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Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Published by Perkumpulan Dosen Tarbiyah Islam Indonesia
ISSN : -     EISSN : 29645557     DOI : https://doi.org/10.61166/community.v2i2.22
Core Subject : Health, Education, Social,
Education Public Health Social Sciences
FOCUS Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat (Journal of Research and Community Service) is a peer-reviewed journal published by Perkumpulan Dosen Tarbiyah Islam Indonesia (PDTII) and focuses on publishing articles resulting from research and community service carried out by students, lecturers, researchers and practitioners. SCOPE Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat (Journal of Research and Community Service) is specifically accepts scientific articles within the scope of qualitative and quantitative research results conducted by students, lecturers and researchers as well as articles reporting the results of community service and empowerment.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 54 Documents
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Al-Ghazālī’s Epistemic Architecture Of Knowledge In Ihya’ ‘Ulum Al-Din: A Triadic Philosophical Analysis Mohammad Rozi Indrafuddin; Basuki, Basuki
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026)
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.156

Abstract

This article analyzes the epistemological architecture of knowledge in Ihya’ ‘Ulum al-Din, a work by Imam Al-Ghazālī, through ontological, epistemological, and axiological approaches. This study aims to reveal how Al-Ghazālī constructs and organizes a structure of knowledge that integrates rational, spiritual, and ethical dimensions into a single, coherent epistemological framework. This research employs a qualitative research method based on a literature review, utilizing a philosophical and hermeneutic approach to the text of Ihya’ ‘Ulum al-Din, supported by an analysis of classical texts and international journal articles related to Al-Ghazālī’s thought and Islamic epistemology. The research findings indicate that Al-Ghazālī formulates the concept of knowledge as a reality that is not only related to the object of knowledge but also to the existential condition of the knowing subject. Ontologically, knowledge is understood as divine light that radiates into the human heart. Epistemologically, Al-Ghazālī acknowledges three primary pathways to acquiring knowledge: revelation, reason, and kashf or spiritual intuition. Meanwhile, axiologically, knowledge is directed toward fostering moral perfection and drawing humanity closer to God. Thus, the epistemological architecture of knowledge in Al-Ghazālī’s thought demonstrates the integration of the dimensions of sharia, rationality, and spirituality within a holistic system of knowledge. This finding demonstrates the relevance of Al-Ghazālī’s thought in formulating an integrative paradigm of knowledge capable of bridging the dichotomy between religious knowledge and rational knowledge in the context of contemporary scholarship.
Teacher Strategies in Overcoming Obstacles to Implementing Differentiated Learning at State Elementary School 206/IV, Jambi City Siti Zulaikha; Imran, Imran; Ika Panggih Wahyuningtyas
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026)
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.164

Abstract

This study aims to describe teachers’ strategies in overcoming the challenges of implementing differentiated instruction at SD Negeri 206/IV Jambi City. The research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers have implemented differentiated instruction through the adjustment of content, process, and product, as well as the use of diagnostic assessment. However, several challenges were identified, including differences in students’ abilities, limited instructional time, and difficulties in managing diverse student activities and understanding. To address these challenges, teachers applied strategies such as providing additional guidance, managing time effectively by prioritizing core learning activities, and organizing classroom activities through structured group work. This study contributes by providing a concrete description of how teachers’ strategies in addressing the challenges of differentiated instruction can be applied contextually in classroom practice, offering practical references for teachers in managing diverse learning needs and improving the effectiveness of instruction in primary education.
Utilizing Hand Puppet Media as a Strategy for Developing Moral Values in Early Childhood in the Digital Era Fitriani, Fitriani; Nur Fatimah; Debby Adelita Febrianti Purnamasari
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026)
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.165

Abstract

This study aims to describe the utilization of hand puppet media in developing moral values in early childhood at RA Sunan Giri using a qualitative descriptive approach. The research subjects consisted of teachers and 15 children from Group B, with data collection techniques including observation, interviews, and documentation. Data analysis was conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The results of the study indicate that the use of hand puppet media can increase children's engagement in learning, help them understand moral values such as honesty, responsibility, discipline, and empathy, and improve their social interaction. In addition, this media serves as an effective alternative learning strategy to reduce children's dependence on gadget use while supporting character building from an early age. The contribution of this research lies in providing empirical evidence regarding the effectiveness of hand puppets as an innovative learning strategy for developing moral values in early childhood, while offering practical recommendations for teachers to integrate engaging, interactive learning media that aligns with children's developmental needs  
Integration of Philosophy of Science, Educational Quality, and Educational Administration in a Modern Conceptual Perspective Ine Rahayu Purnamaningsih; Ahmad Syahroni; Yayah Asiah Nurpadilah
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026)
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.166

Abstract

This study examines the conceptual and philosophical foundations that shape the relationship between the philosophy of science, educational quality, and modern educational administration. Through library research and conceptual analysis, the study demonstrates that educational quality is not a neutral technical construct, but rather a product of the epistemological assumptions and axiological commitments underlying educational systems. Traditions of rationalism, empiricism, constructivism, and critical realism yield distinct understandings of legitimate knowledge and methods of assessing learning, while value orientations determine the moral goals upon which educational quality is measured. Further analysis demonstrates that educational administration functions as an operational mechanism that translates epistemic and value principles into policies, governance, accountability, and institutional practices. A comparison of the philosophy of science paradigm and the shifting administrative paradigm confirms that managerial innovations such as evidence-based policies, continuous quality improvement, and school-based management are rooted in specific philosophical assumptions. This study then offers an integrative conceptual model that positions educational quality as the result of a dynamic interaction between epistemology, axiology, and administrative praxis. The research findings provide theoretical contributions by clarifying the philosophical foundations of quality assurance and offering a framework for developing reflective, value-based, and epistemically coherent educational governance.

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