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PENGUATAN KARAKTER JUJUR MELALUI PEMBELAJARAN SIROH PADA SISWA KELAS 3 MADRASAH IBTIDAIYAH Zahwa Rahmania Sabrina
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.12261

ABSTRACT Strengthening honest character at the Islamic elementary school (madrasah ibtidaiyah) level requires learning experiences that not only introduce moral values but also encourage students to internalize and apply them in their daily lives. This study explored how siroh learning facilitates the internalization of honest character among third-grade students at MIT Al-Muhajirin. A qualitative approach with a case study design was employed, involving eight students and one siroh teacher selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns emerging from the participants’ experiences. The findings indicate that siroh learning strengthens honest character through the integration of the Prophet Muhammad SAW’s exemplary narratives, reflection on the meaning of honesty, and the habituation of honest behavior in students’ daily lives. This process enables students not only to understand honesty as a moral concept but also to develop the awareness to practice it in everyday interactions with the support of teachers as facilitators, role models, and reinforcers of positive habits. The study highlights that siroh learning has the potential to serve as a pedagogical approach to Islamic character education by integrating meaningful learning experiences, exemplary role models, and continuous habituation. These findings provide a foundation for developing a more systematic siroh-based learning approach to foster a culture of honesty in Islamic elementary schools. ABSTRAK Penguatan karakter jujur pada jenjang madrasah ibtidaiyah memerlukan pengalaman belajar yang tidak hanya memperkenalkan nilai moral, tetapi juga mendorong peserta didik menghayati dan menerapkannya dalam kehidupan sehari-hari. Penelitian ini mengeksplorasi bagaimana pembelajaran siroh membentuk proses internalisasi karakter jujur pada siswa kelas III MIT Al-Muhajirin. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang melibatkan delapan siswa dan satu guru mata pelajaran siroh yang dipilih secara purposive. Data diperoleh melalui wawancara semi-structured dan dianalisis menggunakan analisis tematik untuk mengidentifikasi pola-pola yang muncul dari pengalaman partisipan. Temuan menunjukkan bahwa pembelajaran siroh menguatkan karakter jujur melalui keterhubungan antara narasi keteladanan Nabi Muhammad SAW, refleksi terhadap makna kejujuran, dan pembiasaan perilaku dalam konteks kehidupan siswa. Proses tersebut memungkinkan peserta didik tidak hanya memahami kejujuran sebagai konsep moral, tetapi juga membangun kesadaran untuk menerapkannya dalam interaksi sehari-hari dengan dukungan guru sebagai fasilitator, teladan, dan penguat pembiasaan. Penelitian ini menegaskan bahwa pembelajaran siroh berpotensi menjadi pendekatan pedagogis dalam pendidikan karakter Islam karena mengintegrasikan pengalaman belajar, keteladanan, dan pembiasaan secara berkesinambungan. Temuan ini memberikan landasan bagi pengembangan pembelajaran siroh yang lebih sistematis dalam membangun budaya jujur di madrasah.

PERAN ORGANISASI DAYAH DALAM PENGEMBANGAN SOFT SKILL KEPEMIMPINAN SANTRI: PERSPEKTIF GURU DAN PEMBINA ORGANISASI Yunitawati Yunitawati; Juliana Juliana; Sry Wahyuni Rai; Rita Afrina; Pipit Sandriani; Iskandar Iskandar; Najmuddin Najmuddin
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.12385

ABSTRACT The development of leadership soft skills has become an important demand in 21st-century education because it plays a role in shaping individuals’ abilities in communication, decision-making, teamwork, responsibility, and initiative. In Islamic education, dayah organizations have strategic potential as a means of fostering students’ leadership through various organizational activities conducted continuously. However, studies examining the contribution of dayah organizations to the development of students’ leadership soft skills remain limited. This study aims to analyze the role of dayah organizations in developing students’ leadership soft skills based on the perspectives of teachers and organizational mentors. The study employed a qualitative approach with a descriptive design. The research informants consisted of three teachers who were directly involved in guiding dayah organizations and were selected using purposive sampling techniques. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The results showed that dayah organizations positively contribute to the development of students’ communication skills, decision-making abilities, teamwork, responsibility, and initiative. Activities such as student organization management, event committees, dormitory management, and muhadharah serve as effective means of developing leadership soft skills. The findings confirm that dayah organizations function as leadership laboratories that enable students to develop leadership competencies through direct experiences and social interactions based on Islamic values. Optimizing student organizations is necessary as an integral part of dayah education to prepare a generation that is characterized, adaptive, and competent. ABSTRAK Pengembangan soft skill kepemimpinan menjadi tuntutan penting dalam pendidikan abad ke-21 karena berperan dalam membentuk kemampuan komunikasi, pengambilan keputusan, kerja sama, tanggung jawab, dan inisiatif individu. Dalam pendidikan Islam, organisasi dayah memiliki potensi strategis sebagai sarana pembinaan kepemimpinan santri melalui berbagai aktivitas organisasi yang berlangsung secara berkelanjutan. Namun, kajian mengenai kontribusi organisasi dayah terhadap pengembangan soft skill kepemimpinan santri masih terbatas. Penelitian ini bertujuan menganalisis peran organisasi dayah dalam mengembangkan soft skill kepemimpinan santri berdasarkan perspektif guru dan pembina organisasi. Penelitian menggunakan pendekatan kualitatif dengan desain deskriptif. Informan penelitian terdiri atas tiga guru yang terlibat langsung dalam pembinaan organisasi dayah dan dipilih melalui teknik purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa organisasi dayah berkontribusi positif terhadap pengembangan kemampuan komunikasi, pengambilan keputusan, kerja sama tim, tanggung jawab, dan inisiatif santri. Aktivitas seperti kepengurusan organisasi santri, kepanitiaan kegiatan, pengelolaan asrama, dan muhadharah menjadi sarana efektif dalam membentuk soft skill kepemimpinan. Temuan ini menegaskan bahwa organisasi dayah berfungsi sebagai laboratorium kepemimpinan yang memungkinkan santri mengembangkan kompetensi kepemimpinan melalui pengalaman langsung dan interaksi sosial berbasis nilai-nilai Islam. Optimalisasi organisasi santri diperlukan sebagai bagian integral pendidikan dayah dalam mempersiapkan generasi yang berkarakter, adaptif, dan kompeten.

EFEKTIVITAS PEMANFAATAN LEARNING MANAGEMENT SYSTEM (LMS) DALAM PEMBELAJARAN KITAB KUNING JARAK JAUH Zaiyani Zaiyani; Zarkasyi Zarkasyi; Zulfikar Zulfikar; Alfi Ramadhan; Anidar Anidar; Iskandar Iskandar; Najmuddin Najmuddin
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.12391

ABSTRACT Digital transformation in Islamic education has encouraged the use of Learning Management Systems (LMS) to support distance learning of kitab kuning (classical Islamic texts). However, the effectiveness of LMS implementation from the students' perspective remains to be investigated. This study aims to analyze the effectiveness of Learning Management System (LMS) utilization in distance learning of kitab kuning based on students’ perceptions. The study is grounded in the need for digital transformation in Islamic education, particularly in kitab kuning learning, which has traditionally relied on direct interaction between teachers and students. A quantitative approach with a descriptive survey design was employed. The participants consisted of six students selected through total sampling. Data were collected using a closed-ended questionnaire based on a five-point Likert scale covering indicators such as ease of access to materials, learning flexibility, ease of reviewing materials, interaction with the teacher, learning motivation, and understanding of kitab kuning explanations. The data were analyzed using descriptive statistics, including frequency, percentage, mean, and effectiveness index. The findings show that the use of LMS was categorized as highly effective, with an effectiveness index of 83.11%. This indicates that LMS effectively supports material accessibility, learning flexibility, and academic communication in distance learning of kitab kuning. Nevertheless, LMS still has limitations in facilitating deeper understanding of complex textual explanations. Therefore, LMS is more appropriately positioned as an effective supporting medium that should be combined with direct pedagogical interaction to maintain the quality of students’ understanding. ABSTRAK Transformasi digital dalam pendidikan Islam mendorong pemanfaatan Learning Management System (LMS) untuk mendukung pembelajaran kitab kuning jarak jauh. Namun, efektivitas penggunaannya berdasarkan persepsi peserta didik masih perlu dikaji. Penelitian ini bertujuan menganalisis efektivitas pemanfaatan Learning Management System (LMS) dalam pembelajaran kitab kuning jarak jauh berdasarkan persepsi peserta didik. Latar belakang penelitian ini berangkat dari kebutuhan transformasi digital dalam pendidikan Islam, khususnya pada pembelajaran kitab kuning yang secara tradisional bergantung pada interaksi langsung antara guru dan santri. Penelitian menggunakan pendekatan kuantitatif dengan desain survei deskriptif. Subjek penelitian terdiri atas enam peserta didik yang dipilih dengan teknik total sampling. Data dikumpulkan melalui angket tertutup berbasis skala Likert lima tingkat yang memuat indikator kemudahan akses materi, fleksibilitas belajar, kemudahan mengulang materi, interaksi dengan guru, motivasi belajar, serta pemahaman syarah kitab kuning. Data dianalisis menggunakan statistik deskriptif melalui frekuensi, persentase, mean, dan indeks efektivitas. Hasil penelitian menunjukkan bahwa pemanfaatan LMS berada pada kategori sangat efektif dengan indeks efektivitas sebesar 83,11%. Temuan ini menegaskan bahwa LMS mampu mendukung aksesibilitas materi, fleksibilitas belajar, dan komunikasi akademik dalam pembelajaran kitab kuning jarak jauh. Meskipun demikian, LMS masih memiliki keterbatasan dalam membantu pendalaman makna dan penjelasan kitab yang kompleks. Dengan demikian, LMS lebih tepat diposisikan sebagai media pendukung pembelajaran yang efektif dan perlu dipadukan dengan interaksi pedagogis langsung agar kualitas pemahaman peserta didik tetap terjaga.

MULTIKULTURALISME DALAM PERSPEKTIF ISLAM: PENGERTIAN, URGENSI, DAN ANALISIS Eva Maya Sari; Nini Maswati; Muktar Asroni; Ansori Ansori; Iwan Aprianto
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13160

ABSTRACT Indonesia's highly diverse society, characterized by differences in ethnicity, culture, language, and religion, continues to face challenges such as intolerance, social polarization, radicalism, and hate speech, indicating that diversity has not yet been managed inclusively. This condition highlights the need to examine multiculturalism from an Islamic perspective as a conceptual foundation for fostering harmonious social life. This study aims to analyze the concept of multiculturalism in Islam, examine its significance for plural societies, and explore the historical, theological, and contextual foundations supporting its implementation. This research employed a qualitative library research approach. Data were collected from the Qur'an, Hadith, academic books, and scholarly journal articles published between 2016 and 2026 and were analyzed using content analysis. The findings identified six major themes: the concept of multiculturalism, Islamic fundamental values, the significance of multiculturalism, historical perspectives, theological perspectives, and contemporary challenges. The study concludes that diversity is regarded as sunnatullah and should be managed through the principles of al-ta'aruf, al-tasamuh, al-'adalah, and ukhuwah insaniyah. Furthermore, the integrative analysis demonstrates that Islamic multiculturalism provides a relevant framework for strengthening religious moderation, social cohesion, and multicultural Islamic education in promoting a peaceful, inclusive, and just society. ABSTRAK Keberagaman masyarakat Indonesia yang ditandai oleh perbedaan suku, budaya, bahasa, dan agama masih dihadapkan pada berbagai persoalan seperti intoleransi, polarisasi sosial, radikalisme, dan ujaran kebencian yang menunjukkan belum optimalnya pengelolaan keberagaman secara inklusif. Kondisi tersebut menegaskan pentingnya kajian mengenai multikulturalisme dalam perspektif Islam sebagai landasan konseptual dalam membangun kehidupan masyarakat yang harmonis. Penelitian ini bertujuan menganalisis konsep multikulturalisme dalam perspektif Islam, mengkaji urgensinya bagi masyarakat plural, serta menelaah landasan historis, teologis, dan kontekstual yang mendukung penerapannya. Penelitian menggunakan pendekatan kualitatif dengan jenis library research. Data diperoleh dari Al-Qur'an, hadis, buku, dan artikel ilmiah periode 2016–2026, kemudian dianalisis menggunakan content analysis. Hasil penelitian mengidentifikasi enam tema utama, yaitu konsep multikulturalisme, nilai dasar Islam, urgensi multikulturalisme, perspektif historis, perspektif teologis, dan tantangan kontemporer. Temuan menunjukkan bahwa keberagaman dipandang sebagai sunnatullah yang dikelola melalui prinsip al-ta'aruf, al-tasamuh, al-'adalah, dan ukhuwah insaniyah. Analisis integratif juga menegaskan bahwa multikulturalisme Islam memiliki relevansi dalam memperkuat moderasi beragama, kohesi sosial, serta pendidikan Islam multikultural untuk mewujudkan masyarakat yang damai, inklusif, dan berkeadilan.

KEBUDAYAAN DAN KEARIFAN LOKAL SUKU MELAYU JAMBI, BATAK, DAN JAWA DALAM PERSPEKTIF PENDIDIKAN Achmad Sarwani; Nur Azizah Kurnia Utami; Liza Audya; Ansori Ansori; Iwan Aprianto
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13161

ABSTRACT Indonesia possesses rich cultural diversity that has significant potential as a source of values for character education development. However, globalization and modernization have created challenges for the preservation of local culture and the internalization of noble values among younger generations. This study aims to analyze the culture and local wisdom of the Jambi Malay, Batak, and Javanese ethnic groups from an educational perspective and to identify the educational values embedded within them. The study employed a qualitative approach using a library research method. Data were collected through documentation studies of books, scientific journal articles, research reports, and other relevant academic sources. Data were analyzed using content analysis techniques through the stages of data reduction, data display, and conclusion drawing. The findings reveal that Jambi Malay Seloko Adat contains religious, moral, social, cultural, and intellectual values; the Batak philosophy of Dalihan Na Tolu embodies values of respect, responsibility, solidarity, and social concern; while Javanese culture emphasizes mutual cooperation, tolerance, harmony, and humility. These forms of local wisdom are highly relevant to strengthening character education, multicultural education, and the implementation of the Merdeka Curriculum through the Pancasila Student Profile Strengthening Project (P5). This study concludes that local wisdom can serve as an effective contextual learning resource for developing students' character while simultaneously reinforcing cultural identity amid the challenges of globalization. ABSTRAK Indonesia memiliki keragaman budaya yang sangat kaya dan berpotensi menjadi sumber nilai dalam pengembangan pendidikan karakter. Namun, arus globalisasi dan modernisasi telah menimbulkan tantangan terhadap pelestarian budaya lokal dan internalisasi nilai-nilai luhur kepada generasi muda. Penelitian ini bertujuan untuk menganalisis kebudayaan dan kearifan lokal Suku Melayu Jambi, Suku Batak, dan Suku Jawa dalam perspektif pendidikan serta mengidentifikasi nilai-nilai pendidikan yang terkandung di dalamnya. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Data diperoleh melalui studi dokumentasi terhadap buku, artikel jurnal, hasil penelitian, dan berbagai sumber ilmiah yang relevan. Data dianalisis menggunakan teknik analisis isi melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Seloko Adat Melayu Jambi mengandung nilai religius, moral, sosial, budaya, dan intelektual; falsafah Dalihan Na Tolu masyarakat Batak mengandung nilai penghormatan, tanggung jawab, solidaritas, dan kepedulian sosial; sedangkan budaya Jawa menonjolkan nilai gotong royong, toleransi, kerukunan, dan rendah hati. Ketiga bentuk kearifan lokal tersebut memiliki relevansi yang kuat dengan penguatan pendidikan karakter, pendidikan multikultural, serta implementasi Kurikulum Merdeka melalui Projek Penguatan Profil Pelajar Pancasila. Penelitian ini menyimpulkan bahwa kearifan lokal dapat menjadi sumber belajar kontekstual yang efektif dalam membentuk karakter peserta didik sekaligus memperkuat identitas budaya di tengah dinamika globalisasi.

KONSEP, BATASAN, DAN JALUR PENDIDIKAN ISLAM DALAM PERSPEKTIF AL-QUR’AN DAN HADIS Sari Ramadani Basa; Defni Bukhari; Ansori Ansori; Iwan Aprianto
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13162

ABSTRACT Islamic education carries a strategic role in shaping individuals who are faithful, knowledgeable, and morally upright. Yet, the currents of modernization, secularization, and digital disruption have pushed its meaning toward mere ritual instruction, often sidelining its function in character formation and the integration of knowledge and practice. This problem underlines the need for a comprehensive study that fully integrates three dimensions commonly discussed separately: the concept, scope, and pathways of Islamic education, so that understanding of it remains holistic rather than partial. This study aims to describe the concept of Islamic education encompassing tarbiyah, ta’lim, and ta’dib; to explain the scope of Islamic education in terms of its domain, principles, and characteristics; and to identify its pathways from both classical and contemporary international perspectives. A qualitative library research method was employed, examining Qur’anic verses, Prophetic hadith, and national and international scholarly literature thematically, analyzed through content analysis. The findings indicate that the concept of Islamic education originates from the Qur’an, hadith, and ijtihad, with the primary goal of forming insan kamil (the perfect human being); the scope of Islamic education covers aqidah, worship, and morality grounded in tawhid, the integration of knowledge and practice, and physical-spiritual balance; and the pathways of Islamic education consist of formal education (madrasah, pesantren, Islamic higher education), non-formal education (majelis taklim, religious courses), and informal education (family education), all of which are complementary. The study concludes that synergy among these pathways is key to the success of Islamic education in confronting modernization and digitalization without losing its Islamic identity, while also enriching the discourse of Islamic education within a global context. ABSTRAK Pendidikan Islam memiliki peran penting dalam membentuk manusia yang beriman, berilmu, dan berakhlak, namun kajian mengenai konsep, batasan, dan jalur pendidikan Islam masih banyak dibahas secara parsial sehingga belum menunjukkan keterkaitan antarketiganya dalam satu kerangka yang utuh. Penelitian ini bertujuan mendeskripsikan konsep pendidikan Islam, menjelaskan batasannya, serta mengidentifikasi jalur pendidikan Islam berdasarkan Al-Qur'an, Hadis, dan perkembangan diskursus pendidikan Islam kontemporer. Penelitian menggunakan pendekatan kualitatif dengan metode library research. Data diperoleh dari ayat-ayat Al-Qur'an, hadis, serta literatur ilmiah nasional dan internasional yang relevan, kemudian dianalisis menggunakan teknik content analysis melalui pengodean, kategorisasi, dan sintesis tematik. Hasil penelitian menunjukkan bahwa konsep pendidikan Islam dibangun melalui keterpaduan tarbiyah, ta'lim, dan ta'dib yang mengarah pada pembentukan insan kamil. Batasan pendidikan Islam mencakup ruang lingkup akidah, ibadah, dan akhlak yang diselenggarakan berdasarkan prinsip tauhid, integrasi ilmu dan amal, keseimbangan jasmani dan rohani, serta nilai-nilai ilahiyah. Implementasi pendidikan Islam berlangsung melalui jalur formal, nonformal, dan informal yang saling melengkapi. Penelitian ini menyimpulkan bahwa konsep, batasan, dan jalur pendidikan Islam membentuk kerangka integratif yang dapat menjadi landasan konseptual bagi pengembangan kajian maupun praktik pendidikan Islam.

IDENTIFYING TEACHERS’ AND STUDENTS’ NEEDS ON ZERO HUNGER-BASED BIG BOOK FOR SHARED READING ACTIVITIES Gede Gunawan; Ni Wayan Surya Mahayanti; Luh Gd Rahayu Budiarta
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13289

ABSTRACT Creating shared reading experiences that sustain preschool children's behavioral engagement remains challenging when literacy media do not adequately accommodate children's visual needs or integrate sustainability values into meaningful learning contexts. This study was therefore conducted to identify the needs of teachers and preschool children as the foundation for developing a Big Book based on Zero Hunger (SDG 2) at Girikarnika Montessori Preschool. The research represents the needs analysis stage of a Design and Development (D&D) study and was carried out using a descriptive qualitative approach. Data were gathered through classroom observations, semi-structured interviews with two teachers, documentation, and field notes, and subsequently analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing, supported by source triangulation to enhance credibility. The findings revealed that children's sustained engagement during shared reading was influenced by the size of the reading media, the dominance of visual illustrations, the simplicity of the textual content, opportunities for interaction, and the relevance of the story to children's everyday experiences. Teachers also emphasized the need for instructional media featuring large illustrations, concise sentences, participatory learning activities, and narratives that promote healthy eating habits through collaborative partnerships between schools and families. These findings provide the conceptual foundation for developing the Nutritional-Literacy Shared Engagement Framework (NLSE-Framework) as a framework for designing literacy media that simultaneously strengthens early literacy, behavioral engagement, and sustainability values in early childhood education. ABSTRAK Kegiatan shared reading pada pendidikan anak usia dini belum sepenuhnya mampu mempertahankan behavioral engagement anak ketika media yang digunakan memiliki keterbatasan visual dan belum mengaitkan pengalaman membaca dengan nilai keberlanjutan. Situasi tersebut mendorong dilakukannya penelitian ini untuk memetakan kebutuhan guru dan anak prasekolah sebagai landasan pengembangan media Big Book berbasis Zero Hunger (SDG 2) di Girikarnika Montessori Preschool. Penelitian ini merupakan tahap analisis kebutuhan dalam penelitian Design and Development (D&D) yang dilaksanakan menggunakan pendekatan deskriptif kualitatif. Data diperoleh melalui observasi kelas, wawancara semi-structured terhadap dua guru, dokumentasi, dan catatan lapangan, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña melalui proses kondensasi data, penyajian data, serta penarikan kesimpulan yang diperkuat dengan triangulasi sumber. Temuan memperlihatkan bahwa keberlangsungan keterlibatan anak selama shared reading dipengaruhi oleh ukuran media, dominasi ilustrasi, kesederhanaan teks, peluang berinteraksi, dan kedekatan isi cerita dengan pengalaman sehari-hari. Guru juga mengharapkan media yang menghadirkan ilustrasi berukuran besar, kalimat singkat, aktivitas partisipatif, serta narasi yang menanamkan kebiasaan makan sehat melalui kolaborasi sekolah dan keluarga. Keseluruhan temuan tersebut menjadi dasar konseptual bagi pengembangan Nutritional-Literacy Shared Engagement Framework (NLSE-Framework) sebagai acuan perancangan media literasi yang mengintegrasikan penguatan literasi awal, behavioral engagement, dan nilai keberlanjutan sejak usia dini.

TEACHER AND STUDENT NEEDS ANALYSIS FOR DEVELOPING AN SDG 10-BASED BIG BOOK TO PROMOTE PRESCHOOL STUDENTS' BEHAVIORAL READING ENGAGEMENT Kadek Citra Gotra Jaya; Luh Gd Rahayu Budiarta; Ni Wayan Monik Rismadewi
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13524

ABSTRACT Behavioral reading engagement plays an important role in fostering preschool students' literacy experiences; however, its effectiveness is influenced by the suitability of the instructional media used during shared reading activities. This study was conducted to identify teachers' and students' needs as the basis for developing an SDG 10-based Big Book for English shared reading instruction. A qualitative descriptive approach was employed involving one English teacher and preschool students at Girikarnika Montessori Preschool, Bali. Data were collected through classroom observations and semi-structured interviews and subsequently analyzed using Braun and Clarke's thematic analysis. The findings indicate that although shared reading has successfully promoted students' attention, participation, and interaction, its effectiveness remains constrained by reading materials that are not fully aligned with the characteristics of preschool students and have yet to incorporate the values of equality, inclusion, and respect for diversity. These findings highlight the need to develop a Big Book featuring engaging illustrations, simple language, and contextually relevant stories that integrate SDG 10 values in order to sustain students' engagement throughout reading activities. Overall, this needs analysis provides an empirical foundation for the development of literacy media that not only enhances preschool students' behavioral reading engagement but also strengthens the integration of inclusive values into English learning from an early age. ABSTRAK Behavioral reading engagement menjadi salah satu aspek penting dalam membangun pengalaman literasi siswa prasekolah, namun keberhasilannya dipengaruhi oleh kesesuaian media yang digunakan selama kegiatan shared reading. Kondisi tersebut mendorong penelitian ini untuk mengidentifikasi kebutuhan guru dan siswa sebagai dasar pengembangan Big Book berbasis SDG 10 pada pembelajaran English shared reading. Penelitian menggunakan pendekatan deskriptif kualitatif yang melibatkan seorang guru English dan siswa prasekolah di Girikarnika Montessori Preschool, Bali. Data diperoleh melalui observasi kelas dan wawancara semi-terstruktur, kemudian dianalisis menggunakan analisis tematik Braun dan Clarke. Analisis menunjukkan bahwa pelaksanaan shared reading telah mampu mendorong perhatian, partisipasi, dan interaksi siswa, tetapi efektivitasnya masih dibatasi oleh media bacaan yang kurang sesuai dengan karakteristik siswa prasekolah serta belum mengintegrasikan nilai-nilai kesetaraan, inklusi, dan penghargaan terhadap keberagaman. Temuan tersebut mengindikasikan perlunya pengembangan Big Book dengan ilustrasi yang menarik, bahasa yang sederhana, serta cerita yang kontekstual dan memuat nilai-nilai SDG 10 agar keterlibatan siswa selama membaca dapat dipertahankan. Dengan demikian, analisis kebutuhan ini memberikan landasan empiris bagi pengembangan media literasi yang tidak hanya mendukung peningkatan behavioral reading engagement siswa prasekolah, tetapi juga memperkuat penanaman nilai-nilai inklusif dalam pembelajaran English sejak usia dini.

PENGARUH MODEL DIALOG TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF PESERTA DIDIK SMAN 2 TARUNA PAMONG PRAJA JAWA TIMUR Bertha Andika Nora Aini
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13668

The low reflective thinking skills of students in history learning, particularly their difficulty in analyzing arguments, weighing evidence, and drawing conclusions about historical events. Addressing this gap, the study aims to examine the influence of a dialogue-based learning model grounded in Paulo Freire's thought on students' reflective thinking skills at SMAN 2 Taruna Pamong Praja East Java, focusing on the topic of Indonesia's Struggle to Defend Independence. The research employed a quantitative approach with a quasi-experimental design, specifically a Nonequivalent Control Group Design, involving an experimental class and a control class selected through purposive sampling. Data were gathered through reflective thinking tests, classroom observation of the learning process, and questionnaires, which were then statistically analyzed. The findings show that students in the experimental class experienced a noticeable development in reflective thinking after engaging in a series of dialogic activities involving argument sharing, intergroup feedback, and collective reflection, whereas the control class, taught through conventional instruction, tended to move in the opposite direction. The gap between the two groups proved significant, although the improvement in the experimental class remained modest, as students were still becoming accustomed to constructing counterarguments and adapting to a dialogic mode of learning. These findings affirm that dialogue can serve as a meaningful space for cultivating students' reflective awareness, though a longer implementation period is needed for more optimal outcomes. ABSTRAK Rendahnya kemampuan berpikir reflektif peserta didik dalam pembelajaran sejarah, khususnya kesulitan dalam menganalisis argumen, menilai bukti, dan menarik kesimpulan atas peristiwa sejarah yang dipelajari. Berdasarkan kesenjangan tersebut, penelitian ini bertujuan menganalisis pengaruh model pembelajaran dialog yang berlandaskan pemikiran Paulo Freire terhadap kemampuan berpikir reflektif peserta didik di SMAN 2 Taruna Pamong Praja Jawa Timur pada materi Perjuangan Mempertahankan Kemerdekaan Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental berupa Nonequivalent Control Group Design, melibatkan kelas eksperimen dan kelas kontrol yang dipilih melalui teknik purposive sampling. Data dihimpun melalui tes kemampuan berpikir reflektif, observasi keterlaksanaan pembelajaran, dan angket, data dianalisis secara statistik. Hasil penelitian menunjukkan bahwa peserta didik pada kelas eksperimen mengalami perkembangan kemampuan berpikir reflektif setelah mengikuti rangkaian dialog yang meliputi penyampaian pendapat, tanggapan antarkelompok, dan refleksi bersama, sementara kelas kontrol yang mengikuti pembelajaran konvensional justru menunjukkan kecenderungan sebaliknya. Perbedaan capaian antara kedua kelompok terbukti signifikan, meskipun peningkatan pada kelas eksperimen masih tergolong terbatas karena peserta didik belum sepenuhnya terbiasa membangun argumentasi yang berbeda dan masih berada pada tahap adaptasi terhadap pola belajar dialogis. Temuan ini menegaskan bahwa dialog mampu menjadi ruang bermakna bagi tumbuhnya kesadaran reflektif peserta didik, meski memerlukan durasi penerapan yang lebih panjang agar hasilnya lebih optimal.

IMPLEMENTASI METODE TILAWATI DALAM PENGEMBANGAN KEMAMPUAN TADARUS SISWA KELAS V MI PEMBANGUNAN UIN JAKARTA Muhamad Muhyidin
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i3.13750

ABSTRACT Qur'anic learning at the elementary madrasah level requires a structured and engaging method that accommodates differences in students' reading abilities. This study aims to describe the implementation of the Tilawati method, analyze the teacher's role, and examine the development of Qur'anic recitation skills among fifth-grade students at MI Pembangunan UIN Jakarta. A descriptive qualitative approach was employed. Data were collected through classroom observations, interviews with the principal, one Tilawati teacher, 22 students of class V B, and two parents, as well as documentation of the learning program. Data analysis involved data condensation, data display, and conclusion drawing, while trustworthiness was ensured through source triangulation, technique triangulation, and member checking. The findings show that the Tilawati method was implemented through classical instruction, individual read-and-listen practice, immediate correction, periodic evaluation, and habituation through the Khotmul Qur'an program. These procedures supported improvements in reading fluency, tajwid accuracy, rhythmic consistency, and students' confidence in recitation. The teacher acted as a reading model, guide, motivator, and evaluator. Supporting factors included teacher competence, a religious school culture, structured institutional programs, and family support. The main constraints were differences in students' initial abilities, limited instructional time, and uneven parental assistance at home. The study concludes that the Tilawati method is effective when consistently implemented and reinforced by collaboration between the school and families. ABSTRAK Pembelajaran Al-Qur'an pada jenjang madrasah ibtidaiyah memerlukan metode yang terstruktur, menarik, dan mampu mengakomodasi perbedaan kemampuan siswa. Penelitian ini bertujuan mendeskripsikan implementasi metode Tilawati, menganalisis peran guru, serta mengkaji perkembangan kemampuan tadarus Al-Qur'an siswa kelas V MI Pembangunan UIN Jakarta. Penelitian menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui observasi pembelajaran, wawancara dengan kepala madrasah, seorang guru Tilawati, 22 siswa kelas V B, dan dua orang tua, serta dokumentasi program pembelajaran. Analisis data dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa metode Tilawati diterapkan melalui pembelajaran klasikal, baca-simak individual, koreksi langsung, evaluasi berkala, dan pembiasaan melalui program Khotmul Qur'an. Implementasi tersebut membantu siswa meningkatkan kelancaran, ketepatan tajwid, kestabilan irama bacaan, dan kepercayaan diri dalam tadarus. Guru berperan sebagai model bacaan, pembimbing, motivator, dan evaluator. Keberhasilan penerapan didukung oleh kompetensi guru, budaya religius madrasah, program yang terstruktur, dan dukungan keluarga, sedangkan hambatannya meliputi heterogenitas kemampuan siswa, keterbatasan waktu, dan pendampingan di rumah yang belum merata. Temuan menegaskan bahwa metode Tilawati efektif ketika diterapkan secara konsisten dan didukung sinergi sekolah dengan keluarga.

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INDONESIA

Abstract

Abstract

Abstract

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Abstract

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Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email jurnal.P4I@gmail.com

Phone +6289681071805

Journal Mail Official jurnal.P4I@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
jurnal.P4I@gmail.com

Phone
+6289681071805

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA