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Wildan Saugi
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Jalan H.A.M. Rifaddin Kampus II UINSI Samarinda, Samarinda, Kalimantan Timur Fakultas Tarbiyah dan Ilmu Keguruan, Lembaga Penelitian dan Pengembangan Masyarakat, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
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Southeast Asian Journal of Islamic Education
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : 26215845     EISSN : 26215861     DOI : https://doi.org/10.21093/sajie
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Southeast Asian Journal of Islamic Education accepts unpublished, high quality, and original research manuscripts in English and Arabic related Islamic Education. The journal publishes high quality empirical and theoretical research covering all aspects of Islamic Education. These issues include: Islamic Education Management, Madrasah Education, Islamic Early Childhood Education, Islamic Higher Education, Issues of Islamic Education, Science and Technology in Islamic Education, Curriculum of Islamic Education, Innovation of Islamic Education, Pesantren Education, Philosophy of Islamic Education, Islamic Education Policy, Figure of Islamic Education, and Comparison of Islamic Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 126 Documents
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Islam and Indonesian Political Literacy: Religious Approach to Political Education in Sambas Regency Mualimin, Mualimin; Rofii, Rofii; El Bilad, Cecep Zakarias; Fathiyakan, Fathiyakan; Ariska, Ariska
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.8971

Abstract

This article aims to analyze political education using a religious approach conducted by election organizers in Sambas Regency. This study is a qualitative research with a phenomenological approach, with the locus of the study is the General Election Commission (KPU) and the General Election Supervisory Agency (Bawaslu) of Sambas Regency. Data was collected from March to June 2022 through participative observation and in-depth interviews. The informants in this study amounted to six people. The data obtained were then analyzed using the Miles and Huberman model interactive qualitative analysis technique, namely data reduction, data display, and conclusion. Data analysis shows that using a religious approach in political education is inseparable from the socio-religious background of the Sambas Regency society, which is mostly Malay, where Islam plays a significant role in the life of the Sambas Malay people. Implementing political education is by engaging religious institutions in various political education programs. The engagement of religious institutions is based on the argument that they are opinion leaders of Muslims and have a better understanding of the proper religious narratives in explaining elections and politics to the religious society. Political education with a religious approach is also carried out by utilizing Muslim religious celebrations and ceremonies to socialize politics and elections in society. Based on these findings, the conclusion is that religion not only plays a role in religiosity and spiritual life but is also consumed and commodified as a tool to enhance a society's political understanding and knowledge. Keywords: Religious Approach, Political literacy, Political Education, Sambas Regency, Malay
Use of Social Media in Schools and Madrasas: A Systematic Review of Social Studies Learning Innovations Asy'arie, Bima Fandi; Mariyana, Weni; Haq, Fauzi Nadziiran; As’ad, Muhammad Syihab; Aditia, Dimas
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9051

Abstract

This study aims to identify and analyze the benefits and negative impacts of using social media (TikTok, YouTube, WhatsApp) as an innovation in Social Science learning in schools and madrasas. This research used a systematic literature review (SLR) type, with a qualitative approach. Research period focused on years (2020-2024). Database was obtained from “Google Scholar” and “ScienceDirect”. Then, we conducted a bibliometric analysis to understand the bibliographic landscape with “VOSviever”. To obtain the credibility of the data as the main finding of 35 article documents, we used the “Publish or Perish”. The findings include: First, the use of social media in learning can create effective learning situations, provide quick access, allow for discussions between teachers and students online. With teacher guidance, social media can enrich the learning experience and increase student engagement in learning. Second, that the use of social media in learning might have negative effects such as internet connection disruptions that affect learning, indications of addiction to negative content, disruption of student’s concentration, reduced direct interaction, and problems such as privacy and security. The integration of digital platforms in learning can increase student motivation, expand access to information, and encourage collaboration. However, there is a need for teacher training on digital literacy to ensure wise use, and reduce the risk of spreading irrelevant information. This research encourages the curriculum development that accommodates the planned use of social media, so that students not only become consumers of information, but also creators of critical and creative content.
The Influence of Digital Leadership Toward Digital Transformation of Education Suratman, Suratman; Torres, Joel Mayo; Salehudin, Mohammad; Susmiyati, Sri; Sugiyono, Sugiyono
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9052

Abstract

Digital leadership faces challenges in transformation, including inadequate internet access, limited funding, and low teacher digital competence. Moreover, institutions struggle to maintain learning quality and safeguard digital privacy. Organizational culture remains unprepared for digitalization, with insufficient strategies to adapt to change. These issues create anxiety among principals and teachers in integrating technology, while a lack of understanding of digital leadership within institutions hinders innovation and performance improvement. This study aimed to analyze the effect of digital leadership on educational digital transformation using a quantitative approach. The population consisted of all school principals and teachers at Madrasah Aliyah in Samarinda, totaling 120 individuals. The sampling technique employed the Harry King Nomogram table with a 5% margin of error, resulting in a sample size of 92 participants. Data were collected through questionnaires and analyzed using linear correlation and t-tests. The results showed that digital leadership significantly impacts digital transformation, enhancing infrastructure, training, digital content, student engagement, creativity, and performance measurement. Digital transformation in education is achieved through integrating technology into learning processes and improving school management efficiency. This underscores the critical role of digital leadership in addressing technological challenges and fostering innovation in educational institutions.
Strengthening Moderate Islamic Insight in Madrasah through Integration of Islamic Education Curriculum Sholikah, Sholikah; Latif, Isnawati Nur Afifah
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9078

Abstract

This research aims to explain the construction of moderate Islamic curriculum integration at Madrasah and the output of moderate Islamic curriculum integration. This research used a qualitative approach with the MI Nurul Islam Gresik as the research location. The data collection used observation, interviews, and documentation, while data analysis used qualitative and content analysis. This research found that the construction of the integration of the Moderate Islamic curriculum at MI Nurul Islam Gresik is, first, through formal activities through teaching and learning activities that support the cultivation of moderate Islamic values, including religion, social care, example, tolerance, religion, social care, tolerance; second, through non-formal/extras that support the cultivation of moderate Islamic values including democracy and social care; third, through examples that support the cultivation of moderate Islamic values, which include: social care, cooperation, and religion; and fourth, through habits that support the cultivation of moderate Islamic values including religion, tolerance, democracy, social care, social concern. Meanwhile, the outputs from the integration of the moderate Islamic curriculum at MI Nurul Islam Gresik are first, creating a religious student character; second, creating a tolerant student character; third, creating student characters who care about others; fourth, creating student characters who love peace; fifth, creating student characters who like deliberation. The theoretical implication of the research is that curriculum integration in education can give birth to a new educational curriculum model that is adaptive to current developments following sociological conditions and demographic locations.
Implementation of Islamic Religious Education Using Fun Learning at Primary Schools Sartika, Diah; Tanjung, Ellisa Fitri; Nurzannah, Nurzannah
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9097

Abstract

Fun learning aims to create a fun and interactive learning atmosphere so students are more motivated and actively involved in the learning process. This study aims to examine the implementation of Islamic Religious Education (PAI) learning using the fun learning method and the ability of teachers to apply the proper learning method in delivering learning in public elementary schools. This study used a qualitative method with a descriptive-analytical approach. Research data were obtained from two PAI teachers and three students through interviews, observations, and documentation as primary data sources. The results of the study indicate that the implementation of Islamic Religious Education (PAI) learning with the fun learning method in public elementary schools is carried out with various strategies applied, namely the use of interactive learning media, educational games, direct practice, group activities, stories, dramas, outdoor activities, awards and motivation and integration of Islamic values in daily activities. The ability of teachers to apply the proper learning method in delivering learning is influenced by several factors: understanding student characteristics, mastery of learning materials, creativity and innovation in learning, the ability to use educational technology, flexibility in using various methods, classroom management skills, evaluation skills and reflection and involvement in professional development. The implications of this research show that fun learning has great potential to improve the quality of Islamic Religious Education learning in elementary schools.
Empowering Early Childhood Educators: Using Islamic Heroes to Instill Heroic Values in Early Childhood Fatwikiningsih, Nur
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9186

Abstract

Few studies have investigated educators' roles in instilling heroic values in early childhood through Islamic heroes. Educators play a crucial role in shaping early childhood’s understanding of heroism, primarily through Islamic heroes, because early childhood commonly has misconceptions about heroes. They often struggle to articulate these ideas and frequently associate heroism with fictional characters from storybooks, movies, or fairy tales. The purpose of this research is to explore the role of educators in professional development in learning and teaching early childhood, which is connected with moral lessons about heroic values using Islamic heroes. This study used a qualitative method with interviews and documentation. Participants were seven early childhood educators from seven different schools. The data analysis technique used Braun and Clarke’s thematic analysis. The results show that educators often have misconceptions about the meaning of heroes and heroism, particularly regarding Islamic heroes. The selection of teaching materials indicates limitations in educators' ability to explore Islamic heroes and appreciate the richness of Islamic heroism. The material presented emphasizes aspects of religious practice and sainthood rather than describing and instilling heroic values. The implementation strategy includes lesson plans and teaching materials (selecting Islamic figures, the content of narratives, and Islamic hero's storytelling techniques) focusing more on history, religiosity, and worship aspects of Wali Songo and Prophets of Islam. Educators should create learning activities with storytelling according to the age of children; new concepts should be introduced with brief explanations, a variety of media should be used to visualize stories, and storytelling should keep children focused.
The Role of The Principal in Improving Teachers' Creativity Budiyono, Aan; Nashor, M.; Andari, An An
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9237

Abstract

This study explores the principal's role in improving teacher creativity at MA Al Ittihad, Kampar Regency. The study employed a qualitative approach within a field research design. The research subjects was the principal of MA Al Ittihad. The data collection techniques used interviews, observation, and documentation, while the data analysis technique adopted the data reduction model, data presentation, and conclusion drawing. The results showed that the principal had taken various steps to improve teachers' creativity, such as providing direct examples through room design, directing teachers' creative activities, giving appreciation through awards and bonuses to teachers who innovate, and providing facilities and budgets for creative activities. Principals also offer opportunities for teachers and students to compete in creative events, both at the local and provincial levels. The implications of this study show the importance of the principal's role in creating a climate that supports teacher creativity, which in turn can improve the quality of learning and student achievement. This research also contributes to the development of school management that focuses on empowering educators' creativity.
Implementation of Snakes and Ladders Game to Stimulate Early Childhood Numeracy Development Nurramadani, Lilia; Ichsan, Ichsan
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9240

Abstract

One type of traditional game is the Snakes and Ladders game, which can significantly impact early childhood numeracy development. This research aimed to explore the implications of the Snakes and Ladders game in stimulating numeracy skills in preschool children. The type of research was descriptive qualitative with the research site at RA Al-Fattah Jangga Baru, and the subjects in this study were group B children, totaling 17 children. Data collection was done through observation, interviews, and documentation. The data analysis was conducted through data reduction, data display, and conclusion formulation. This study identified how elements of the Snakes and Ladders game, such as number recognition, step counting, and understanding the concept of sequence, can support the development of children's basic maths skills. The results proved that the Snakes and Ladders game not only teaches numbers and sequences but also develops cognitive skills such as planning and problem-solving, enhancing the intellectual development of children. In addition, the social interactions during the game enrich children's learning experience, improve communication skills, and strengthen the understanding of numerical concepts. The results suggest that the Snakes and Ladders game can improve children's numeracy skills and that the game can also be powerfully incorporated into the early childhood education curriculum as a tool that makes maths more fun and interactive.
Student Tolerance Attitudes in Islamic Boarding Schools Hilmansah, Deden; Komarudin, Komarudin; Al Ayyubi, Ibnu Imam; Prayetno, Eko; Yumna, Hanin
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9273

Abstract

This study aims to describe the tolerance attitudes of students in Islamic boarding schools, focusing on three aspects: peace, respect for differences and individuals, and awareness. The research method is descriptive quantitative, utilizing a Likert scale questionnaire for data collection. Results indicate that 48% of students exhibit very high tolerance in the peace aspect, while 52% show high tolerance. Regarding respect for differences and individuals, 55% of students demonstrate very high tolerance and 45% show high tolerance. In the awareness aspect, 59% of students display very high tolerance, and 41% show high tolerance. Overall, 60% of students have a very high tolerance attitude, and 40% show a high tolerance attitude. These findings highlight that Islamic boarding schools foster an environment conducive to developing academically proficient students with strong religious and tolerant attitudes. The implication is that Islamic boarding schools play a vital role in shaping students who are not only academically capable but also possess strong religious and tolerant attitudes. This suggests that an educational approach integrating Islamic spiritual values with general knowledge can be an effective model for fostering a more inclusive and socially aware generation. Furthermore, this model demonstrates the potential of education to serve as a bridge for understanding and respecting cultural and religious diversity, equipping students with the skills and values needed to contribute positively to a pluralistic society.
A Holistic Approach to Character Education: Integration of Governance, Islamic Values, and School Culture Ayu, Salsabilla Martina; Kosasih, Aceng; Hermawan, Wawan; Rosidin, Asep; Amatullah, Zulfa Afifah
Southeast Asian Journal of Islamic Education Vol 7 No 2 (2024): Southeast Asian Journal of Islamic Education, December 2024
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v7i2.9285

Abstract

This study investigates a comprehensive approach to strengthening character education by integrating governance, Islamic values, and school culture in primary education. Conducted over one year in nine public elementary schools in West Bandung Regency, West Java, Indonesia, this study employed a mixed-methods approach, combining qualitative descriptive and descriptive quantitative designs. Qualitative data were collected through interviews, observations, and document analysis, while quantitative data were obtained via questionnaires to evaluate the implementation of governance programs in character education. The study involved nine principals and 135 teachers as participants, with students observed during program implementation. Data analysis was conducted using thematic analysis for qualitative data, identifying recurring themes and patterns related to governance and school culture. Descriptive statistics, including scoring and average calculations, were used to assess the implementation of governance programs for quantitative data. The findings reveal that well-structured governance, characterized by clear policies and coherent program designs, is pivotal in fostering a school culture conducive to character development. The integration of Islamic values, including Shiddiq (truthfulness), Amanah (trustworthiness), Tabligh (effective communication), and Fathonah (wisdom), significantly enhances these efforts. Active community engagement and continuous evaluation were also identified as critical factors. This study underscores the necessity of a holistic governance framework that involves all stakeholders, providing actionable insights to enhance character education in elementary schools and develop students who excel academically while upholding strong moral integrity.

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