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Muhammad Roihan Daulay
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Jalan T. Rizal Nurdin Km 4,5 Sihitang Kampus Utama IAIN Padangsidimpuan 22733 e-mail: paedagogikftikiain@gmail.com P-ISSN : 2086-1915 | E-ISSN 2721-8414
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INDONESIA
FORUM PAEDAGOGIK
Published by Institut Agama Islam Negeri Padangsidimpuan
ISSN : 20861915     EISSN : 27218414     DOI : 10.24952
Core Subject : Religion, Education,
Religion Education Other
FORUM PAEDAGOGIK adalah jurnal Pendidikan Agama Islam Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Padangsidimpuan terbit berkala enam bulan sekali yaitu bulan Juni dan Desember. Jurnal ini diharapkan dapat menjadi wahana komunikasi ilmiah insan akademik dalam bidang ilmu-ilmu kependidikan, organisasi pendidikan dan kepemimpinan, dan pendidikan Islam. Redaksi mengundang para pakar dan akademisi untuk menyumbangkan naskah, baik berupa hasil penelitian, kajian mendalam, sesuai dengan kajian jurnal. Naskah yang diajukan adalah naskah asli (tidak plagiat) dan belum pernah dipublikasikan di media lain. Alamat redaksi: Fakultas Tarbiyah dan Ilmu Keguruan IAIN Padangsidimpuan Jl. T. Rizal Nurdin Km. 4,5 Sihitang Kota Padangsidimpuan Sumatera Utara.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 14 Documents
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Search results for , issue "Vol 16, No 2 (2025)" : 14 Documents clear
REINTERPRETATION OF THE GOALS OF ISLAMIC EDUCATION ACCORDING TO PROF. HM ARIFIN Harahap, Nasrun
FORUM PAEDAGOGIK Vol 16, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i2.18386

Abstract

This study aims to reinterpret the objectives of Islamic education according to Prof. HM Arifin by situating his ideas within the context of contemporary educational challenges, particularly in integrating the dimensions of faith, knowledge, morality, and social responsibility. The research employs a qualitative library-based method with a conceptual and philosophical approach, using primary data derived from the works of Prof. HM Arifin and secondary data from journal articles, books, and relevant studies on the philosophy and objectives of Islamic education, which are analyzed through content and interpretative analysis. The findings indicate that the objectives of Islamic education according to Prof. HM Arifin is oriented toward the formation of a holistic human being (insān kāmil) through balanced intellectual, spiritual, moral, and social development, so that education is understood not merely as a process of knowledge transfer but also as a means of character formation grounded in divine values while encouraging active human participation in social life. This reinterpretation affirms that Prof. HM Arifin's thought remains relevant in addressing modern educational problems, such as pragmatic tendencies, moral degradation, and the dichotomy between religion and general knowledge, and recommends that future research develop comparative and empirical studies to assess the implementation of these concepts in contemporary educational practice.
CULTURAL COMMUNICATION PERSPECTIVE ON EDUCATIONAL TRANSFORMATION: A CRITICAL STUDY BASED ON REPRESENTATION THEORY STUART HALL Jufriyanto, Jufriyanto; Jauhari, Minan; Wazis, Kun
FORUM PAEDAGOGIK Vol 16, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i2.17682

Abstract

Education in the era of globalization requires a renewed understanding of how culture and identity are represented within learning spaces. This study examines cultural communication in education through Stuart Hall’s theoretical framework, particularly his theory of representation and the encoding/decoding model. The research employs a qualitative approach using library research, focusing on Hall’s works and contemporary literature on multicultural education. The findings indicate that education functions as a symbolic space where ideologies and identities are constructed. Indonesia’s education system remains biased toward dominant cultural values while marginalizing minority narratives. An inclusive and adaptive communication model is necessary to foster culturally equitable educational practices.
ANALYSIS OF BUSINESS FAILURE OF NNS BATAM EDUTAINMENT PARK FROM AN EDUPRENEURSHIP PERSPECTIVE Lubis, Arina Luthfini; Supardi, Supardi; Wibowo, Andri; Fatimah, Zahara
FORUM PAEDAGOGIK Vol 16, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i2.18104

Abstract

The failure of edutainment ventures has become an important issue in the field of educational entrepreneurship (edupreneurship), particularly in Indonesia where empirical studies on local edutainment practices remain limited. This study aims to analyze the factors contributing to the failure of NNS Batam, a role-play-based edutainment park for children that operated from 2019 to 2024, using a qualitative case study approach. Data were collected from four categories of informants—former managers, former employees, visitors, and edupreneurship scholars—through semi-structured interviews, location observation, and digital documentation. Thematic analysis revealed that the failure was not solely caused by external disruptions such as the COVID-19 pandemic but also by internal weaknesses including poor business strategy, lack of meaningful integration of educational values, absence of continuous innovation, and inadequate evaluation mechanisms. A notable gap was found between the company’s educational vision and its operational practices. Expert informants emphasized that sustainable edupreneurship requires synergy between pedagogical value and financial strategy. This study contributes to a deeper understanding of edutainment business failures in emerging urban contexts and offers practical insights for edupreneurs seeking to design adaptive, value-driven, and resilient education-based ventures.
STRATEGIES OF PARENT–TEACHER PARTNERSHIP IN SUPPORTING INCLUSIVE ISLAMIC EDUCATION IN INDONESIA Abdullah, Eramil Jantan
FORUM PAEDAGOGIK Vol 16, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/paedagogik.v16i2.17733

Abstract

This study explores the strategies of parent–teacher partnership in supporting inclusive Islamic education in Indonesia. The main objective is to identify effective collaboration models that promote equal learning opportunities for students with diverse abilities in Islamic educational settings, particularly in inclusive madrasahs. Using a mixed-method approach, this research integrates both quantitative and qualitative data to obtain a more comprehensive understanding. Quantitative data were collected through questionnaires distributed to teachers and parents to measure levels of involvement, communication, and perceptions of inclusive practices, while qualitative data were obtained through in-depth interviews and classroom observations to understand experiences, challenges, and applied collaboration strategies. The findings reveal that effective communication, mutual respect, and shared commitment rooted in Islamic values are the key foundations for successful collaboration. Continuous dialogue between parents and teachers facilitates early identification of students’ needs and enables collaborative problem-solving. Islamic values such as sincerity (ikhlas), compassion (rahmah), and justice (‘adl) form the moral basis that strengthens inclusive practices. The contribution of this study lies in developing an Islamic values–based partnership model that can be implemented in inclusive madrasahs to enhance the effectiveness of parent–teacher collaboration. In addition, the research provides practical implications for policymakers and Islamic educational institutions in designing collaborative training programs oriented toward character education and diversity. In conclusion, strengthening parent–teacher partnerships not only improves students’ academic achievement but also fosters moral integrity, empathy, and spiritual awareness as essential foundations for shaping excellent Muslim generations in the era of disruption.

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