies teachers in creating teaching tools for the Independent Curriculum based on Understanding By Design? , (3) What is the final state of understanding of madrasa social studies teachers in Rejang Lebong Regency regarding the Independent Understanding By Design Curriculum after the training? The research method is Participatory Action Research (PAR), which is an approach to solving problems and meeting the practical needs of society, as well as producing knowledge, and encouraging social and religious change. The results of the research show that firstly, the initial condition of the madrasah social studies teachers before the training showed a lack of understanding regarding the material regarding the Independent Curriculum, both philosophically, conceptually, technically, and the steps in carrying out social studies learning in the classroom. Marked by not being able to mention the Teaching Module as a replacement for the RPP in the Independent Curriculum. Second, the training process for social studies teachers in making teaching tools for the Independent Curriculum based on Understanding By Design is conveyed by teachers gaining new understanding, new skills, and training that can be used to make teaching tools. Third, the state of understanding of madrasa social studies teachers in Rejang Lebong Regency regarding the Independent Understanding By Design Curriculum after the training shows changes in attitudes after the training, and is useful in solving existing social problems.
Traditions and Culture of Enam Kaum as a Source of Strengthening Ethnopedagogy in Mukomuko Bengkulu Muhammad Ilham Gilang; Ramedlon Ramedlon; Tasri Tasri
Indonesian Journal of Social Science Education (IJSSE) Vol 7, No 1 (2025): January
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijsse.v7i1.6948

Abstract

This research aims to find out the customs and culture that exist in Mukomuko, which can then be used as a source of strengthening ethnopedagogy in the world of education. The research objectives are (1) what are the customs and culture of the Enam Kaum in Mukomuko Regency?, (2) what are the customs and culture of the Enam Kaum Mukomuko as a source of ethnopedagogy? The research method used is qualitative, with observation, documentation and interview techniques. Meanwhile, data analysis uses an interactive analysis model. The research results reveal that, firstly, historically, the original Mukomuko people came from West Sumatra, so they have many cultural and customary similarities with Minangkabau. The customs and culture that are strong in Mukomuko are the Enam Kaum, which is a typical Mukomuko kinship system. Consisting of the Berenams in the Upstream, the Beresams in the Downstream, the Eight Tribes in the Middle, the Five Tribes, the Fourteenth Tribes, and the Gersik Tribes. Second, the customs and culture of the Six Mukomuko Clans are very significant as a source of strengthening ethnopedagogy, with at least four components, namely; intangible traditions, material traditions, community history and strong Islamic religious beliefs. These four things can be a source of strengthening ethnopedagogy in the world of education in Mukomuko Regency.
Madrasah Principals Leadership in Ethnopedagogy-Based Cundlict Management for Bullying Prevention in Islamic Boarding School Madrasahs Muhammad Ilham Gilang; Mus Mulyadi; Nurniswah Nurniswah; Riska Nadia; Intan Permata Sari
The Innovation of Social Studies Journal Vol 8, No 1 (2026): The Innovation of Social Studies Journal, September 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/issj.v8i1.18679

Abstract

This article aims to bullying remains a form of social conflict that persists in residential educational settings, including madrasahs based on Islamic boarding schools (pesantren). Intensive daily interactions, senior–junior relations, and diverse socio-cultural backgrounds may increase the risk of bullying if they are not systematically managed. This study aims to examine: (1) madrasah principals’ leadership planning for bullying prevention, (2) the implementation of ethnopedagogy-based conflict management, and (3) best practices that support sustainable bullying prevention in Islamic boarding school–based madrasahs in Bengkulu Province. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving madrasah principals, pesantren caregivers, teachers, and students across seven Islamic boarding schools designated as pilot child-friendly pesantren. Data were analyzed using an interactive model comprising data condensation, data display, and conclusion drawing. The findings indicate that bullying prevention is effectively embedded in leadership planning through the integration of anti-bullying policies into the vision, mission, and programs of child-friendly pesantren grounded in Islamic values and local wisdom. Ethnopedagogy-based conflict management is implemented through dialogical, deliberative (musyawarah), and restorative approaches that prioritize education, moral reflection, and relationship restoration over punitive sanctions. Sustainable bullying prevention is further strengthened by best practices such as continuous value habituation, senior–junior mentoring systems, and periodic program evaluations. Overall, the study concludes that madrasah principals’ leadership grounded in ethnopedagogical and Islamic values provides an effective and contextually relevant model for preventing bullying in residential religious education settings. 
Co-Authors Intan Permata Sari Mus Mulyadi Nurniswah Nurniswah Ramedlon Ramedlon Riska Nadia Tasri Tasri