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SISTEM PENDUKUNG KEPUTUSAN PENENTUAN KELULUSAN TERBAIK SISWA MENGGUNAKAN METODE SIMPLE ADDITIVE WEIGHTING Hermanto, Hermanto; Tanwirul Fikri , Muhammad; Hafidz Yusuf, Muhammad; hendi, Ade
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8846

ABSTRAK Perkembangan teknologi informasi telah mendorong kebutuhan akan sistem pengelolaan dan pengambilan keputusan yang lebih objektif dan terstruktur di bidang pendidikan, termasuk dalam proses penentuan kelulusan dan peserta didik terbaik. Namun, pada praktiknya masih banyak satuan pendidikan dasar yang melakukan penilaian secara manual sehingga berpotensi menimbulkan subjektivitas dan ketidakakuratan keputusan. Penelitian ini bertujuan untuk mengembangkan dan mengimplementasikan sistem pendukung keputusan penentuan kelulusan dan peserta didik terbaik berbasis metode Simple Additive Weighting (SAW) di MI Hayatul Wathon. Metode penelitian yang digunakan adalah model pengembangan sistem waterfall yang meliputi tahap studi literatur, pengumpulan data, analisis kebutuhan, perancangan sistem, dan implementasi sistem berbasis web. Metode SAW diterapkan untuk mengolah berbagai kriteria penilaian, seperti aspek akademik, kedisiplinan, dan prestasi, melalui proses pembobotan dan perangkingan guna menghasilkan nilai preferensi akhir peserta didik. Hasil penelitian menunjukkan bahwa sistem yang dikembangkan mampu menghasilkan perangkingan peserta didik secara objektif dan proporsional serta menetapkan status kelulusan dan predikat secara transparan. Sistem juga memudahkan pihak madrasah dalam memahami hasil penilaian melalui penyajian data yang terstruktur dalam bentuk tabel dan narasi. Dengan demikian, dapat disimpulkan bahwa penerapan metode SAW dalam sistem pendukung keputusan efektif dalam meningkatkan objektivitas, akurasi, dan transparansi proses penentuan kelulusan dan peserta didik terbaik di tingkat Madrasah Ibtidaiyah, serta berpotensi menjadi solusi praktis dalam mendukung pengambilan keputusan berbasis teknologi informasi di lingkungan pendidikan dasar. ABSTRACT The rapid development of information technology has increased the need for more objective and structured decision-making systems in the education sector, particularly in determining graduation status and identifying the best-performing students. However, in practice, many primary educational institutions still rely on manual assessment processes, which may lead to subjectivity and less accurate decisions. This study aims to develop and implement a decision support system for determining graduation and selecting the best students using the Simple Additive Weighting (SAW) method at MI Hayatul Wathon. The research employed a waterfall system development model, consisting of literature review, data collection, requirements analysis, system design, and web-based system implementation. The SAW method was applied to process multiple assessment criteria, including academic performance, discipline, and achievement, through weighting and ranking mechanisms to generate final preference scores for each student. The results indicate that the developed system is able to produce objective and proportional student rankings and to determine graduation status and student predicates transparently. The system also facilitates decision-makers at the madrasah by presenting structured assessment results in the form of tables accompanied by descriptive explanations. In conclusion, the implementation of the SAW-based decision support system effectively enhances the objectivity, accuracy, and transparency of the graduation determination and best student selection process at the Madrasah Ibtidaiyah level, and it has the potential to serve as a practical solution for supporting information technology–based decision making in primary education.

PERSEPSI GENERASI Z TERHADAP NILA-NILAI MODERASI BERAGAMA DARI DAKWAH MEDIA SOSIAL TIKTOK Rosfiani, Okta; Aulia, Vina; Fadhillah, Muhammad Rizky; A'zizah, Hikmatussalmah Nur; Maulana, Rijal; Islami, Muhammad Ridwan Al; Zamany, Alfia Zahra
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8861

ABSTRACT The social media platform TikTok has become a significant medium for Islamic preaching (dakwah), particularly among Generation Z. This quantitative study aims to analyze Generation Z's perceptions of religious moderation values conveyed through dakwah content on TikTok. Religious moderation in this study is understood as an attitude emphasizing balance, tolerance, non-violence, and harmony in religious life. The research uses a descriptive quantitative approach with a survey method. Data was collected through an online questionnaire distributed to 100 Generation Z respondents (born 1997-2012) who actively use TikTok and have been exposed to dakwah content on the platform. The results show that, in general, Generation Z's perceptions of the religious moderation values conveyed through TikTok dakwah tend to be positive. Most respondents view that the dakwah content they encounter emphasizes values of compassion, interfaith tolerance, and the rejection of radicalism. However, the findings also reveal variations in perception. On one hand, dakwah content presented creatively and in an accessible manner is considered effective in conveying messages of moderation. On the other hand, some respondents expressed skepticism regarding the depth of the material and concerns about the potential for oversimplified delivery or even the existence of dakwah content with exclusive nuances. The implication of this research is the importance for digital religious communicators to pay more attention to source credibility, depth of substance, and communication strategies that are creative yet comprehensive in spreading religious moderation values, so that the messages conveyed are not only viral but also foster a complete and balanced understanding for Generation Z. ABSTRAK Media sosial TikTok telah menjadi platform dakwah yang signifikan, terutama di kalangan Generasi Z. Penelitian kuantitatif ini bertujuan untuk menganalisis persepsi Generasi Z terhadap nilai-nilai moderasi beragama yang disampaikan melalui konten dakwah di TikTok. Moderasi beragama dalam studi ini dipahami sebagai sikap yang menekankan keseimbangan, toleransi, anti-kekerasan, dan keselarasan dalam kehidupan beragama. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan metode survei. Data dikumpulkan melalui kuesioner online yang disebarkan kepada 100 responden Generasi Z (kelahiran 1997-2012) yang aktif menggunakan TikTok dan pernah terpapar konten dakwah di platform tersebut. Hasil penelitian menunjukkan bahwa secara umum, persepsi Generasi Z terhadap nilai moderasi beragama dari dakwah TikTok cenderung positif. Sebagian besar responden memandang bahwa konten dakwah yang mereka temui lebih banyak menekankan pada nilai-nilai kerahmatan, toleransi antarumat beragama, dan penolakan terhadap radikalisme. Namun, temuan juga mengungkap adanya variasi persepsi. Di satu sisi, konten dakwah yang disajikan secara kreatif dan ringan dinilai efektif dalam menyampaikan pesan moderasi. Di sisi lain, sebagian responden menyatakan skeptisisme terhadap kedalaman materi dan kekhawatiran terhadap potensi penyampaian yang terlalu simplistik atau bahkan adanya konten dakwah yang justru bernuansa eksklusif. Implikasi dari penelitian ini adalah pentingnya para pendakwah digital untuk lebih memperhatikan kredibilitas sumber, kedalaman substansi, dan strategi komunikasi yang kreatif namun tetap menyeluruh dalam menyebarkan nilai-nilai moderasi beragama.

AL AZHAR SEBAGAI PUSAT PENDIDIKAN FATIMIYAH: ASPEK INSTITUSIONAL, KURIKULUM DAN WARISAN PENDIDIKAN ISLAM DI MESIR (970–1171?M) Fitriyan, Yassir Hafidh; Jinan, Mutohharun
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8954

This study analyzes Al-Azhar during the Fatimid Dynasty (970–1171 CE) as a center of Islamic education that played a significant role in the development of science, theology, and politics. Using a library research method with a descriptive-historical approach, this study examines Al-Azhar's institutional structure, curriculum, and Islamic educational legacy. The results show that Al-Azhar was initially established as a state mosque and served as a means of disseminating Shia Ismaili ideology as well as an educational center that integrated religious knowledge with rational sciences such as logic, philosophy, and astronomy. Support from the Fatimid Caliphate and the waqf (endowment) system were key factors in sustaining the institution's survival. After the fall of the Fatimids, Al-Azhar transformed into an inclusive Sunni educational institution while maintaining its intellectual heritage. This study confirms that Al-Azhar's educational model during the Fatimid era contributed significantly to the emergence of the madrasah system and modern Islamic education, while also providing important lessons on the integration of religious knowledge and science, waqf-based funding, and collaboration between the state and educational institutions. ABSTRAK Penelitian ini menganalisis Al-Azhar pada masa Dinasti Fatimiyah (970–1171 M) sebagai pusat pendidikan Islam yang berperan penting dalam pengembangan ilmu pengetahuan, teologi, dan politik. Menggunakan metode penelitian pustaka dengan pendekatan deskriptif-historis, studi ini mengkaji struktur kelembagaan, kurikulum, serta warisan pendidikan Islam Al-Azhar. Hasil penelitian menunjukkan bahwa Al-Azhar awalnya didirikan sebagai masjid jum‘ah negara dan berfungsi sebagai sarana penyebaran ideologi Syiah Ismailiyah serta pusat pendidikan yang mengintegrasikan ilmu agama dengan sains rasional seperti logika, filsafat, dan astronomi. Dukungan kekhalifahan Fatimiyah dan sistem wakaf (waqf) menjadi faktor utama dalam menopang keberlangsungan lembaga ini. Setelah kejatuhan Fatimiyah, Al-Azhar bertransformasi menjadi lembaga pendidikan Sunni yang inklusif dan tetap mempertahankan warisan intelektualnya. Studi ini menegaskan bahwa model pendidikan Al-Azhar pada masa Fatimiyah berkontribusi besar terhadap lahirnya sistem madrasah dan pendidikan Islam modern, sekaligus memberikan pelajaran penting tentang integrasi ilmu agama dan sains, pendanaan berbasis wakaf, serta kolaborasi antara negara dan lembaga pendidikan.

FAKTOR DETERMINAN PENDIDIKAN ISLAM DALAM KAJIAN FILSAFAT Apriyani, Nur; Mahyuddin, Mahyuddin
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.8955

Education is a system consisting of various interconnected components, such as educational goals, educators, students, the educational environment, and educational tools. The success or failure of education depends not only on schooling but also on the synergy between these factors. This research is a qualitative study using literature review methods to identify the determinants influencing Islamic education, particularly in curriculum development and the formation of students' moral foundations. Each educational system is influenced by a philosophy underlying its educational vision and mission, encompassing views on humans, knowledge, and the ultimate goal of education. This philosophy influences curriculum development oriented toward achieving national educational goals, as well as the development of intellectual, moral, social, and work skills competencies. Furthermore, external factors such as family, environment, media, religion, and educational policy also play a significant role in the formation of students' moral foundations. This research provides insight into the importance of integrating various factors in achieving holistic educational goals. ABSTRAK Pendidikan merupakan sistem yang terdiri dari berbagai komponen yang saling berhubungan, seperti tujuan pendidikan, pendidik, peserta didik, lingkungan pendidikan, dan alat pendidikan. Keberhasilan dan kegagalan pendidikan tidak hanya bergantung pada persekolahan, melainkan pada sinergi antara faktor-faktor tersebut. Penelitian ini merupakan kajian kualitatif yang menggunakan metode studi kepustakaan untuk mengidentifikasi faktor-faktor determinan yang mempengaruhi pendidikan Islam, khususnya dalam pengembangan kurikulum dan pembentukan landasan moral peserta didik. Setiap sistem pendidikan dipengaruhi oleh filosofi yang mendasari visi dan misi pendidikannya, yang mencakup pandangan tentang manusia, pengetahuan, dan tujuan akhir pendidikan. Filosofi ini memengaruhi pengembangan kurikulum yang berorientasi pada pencapaian tujuan pendidikan nasional, serta pembentukan kompetensi intelektual, moral, sosial, dan keterampilan kerja. Selain itu, faktor eksternal seperti keluarga, lingkungan, media, agama, dan kebijakan pendidikan juga memainkan peran penting dalam pembentukan landasan moral peserta didik. Penelitian ini memberikan wawasan tentang pentingnya integrasi berbagai faktor dalam mencapai tujuan pendidikan yang holistik.

MAKNA SIMBOL TOKOH UTAMA DALAM NOVEL BIOLA TAK BERDAWAI KARYA SEKAR AYU ASMARA Sahara, La; Mas'ulah, Mas'ulah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9013

ABSTRACT The novel Biola Tak Berdawai by Sekar Ayu Asmara raises humanitarian issues related to child abandonment and the dehumanization of persons with disabilities through the symbolization of the main character. This study aims to analyze the symbolic meanings attached to the character Dewa and to interpret the author’s message through a semiotic approach. The research uses a qualitative method with Charles Sanders Peirce’s semiotic analysis (icon, index, and symbol) of the novel text through the stages of identification, classification, and interpretation of denotative and connotative meanings. The results show that the character Dewa is constructed through five main symbols, namely Sukasrana, the metamorphosis of caterpillar–chrysalis–butterfly, the shell, the doll, and the violin without strings as the central symbol. The dominance of the symbolic category of signs indicates the strong use of cultural conventions and metaphors in the construction of meaning. These symbols reveal social criticism of the marginalization of persons with disabilities while conveying humanistic-spiritual messages about the value of life, the potential for transformation, and the recognition of human dignity. The conclusion of the study confirms that the symbolization of the main character becomes an effective medium for linking fictional reality with actual social issues and for reflecting on the meaning of life within limitations. ABSTRAK Novel Biola Tak Berdawai karya Sekar Ayu Asmara mengangkat persoalan kemanusiaan yang berkaitan dengan pembuangan anak dan dehumanisasi penyandang disabilitas melalui simbolisasi tokoh utama. Penelitian ini bertujuan untuk menganalisis makna simbolik yang melekat pada tokoh Dewa serta menafsirkan pesan pengarang melalui pendekatan semiotik. Penelitian menggunakan metode kualitatif dengan analisis semiotik Charles Sanders Peirce (ikon, indeks, dan simbol) terhadap teks novel melalui tahapan identifikasi, klasifikasi, dan interpretasi makna denotatif serta konotatif. Hasil penelitian menunjukkan bahwa tokoh Dewa dibangun melalui lima simbol utama, yaitu Sukasrana, metamorfosis ulat–kepompong–kupu, kerang, boneka, dan biola tanpa dawai sebagai simbol sentral. Dominasi kategori tanda simbol menunjukkan kuatnya penggunaan konvensi budaya dan metafora dalam konstruksi makna. Simbol-simbol tersebut mengungkap kritik sosial terhadap marginalisasi penyandang disabilitas sekaligus menyampaikan pesan humanistik-spiritual tentang nilai hidup, potensi transformasi, dan pengakuan atas martabat manusia. Simpulan penelitian menegaskan bahwa simbolisasi tokoh utama menjadi medium efektif untuk mengaitkan realitas fiksi dengan isu sosial aktual serta merefleksikan makna hidup dalam keterbatasan.

HUBUNGAN ACADEMIC SELF-EFFICACY DENGAN ACADEMIC HOPELESSNESS PADA MAHASISWA SEMESTER AKHIR Frans, Nathanael Darrel; Idulfilastri, Rita Markus
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9046

ABSTRACT Final-year students face a crucial phase fraught with academic pressure, which risks triggering Academic Hopelessness, a loss of hope regarding academic success. This study aims to examine the relationship between Academic Self-efficacy and Academic Hopelessness among final-year students. Using a non-experimental quantitative approach with convenience sampling, this study involved 219 active 7th and 8th-semester students in the Jabodetabek area. Data were collected using the Academic Hopelessness Inventory (AHI) and The Academic Self-efficacy Scale (TASES). Data analysis was performed using binary logistic regression and Spearman's rho correlation. The results showed a significant negative relationship between Academic Self-efficacy and Academic Hopelessness (p < 0.05). These findings indicate that the higher the students' self-confidence in their academic abilities, the lower their tendency to experience hopelessness. The research implications highlight the importance of strengthening self-efficacy as a protective factor for the mental health of final-year students. This finding is expected to serve as a reference for the development of preventive academic counseling services and psychological interventions in modern Indonesian higher education institutions. ABSTRAK Mahasiswa semester akhir menghadapi fase krusial yang sarat tekanan akademik, yang berisiko memicu Academic Hopelessness atau hilangnya harapan terhadap kesuksesan studi. Penelitian ini bertujuan untuk menguji hubungan antara Academic Self-efficacy dengan Academic Hopelessness pada mahasiswa semester akhir. Menggunakan pendekatan kuantitatif non-eksperimental dengan teknik convenience sampling, penelitian ini melibatkan 219 mahasiswa aktif semester 7 dan 8 di wilayah Jabodetabek. Pengumpulan data menggunakan Academic Hopelessness Inventory (AHI) dan The Academic Self-efficacy Scale (TASES). Analisis data dilakukan menggunakan uji regresi logistik biner dan korelasi Spearman’s rho. Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara Academic Self-efficacy dan Academic Hopelessness (p < 0.05). Temuan ini mengindikasikan bahwa semakin tinggi keyakinan diri mahasiswa terhadap kemampuan akademiknya, semakin rendah kecenderungan mereka mengalami keputusasaan. Implikasi penelitian menyoroti pentingnya penguatan efikasi diri sebagai faktor protektif kesehatan mental mahasiswa tingkat akhir. Hasil ini diharapkan menjadi rujukan pengembangan layanan konseling akademik preventif dan intervensi psikologis di perguruan tinggi Indonesia saat ini modern.

ANALISIS KESIAPAN GURU DALAM MENGIMPLEMENTASIKAN PEMBELAJARAN MENDALAM TERINTEGRASI STEAM Ernilawati, Ernilawati; Wardhani, Sri; Genisa, Marlina Ummas; Astriani, Meli
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9172

ABSTRACT Deep learning integrated with the STEAM approach is a learning paradigm that emphasizes conceptual understanding, critical thinking skills, creativity, and the application of knowledge in real-life contexts. The successful implementation of this approach is highly dependent on teacher readiness, including conceptual understanding, pedagogical competence, and the availability of supporting facilities. This study aims to analyze the readiness of teachers at SMPN 2 Babat Supat in implementing deep learning integrated with STEAM and to identify the supporting and inhibiting factors in its implementation. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews, classroom observations, and documentation involving subject teachers and the school principal. Data analysis was conducted through data reduction, data display, and conclusion drawing, supported by source triangulation. The findings indicate that teachers generally possess a basic understanding of deep learning and the STEAM approach and demonstrate pedagogical readiness in designing student-centered learning activities that encourage active participation. Teachers have also utilized various learning media, including digital platforms, to support the learning process. However, the implementation of deep learning integrated with STEAM has not been fully optimal due to several constraints, particularly limited and unstable internet connectivity, insufficient continuous professional training, and limited supporting facilities. These findings highlight the need for policy support, improvement of infrastructure, and sustainable professional development programs to strengthen teacher readiness and ensure the effective implementation of deep learning integrated with STEAM. ABSTRAK Pembelajaran mendalam terintegrasi STEAM merupakan pendekatan pembelajaran yang menekankan pemahaman konseptual, keterampilan berpikir kritis, kreativitas, serta keterkaitan pembelajaran dengan konteks kehidupan nyata. Keberhasilan implementasi pendekatan ini sangat bergantung pada kesiapan guru, baik dari aspek pemahaman konseptual, kompetensi pedagogik, maupun dukungan sarana pembelajaran. Penelitian ini bertujuan untuk menganalisis kesiapan guru SMPN 2 Babat Supat dalam mengimplementasikan pembelajaran mendalam terintegrasi STEAM serta mengidentifikasi faktor pendukung dan penghambat pelaksanaannya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara mendalam, observasi pembelajaran, dan dokumentasi. Subjek penelitian terdiri atas guru mata pelajaran dan kepala sekolah. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, serta diperkuat dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa guru pada umumnya telah memahami konsep dasar pembelajaran mendalam dan STEAM serta menunjukkan kesiapan pedagogik dalam merancang pembelajaran yang mendorong keterlibatan aktif siswa. Guru juga memanfaatkan berbagai media pembelajaran, termasuk media digital, untuk mendukung proses pembelajaran. Namun demikian, implementasi pembelajaran mendalam terintegrasi STEAM belum berjalan optimal karena masih dihadapkan pada kendala, terutama keterbatasan akses dan kestabilan sinyal internet, minimnya pelatihan berkelanjutan, serta keterbatasan fasilitas pendukung. Temuan ini menunjukkan perlunya dukungan kebijakan, peningkatan sarana prasarana, dan program pengembangan profesional guru yang berkelanjutan guna mendukung implementasi pembelajaran mendalam terintegrasi STEAM secara efektif.

IMPLEMENTASI PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK SIKAP TOLERANSI BERAGAMA SISWA Tarisya, Ayu; Nurcahyanti, Ayu; Maghfiroh, Rohimatul; Siregar, Tri Mayang Sari; Syahputri, Wawalia; Rambe, Mirza Syadat
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9205

Current educational transformations require schools to focus not only on academic achievement but also on developing students' character, including religious tolerance. Islamic Religious Education (PAI) plays a strategic role in fostering tolerance through the internalization of Islamic values, which emphasize respect for differences, moderation, and respect for followers of other religions. This study aims to describe the implementation of Islamic Religious Education in fostering religious tolerance in students within the school environment. The research method used is a literature review, reviewing various sources such as books, national journals, and related educational regulations. The results of the study indicate that the implementation of PAI in fostering tolerance can be achieved through strengthening teaching materials, fostering attitudes in schools, exemplary teacher behavior, and integrating the values of religious moderation into intracurricular and extracurricular activities. Islamic Religious Education has been shown to contribute significantly to instilling the values of openness, respect for differences in beliefs, and mutual respect among students. ABSTRAK Transformasi pendidikan saat ini menuntut sekolah tidak hanya berfokus pada pencapaian akademik, tetapi juga pada pengembangan karakter peserta didik, termasuk sikap toleransi beragama. Pendidikan Agama Islam (PAI) memiliki peran strategis dalam membentuk sikap toleransi melalui internalisasi nilai-nilai ajaran Islam yang menekankan penghargaan terhadap perbedaan, sikap moderat, dan penghormatan terhadap pemeluk agama lain. Penelitian ini bertujuan untuk mendeskripsikan implementasi Pendidikan Agama Islam dalam membentuk sikap toleransi beragama siswa di lingkungan sekolah. Metode penelitian yang digunakan adalah studi kepustakaan dengan menelaah berbagai sumber literatur seperti buku, jurnal nasional, dan regulasi pendidikan terkait. Hasil kajian menunjukkan bahwa implementasi PAI dalam membentuk toleransi dapat dilakukan melalui penguatan materi ajar, pembiasaan sikap di sekolah, keteladanan guru, serta integrasi nilai-nilai moderasi beragama dalam kegiatan intrakurikuler dan ekstrakurikuler. Pendidikan Agama Islam terbukti berkontribusi signifikan dalam menanamkan nilai-nilai keterbukaan, penghargaan terhadap perbedaan keyakinan, dan sikap saling menghormati antar siswa.

TRANSFORMASI PROSES PEMBELAJARAN MENUJU KURIKULUM MERDEKA KELAS III SEKOLAH DASAR Hidayah, Refiana; Susanti, Desi; Sumardjoko, Bambang; Narimo, Sabar
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9207

This study aims to describe the transformation of the learning process during the implementation of the Independent Curriculum in third-grade students at Cipta Muda Public Elementary School, Buay Madang District, East OKU Regency. The focus of the study includes changes in learning approaches, the roles of teachers and students, and the obstacles and strategies implemented during the curriculum adaptation process. The study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results indicate that teachers have begun implementing project-based learning and differentiated learning based on student characteristics. The teacher's role has shifted from instructor to learning facilitator, while students become more active and independent. However, the implementation of the Independent Curriculum still faces obstacles, particularly in teacher readiness to develop independent learning modules and limited supporting facilities. This study concludes that the learning transformation towards the Independent Curriculum has progressed progressively, but requires ongoing mentoring, teacher training, and institutional support for optimal implementation. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan transformasi proses pembelajaran dalam implementasi Kurikulum Merdeka di kelas III SD Negeri Cipta Muda, Kecamatan Buay Madang, Kabupaten OKU Timur. Fokus penelitian meliputi perubahan pendekatan pembelajaran, peran guru dan peserta didik, serta kendala dan strategi yang diterapkan selama proses adaptasi kurikulum. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru mulai menerapkan pembelajaran berbasis proyek dan pembelajaran berdiferensiasi sesuai karakteristik peserta didik. Peran guru bergeser dari pengajar menjadi fasilitator pembelajaran, sementara peserta didik lebih aktif dan mandiri. Namun demikian, implementasi Kurikulum Merdeka masih menghadapi kendala, terutama pada kesiapan guru dalam menyusun modul ajar mandiri serta keterbatasan sarana pendukung. Penelitian ini menyimpulkan bahwa transformasi pembelajaran menuju Kurikulum Merdeka telah berjalan secara progresif, tetapi memerlukan pendampingan berkelanjutan, pelatihan guru, serta dukungan institusional agar implementasinya optimal.

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Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yogi Setiawan

Contact Email jurnal.P4I@gmail.com

Phone +62851733700892

Journal Mail Official jurnal.P4I@gmail.com

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

Location Unknown, Unknown INDONESIA

Abstract

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Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

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

Location
Unknown,

Unknown

INDONESIA