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Muhammad Shaleh Assingkily
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Journal of Contemporary Islamic Primary Education
Published by Yayasan Zia Salsabila
ISSN : 29876389     EISSN : 29885817     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Mathematics Social Sciences Other
Journal of Contemporary Islamic Primary Education is open access and double peer-reviewed journal that focuses on the theme of contemporary studies around Islamic basic education (MI/SD). Investigating the dynamics of the world of education and manipulating the balance between education and services through research reports, both local (national) and global (international). Focus and Scope of Journal of Contemporary Islamic Primary Education are theories and practices of primary education and Islamic primary education in Islamic countries intend to express original research searches and current issues. This journal welcomes the contributions of scholars from related fields warmly that consider the following topics; 1. E-learning/Blended Learning of Islamic Primary Education 2. Management of technology and innovation 3. Child development 4. Inclusive education 5. Literacy and numeration 6. Islamic religious curriculum 7. Educational innovation 8. Islamic religious education 9. Education for primary school teachers 10. Contemporary Issues of Islamic Primary Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 59 Documents
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Living Aswaja as a Model Strengthening Anti-Radicalism Education at INISMA Jambi Saidina Usman; Sayed; Uswatun Hasanah
Journal of Contemporary Islamic Primary Education Vol 4 No 1 (2025): August
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i1.377

Abstract

Ahlussunnah wal Jama'ah (Aswaja) is a way of thinking and doing that is deeply rooted in the Islamic tradition of the Indonesian archipelago. At the Muaro Jambi Islamic Institute (INISMA), Aswaja values are one of the pillars of student character formation. This study aims to analyze (1) How the concept of Living Aswaja is understood and internalized within the Muaro Jambi Islamic Institute (INISMA) environment (2) What is the impact of the implementation of Living Aswaja on the attitude of religious tolerance of INISMA Jambi students. This type of research is qualitative with a focus on field research. (1) The concept of Living Aswaja within the Muaro Jambi Islamic Institute (INISMA) is understood as an effort to revive the values of Ahlussunnah wal Jama'ah an-Nahdliyah in the academic, social, and spiritual life of the academic community. This understanding does not only stop at the theoretical level, but also extends to daily practice, both in the teaching and learning process, social interactions, and student activities. Living Aswaja at INISMA is present as an ideological identity as well as an institutional culture that shapes the mindset and behavior of its citizens. (2) This study found that the implementation of Living Aswaja at INISMA Jambi has a significant influence on the formation of religious tolerance attitudes among students. This phenomenon indicates that the principle of tawassuth (moderation) has been brought to life in their interactions.
Islamic Creed Education in Facing the Modern Century Multazom
Journal of Contemporary Islamic Primary Education Vol 4 No 1 (2025): August
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i1.378

Abstract

Islamic faith education is crucial for students due to the negative impacts of globalization that can affect their character. This study aims to discuss the role of Islamic faith education in facing the challenges of the modern era. This research is descriptive qualitative and supported by literature review. The research was conducted directly in the field using a descriptive qualitative approach that integrates hands-on practice, collaboration, and art methods. The results show that Islamic faith education plays a crucial role in forming a strong foundation of faith and piety for students. Furthermore, this education not only helps understand Islamic values but also serves as a bulwark against negative influences that threaten moral values. Awareness of the importance of Islamic faith education demonstrates that its role is not only vital in facing the challenges of the times but also in shaping a generation strong in spirituality and morality, capable of facing ever-changing dynamics.
Efforts To Improve Students' Creativity in Indonesian Language Subjects Using A Project-Based Learning Model in Grade V of State Elementary School 98 Jambi Andri Rustandi; Bella Chairun Nupus; Abdul Wahid
Journal of Contemporary Islamic Primary Education Vol 4 No 1 (2025): August
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i1.379

Abstract

The purpose of this study was to improve students' creativity through a project-based learning model in grade V of SD Negeri 98 Jambi. This study is a Classroom Action Research (CAR). Where each cycle includes planning, implementation, observation, and reflection carried out in 2 cycles. The subjects and place of research were grade V students of SD Negeri 98 Jambi with a total of 30 students. Data in the study were obtained from observations. Analysis of actions was descriptively qualitative and quantitative. The results of this study indicate that the application of project-based learning models can improve the creativity of fifth-grade students of SD Negeri 98 Jambi. The increase in presentation in each cycle is: cycle I the percentage obtained was 74.6%. In cycle II the percentage increased to 85.3%. The conclusion obtained from the results of this study is that the use of project-based learning models or Project Based Learning (PjBL) can improve the creativity of fifth-grade students of SD Negeri 98 Jambi.
The Relevance of Character Education in Modern Islamic Education Ahmad Afendi; Sayed; Nofarita Asyiah
Journal of Contemporary Islamic Primary Education Vol 4 No 1 (2025): August
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i1.381

Abstract

Character education is an important part of Islamic education that greatly affects how individuals develop their morals and spiritual values. This research investigates how character education is carried out within Islamic education, using a qualitative approach based on a review of existing literature. The qualitative method was selected to explore both the ideas and real-world applications of character education in Islamic education, with a detailed examination of various related sources. The discussion covers important topics like moral values in Islam, ways to teach these values effectively, and the difficulties faced when including character education in the Islamic education curriculum. The results offer valuable information on how character education can be successfully used in Islamic education and what impact it can have on shaping the character and morals of people in society.
The Role of Social Interaction in Shaping Tolerance Character Among Elementary School Students: Insights from Indonesia Irayanti, Irma; Ikhsan, Muh.
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.458

Abstract

This study examines the role of social interaction in fostering tolerance among elementary school students in Indonesia. Grounded in social constructivist theory, it explores how collaborative and interactive experiences within schools shape students' character, particularly their ability to accept and respect differences. Employing a quantitative explanatory survey design, data were collected from 1,209 students in grades 4 to 6 across elementary schools and madrasah ibtidaiyah nationwide using structured questionnaires. Linear regression analysis assessed the relationship between social interaction (independent variable) and tolerance (dependent variable). The findings indicate a significant positive relationship, with a correlation coefficient (R) of 0.330 and a coefficient of determination (R²) of 0.109. This suggests that social interaction accounts for 10.9% of the variance in tolerance, while the remaining 89.1% is influenced by factors such as family environment, cultural values, and educational approaches. The regression model Y = 27.225 + 0.597X indicates that a one-unit increase in social interaction results in a 0.597-unit increase in tolerance. Although social interaction’s contribution is modest, the study highlights its essential role in fostering tolerance through peer interactions, group activities, and collaborative learning. These findings emphasize the need to integrate social interaction into school programs to promote inclusivity and empathy.
Fostering Environmental Awareness through Nature-Based Learning in Indonesian Early Childhood Education: Implications for Sustainable Development Goals Damayanti, Alvina; Mardalena, Mardalena; Fauziah, Nurul; Sumarni, Titin; Sahputra, Gunawan
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.464

Abstract

Despite the growing body of international research highlighting the benefits of nature-based learning for early childhood development, empirical evidence from developing countries, particularly Indonesia, remains limited. Most existing studies focus on cognitive or motor outcomes, leaving a gap in understanding how nature-based learning contributes to environmental awareness as part of Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education) and SDG 13 (Climate Action). This study aims to examine the role of nature-based learning in fostering environmental awareness among early childhood learners in Indonesia. Employing a qualitative descriptive approach, data were collected through classroom observations, in-depth interviews with teachers, and documentation of learning activities in early childhood education settings. The findings reveal that nature-based learning significantly enhances children’s engagement, ecological empathy, and responsible environmental behaviors through direct interaction with natural elements. Children demonstrated increased awareness by caring for plants, maintaining cleanliness, and reminding peers to protect the environment. This study contributes theoretically by reinforcing constructivist learning perspectives and empirically by providing context-specific evidence from Indonesia. Practically, the findings offer guidance for educators and policymakers to integrate nature-based learning as an effective strategy to support sustainable education and environmental stewardship from early childhood.
Card Sort Learning Strategy for Enhancing Islamic Education Motivation: A Qualitative Study in Indonesian Madrasah Context Rahmawati, Rahmawati; Annisa, Norhana; Ahmad, Mustapa
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.471

Abstract

Despite numerous studies examining active learning strategies in religious education, limited research explores contextual implementation of card sort methodology in Indonesian Islamic primary schools (madrasah), particularly regarding student motivation enhancement. This study investigates the implementation of card sort learning media in Aqidah Akhlak (Islamic Creed and Ethics) instruction at Madrasah Ibtidaiyah Negeri 7 Hulu Sungai Selatan, Indonesia. Employing qualitative descriptive methodology, data were collected through semi-structured interviews, classroom observations, and documentation analysis following Miles and Huberman's analytical framework. Findings reveal three critical implementation phases: (1) systematic planning utilizing the ASSURE model encompassing learner analysis, objective formulation, method selection, media utilization, learner participation, and evaluation; (2) execution involving preliminary, core, and closing activities designed to foster interactive and engaging learning environments; (3) comprehensive evaluation combining authentic assessment and written examinations. Results demonstrate significant improvements in student learning outcomes, evidenced by enhanced conceptual understanding (78% increase in comprehension scores) and practical application of moral values in daily contexts. This study contributes empirical evidence supporting active learning strategies in Islamic education, offering practical implications for curriculum designers and educators seeking to improve religious instruction quality in Southeast Asian educational contexts while advancing Sustainable Development Goal 4 (Quality Education).
Islamic Education and Generation Z Moral Development: Digital-Based Character Building in Indonesian Urban Schools Hasanah, Ushie Uswatun; Suleman, Muh. Asharif; Sayed, Sayed; Idayanti, Zulfi; Hilmi, Ahmad; Rachmat, Muh Zacky Fadhil
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.476

Abstract

Despite extensive research on moral education, limited studies examine how Islamic education responds to Generation Z’s moral crisis amid Indonesia’s rapid digital transformation. This study explores the role of Islamic education in fostering moral resilience among urban Generation Z facing digital globalization challenges. Using a qualitative descriptive case study, data were collected through in-depth interviews with 15 Islamic Religious Education teachers, 5 school principals, and 30 students from five urban Islamic schools implementing digital-integrated learning. Data were supported by 120 hours of participatory observation and document analysis over six months. Findings identify five major manifestations of moral crisis: declining social empathy, with 62% of students prioritizing virtual over real interactions; exposure to harmful digital content affecting 87% of students; digital hedonism influencing 77%; rising individualism, with 68% preferring individual tasks; and weakened spiritual awareness reflected in a 60% decline in voluntary religious participation. Islamic education shows strategic potential through digital media integration, project-based learning that achieved 85% student engagement, and teacher digital role modeling. However, challenges persist, including limited educator digital literacy (68% lacking adequate training), non-contextual pedagogy in 60% of observed classes, and weak family–school collaboration. This study proposes a transformative framework integrating Islamic values with digital pedagogy for Indonesian Generation Z, contributing to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) through culturally responsive moral education.
Post-Pandemic Language Development Delays in Indonesia Preschoolers: Digital Exposure Challenges and SDGs 4 Implementation Wahyuni, Imelda; Putri, Noni; Assingkily, Muhammad Shaleh; Utami, Henny Septia; Khoirunnisa, Khoirunnisa
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.535

Abstract

Despite extensive research on early childhood language development, significant gaps remain in understanding how pandemic-induced social isolation combined with excessive digital exposure affects language acquisition in developing countries. This study examines language development challenges among Indonesian children born 2020-2023 (post-COVID cohort) and implications for Sustainable Development Goal 4 achievement. Using descriptive qualitative methodology, we conducted semi-structured interviews with 24 early childhood educators and 36 parents across six Indonesian provinces, complemented by systematic classroom observations. Thematic analysis revealed three critical challenges: articulation delays affecting 73% of observed children, functional vocabulary deficits 40-50% below pre-pandemic norms, and severe communication confidence impairments. Pandemic-era social restrictions during critical language development periods, combined with unsupervised device usage exceeding four hours daily, emerged as primary determinants. However, intensive parental verbal engagement demonstrated significant protective effects. These findings challenge assumptions that digital tools adequately substitute human interaction in language learning contexts. This research contributes evidence-based frameworks for post-pandemic early childhood education policy, emphasizing oral interaction restoration as fundamental to SDG 4 implementation in Indonesia's digital transformation era.

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