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Jurnal Ilmiah Tarbiyah Umat
Published by Universitas Islam DDI AGH Abdurrahman Ambo Dalle Polewali Mandar
ISSN : -     EISSN : 2776365X     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Jurnal Ilmiah Tarbiyah Umat is a double-blind peer-reviewed journal on education and teacher training. Tadris Journal is intended to provide academic forums for researchers who are interested in the discussion of current and future issues on education and teacher training, especially in the Muslim world. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of the published articles. Tadris Journal is published twice a year in the months of June and December
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 162 Documents
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INTEGRASI NILAI-NILAI KARAKTER DALAM PEMBELAJARAN: STUDI TENTANG PERAN GURU DI MADRASAH IBTIDAIYAH ALKHAIRAAT MANADO Merdi Fratomo Mamonto; Wahyu Wijayati; Rahmawaty Alkatiri; Rahmathias Jusuf
JITU Jurnal Ilmiah Tarbiyah Umat Vol. 16 No. 1 (2026): JITU Jurnal Ilmiah Tarbiyah Umat
Publisher : Universitas Islam DDI A.G.H Abdurrahman Ambo Dalle

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/jitu.v16i1.532

Abstract

This study aims to analyze the role of teachers in integrating character values into the learning process at Madrasah Ibtidaiyah (MI) Alkhairaat Manado and to examine the influence of a heterogeneous social environment on the implementation of character education. This research employed a descriptive qualitative approach involving the principal, classroom teachers, students, and parents as informants selected through purposive sampling. Data were collected through interviews, observations, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings revealed that character values were integrated into the stages of lesson planning, implementation, and assessment. During the planning stage, character values were incorporated into learning objectives, learning activities, and instructional documents. In the implementation stage, teachers fostered character values through habituation, role modeling, rule enforcement, and students’ active participation in learning activities. Character assessment was conducted continuously through observation, attitude journals, questionnaires, and self-assessment. The character values developed included religiosity, honesty, discipline, responsibility, tolerance, mutual respect, religious moderation, social awareness, cooperation, and peaceful living. The implementation of character education was supported by madrasah policies, school culture, and parental involvement. The novelty of this study lies in its focus on character education in an Islamic elementary school situated within a multicultural community. The findings indicate that social and religious diversity serves as a supporting factor in strengthening the values of religiosity, tolerance, religious moderation, cooperation, and peaceful coexistence. Character education at MI Alkhairaat Manado contributes to the development of students who are religious, possess noble character, and are capable of living harmoniously in a diverse society.
The Role of Continuing Professional Development (CPD) in Enhancing Teaching Quality: A Systematic Literature Review Syaharuddin Syaharuddin; Yudin Citriadin; Hazat Usman Mashwani
JITU Jurnal Ilmiah Tarbiyah Umat Vol. 16 No. 1 (2026): JITU Jurnal Ilmiah Tarbiyah Umat
Publisher : Universitas Islam DDI A.G.H Abdurrahman Ambo Dalle

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36915/jitu.v16i1.544

Abstract

This study aims to analyze the role of Continuing Professional Development (CPD) in improving the quality of teaching among teachers in schools. The methodology used in this research is a Systematic Literature Review (SLR), with sources of literature selected from Scopus, DOAJ, and Google Scholar, published between 2018 and 2024. The findings of this study indicate that CPD has proven to be effective in enhancing teachers' competencies, students' creativity, and overall teaching quality. However, despite numerous studies showing significant improvements after CPD, challenges such as limited resources, participant engagement, and resistance to change remain major barriers to the success of training programs. Additionally, issues related to infrastructure limitations and access to quality education in underserved areas further contribute to the existing disparities that need greater attention. These findings highlight the importance of developing more inclusive and sustainable training models to address these challenges, ensuring that the outcomes of CPD are maximized and have a broader impact on improving the quality of education.

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