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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah International Journal of Teaching and Learning (INJOTEL)
Lailatul Usriyah
UIN Kiai Haji Achmad Siddiq Jember, Indonesia
Arts Education Mathematics Other

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INTEGRATION OF ISLAMIC EDUCATIONAL VALUES IN THE JARANAN TRADITION (SYNERGY BETWEEN CULTURE AND SPIRITUALITY OF JARANAN PORONG BANYUWANGI ) Ahmad Saiq Alifi; Imam Turmudi; Lailatul Usriyah
International Journal of Teaching and Learning Vol. 3 No. 6 (2025): JUNE
Publisher : Adisam Publisher

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Abstract

Jaranan Lintang Jaya Kusuma art is a traditional Javanese art that combines dance, music, and spirituality. Each performance conveys cultural values and life philosophies. Dance movements contain spiritual meaning, such as a symbol of surrender to God. Before the performance, a prayer ritual is usually performed. The dances performed include Barong Prejeng, Leak, Pitik, and Possession, which have symbolic meanings. Jaranan is also a means of preaching and preserving culture. In this study, the approach used in this study is a qualitative approach. The qualitative approach was chosen because this study aims to determine the integration of Islamic educational values in the jaranan tradition (synergy between culture and spiritual jaranan porong banyuwangi). While the type of research uses descriptive type. Descriptive research is research to examine the status of a group of people, an object, a condition, a system of thought or an event in the present . Research Results Jaranan Lintang Jaya Kusuma is a traditional art from Porong Banyuwangi, East Java, which combines Javanese culture with Islamic values. This performance contains elements of dance, music, and spirituality, often involving trance conditions. Before performing, prayers and verses of the Qur'an are read to ask for blessings. Jaranan teaches morals, self-control, tawakal, and purity of intention, and functions as a means of moral and spiritual education for the community.
Teacher Leaders’ Strategies in Implementing Deep Learning within the Merdeka Curriculum: A Multi-Case Study in Islamic Primary Schools Eva Nur Khofifah; St Mislikhah; Lailatul Usriyah
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 15 No. 2 (2025): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v15i2.18190

Abstract

The Merdeka Curriculum promotes deep learning to cultivate meaningful understanding, critical thinking, and 21st-century competencies among students. However, its implementation in Islamic primary schools (madrasahs) remains challenging due to limited resources, teacher readiness, and contextual constraints. This study explores the strategies employed by Teacher Leaders (Guru Penggerak) in implementing deep learning within two madrasahs: MI Raudhatul Jannah Jenggawah and MI Al Barokah Annur Jember. Using a qualitative phenomenological approach, six teacher leaders (three from each school) participated in in-depth interviews, classroom observations, and documentation analysis. The findings indicate that teacher leaders initially encountered misconceptions and anxiety regarding deep learning, often equating it with technology integration. Over time, they adopted adaptive strategies such as project-based learning, reflective questioning, simple learning media, and integrating cultural and family experiences into classroom activities. Despite challenges such as limited digital facilities, time constraints, and occasional parental resistance, these strategies fostered greater student engagement and active participation. The study underscores the pivotal role of teacher leaders as change agents who bridge the gap between curriculum ideals and classroom realities. Contextual, resource-sensitive strategies and sustained professional development are essential to ensure the effective and sustainable implementation of deep learning in madrasah settings.
Co-Authors Ahmad Saiq Alifi Eva Nur Khofifah Imam Turmudi St Mislikhah