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MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN
Published by Institut Agama Islam Negeri Palangka Raya
ISSN : 27767728     EISSN : 27756858     DOI : https://doi.org/10.23971/muallimun
Core Subject : Education,
Education
Jurnal Kajian Pendidikan dan Keguruan is a scientific journal of Islamic education managed and published by Tarbiyah Department, Faculty of Tarbiyah and Teacher Training, IAIN Palangka Raya. This journal publishes research articles about Islamic education and education in general. It covers articles in the fields of Islamic Education, Islamic Education Management, Madrasah Ibtidaiyah Teacher Education, Early Childhood Islamic Education, Education and Teacher Training, Outside School Education, Curriculum Development, Science Education, Social Studies Education, Basic Education, Educational Management, Counseling Guidance, Learning Evaluation, Learning Strategies, Learning Models and Methods, Educational Psychology, and Learning Media.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 72 Documents
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Interfaith Learning Innovations: Strategies Used by PAI-PAK Teachers to Foster Religious Moderation Among Students at SMAN 01 Pecangaan Nasfi, Naila Tazkiyatan; Saefudin, Ahmad
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): Vol. 6 No. 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11325

Abstract

The growing exposure of students to radical and intolerant ideologies presents a challenge for fostering social cohesion in pluralistic societies such as Indonesia. This study examines how Islamic Religious Education (PAI) and Christian Religious Education (PAK) teachers collaborate to implement pedagogical strategies that strengthen students' religious moderation in a diverse school context. Using a qualitative case study design, data were collected through interviews, observations, and document analysis involving school leaders, teachers, and students at a public senior high school in Jepara. The data were analyzed using thematic analysis. The findings show that religious moderation emerges from the interaction of four key elements: institutional policies and leadership support, interfaith teacher collaboration, interactive learning strategies, and students' daily social interactions. These elements form a Collaborative Moderation Model, in which moderation is internalized as a systemic and relational process rather than a single instructional outcome. This study contributes an integrated framework for promoting religious moderation and provides practical implications for developing inclusive educational practices in pluralistic settings.
IMPLEMENTING DISASTER SAFE EDUCATION THROUGH BEST DISASTER MITIGATION Farhana, Elda; Musrikah, Musrikah
Muallimun : Jurnal Kajian Pendidikan dan Keguruan Vol 6 No 1 (2026): Vol. 6 No. 1 (2026): MUALLIMUN
Publisher : Institut Agama Islam Negeri Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/muallimun.v6i1.11330

Abstract

Indonesia is highly vulnerable to natural disasters due to its location along the Pacific Ring of Fire. This condition necessitates integrating disaster risk reduction into educational systems, particularly in early childhood education. However, empirical studies on the implementation of disaster-safe education at this level remain limited. This study aims to analyze the implementation of disaster-safe education and identify its strengths and challenges at Aisyiyah Bustanul Athfal (ABA) Penjor Early Childhood Education Center in Tulungagung, East Java, Indonesia. This study employed a qualitative exploratory approach, collecting data through observations, interviews, and documentation with teachers and members of the Disaster-Safe Education Unit. The researchers analyzed the data using an interactive model involving data reduction, data display, and conclusion drawing, supported by triangulation to ensure validity. The findings indicate that educators implement disaster-safe education through experiential learning activities, including self-rescue simulations, hazard identification, first-aid training, and traditional early warning systems rooted in local wisdom. These practices significantly enhance children's awareness, preparedness, and responsiveness to disaster risks. Nevertheless, challenges such as limited infrastructure and resources persist. This study contributes to the growing body of knowledge on disaster education by providing empirical evidence of effective disaster mitigation practices in early childhood settings. The findings highlight the importance of integrating disaster-safe education into early childhood curricula to foster resilient and disaster-prepared generations.

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