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Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global
Published by Yayasan Cendekia Gagayunan Indonesia
ISSN : -     EISSN : 30641373     DOI : https://doi.org/10.63142/educompassion.v1i3.103
Core Subject : Religion, Education,
Religion Education Other
EduCompassion: Jurnal Integrasi Pendidikan Islam dan Global merupakan jurnal ilmiah yang mempublikasikan artikel-artikel berkualitas di bidang pendidikan dan kajian multidisipliner. Terbit empat kali dalam setahun, jurnal ini berfokus pada pengembangan teori, praktik, dan penelitian yang terkait dengan inovasi pendidikan, baik dalam konteks lokal maupun global. Selain itu, jurnal ini mencakup beragam disiplin ilmu lain yang relevan, sehingga membuka ruang untuk kolaborasi lintas disiplin guna memperkaya wawasan pendidikan secara komprehensif. Educompassion mendorong kontribusi dari akademisi, praktisi, dan peneliti yang tertarik pada isu-isu pendidikan global dan pendekatan multidisipliner dalam pendidikan. Jurnal ini terbit 1 tahun 4 kali (Agustus, November, Februari & Mei).
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 1 (2026): Februari" : 5 Documents clear
Implementasi Pembiasaan Kurikulum Ismuba Terhadap Karakter Religius Siswa di SMA Muhammadiyah 1 Bandung Najiha Najwashihab Karsana; Imas Siti Hasanah; Adisty Zulfa Pratiwi; Akbar Abdullah; Barep Julianto Muhammad; Mukhlishah
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 1 (2026): Februari
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i1.408

Abstract

Religious character education faces increasingly complex challenges in the digital era and post-pandemic, particularly in maintaining the sustainability of religious practices in schools. Although religious programs are structured in the ISMUBA Curriculum in Muhammadiyah schools, few studies have examined how these practices are interpreted as lived spiritual experiences by students. This study used a qualitative approach with a hermeneutic phenomenological design involving 15 participants: 12 students, 2 ISMUBA and Islamic Religious Education (PAI) teachers, and 1 principal at SMA Muhammadiyah 1 Bandung. Data were collected through in-depth interviews, participant observation, and documentation studies, then analyzed using van Manen's interpretive model to identify essential themes of students' religious experiences. The results show that structured religious practices such as tadarus (recitation of the Koran), dhuha prayer, congregational prayer, religious lectures, and tahfidz (memorization of the Koran) gradually transform repetitive collective practices into intrinsic religious awareness. This process shapes what is conceptualized as habituated religiosity, namely the integration of spiritual discipline, collective experience, and reflective meaning-making. However, the sustainability of this process is influenced by digital culture and the continuity of religious practices within the family. This study recommends strengthening school-family collaboration and developing religious digital literacy to maintain the sustainability of students' religious character formation..
Peningkatan Hasil Belajar PAI Siswa Kelas X Melalui Implementasi Ekstrakurikuler Kepesantrenan di SMA 'Aisyiyah Boarding School Agam Gaeno, Rayhan Rizky; Salam, Mochamad Fadlani; Chadidjah, Sitti; Ibrohim, Iim; Mukhlishah, Mukhlishah
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 1 (2026): Februari
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i1.425

Abstract

Islamic Religious Education (PAI) plays a vital role in shaping students' character and knowledge. The limitation of PAI teaching hours in public schools is addressed by SMA ‘Aisyiyah Boarding School through kepesantrenan (Islamic boarding school-style) extracurricular activities, which include habitual worship and religious learning. This study aims to analyze the implementation of these activities, the PAI learning outcomes of Class X students, and their impact on improving learning outcomes. The research used a qualitative approach with a case study method, based on B.F. Skinner's behaviorism theory. Data were collected through observation, interviews (PAI teachers, extracurricular teachers, students, principal), and documentation studies (PAI scores). Data analysis followed the Miles and Huberman model, verified through triangulation. The findings show: First, the implementation uses a behavioristic approach through structured activities, rewards, and positive discipline, successfully forming religious habits; Second, students' PAI learning outcomes improved, covering cognitive material mastery, affective value internalization, and psychomotor worship independence; Third, kepesantrenan extracurricular activities are proven to enhance PAI learning outcomes by creating a holistic learning environment that facilitates the understanding of PAI material.
The Influence of the Kaliber TM Multimodal Program on Students’ Literacy at SDN 32 Ampenan Nabila, Siti Maulidiya; Aluna, Rizka; Sulistina, Ulya; Sumardi, Lalu; Kohl, Katrin
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 1 (2026): Februari
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i1.426

Abstract

This study aims to examine the effect of the Kaliber TM Multimodal Program (Kamis Aksi Literasi based on Multimodal Texts) on the literacy of Grade V students at SDN 32 Ampenan. The study uses a quantitative method with an ex post facto approach, involving 40 students as the sample through a saturated sampling technique. The research instruments consist of a literacy questionnaire and observation sheets developed based on upper-grade elementary literacy indicators from the Ministry of Education, Culture, Research, and Technology, which include reading, writing, listening, and literacy habits. The results show that students’ literacy reached an average score of 78.5 (high category), with reading = 80.2, writing = 76.8, listening = 77.4, and literacy habits = 79.6. The simple linear regression test produced the equation Y = 52.3 + 0.46X, and the determination coefficient R² = 0.42, indicating that the program contributes 42% to literacy improvement. The t-test results (t = 4.92, t-table = 2.02) show a significant influence between the implementation of the program and students’ literacy. Therefore, the Kaliber TM Multimodal Program is proven effective in improving literacy skills of students at SDN 32 Ampenan and is suitable to be used as a model for strengthening literacy in elementary schools in the 21st century.
The Impact of School Program Strategies on Student Character Development In The Era of Educational Transformation Hadi, Rusnan; Bin Ziyad, Muhammad Thoriq; Zain, A. Farmozi; Sumardi, Lalu; Setiadi, Dadi
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 1 (2026): Februari
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i1.442

Abstract

The rapid advancement of digital technologies has reshaped educational ecosystems and compelled schools to adopt learning paradigms that integrate character formation as a central dimension of 21st-century competency development. This study investigates the impact of school program strategies on students’ character development within the dynamic context of digital-era educational transformation. Employing a qualitative case study design, the research was conducted in several Indonesian secondary schools that have implemented digitally supported and collaborative character education initiatives. Data were collected through in-depth interviews, participatory observations, and the analysis of school policy documents, followed by triangulation to ensure methodological rigor. The findings reveal that school program strategies explicitly grounded in character values such as discipline, responsibility, empathy, and collaboration exert a significant influence on students’ behavioral patterns and socio-emotional dispositions. Technology integrated initiatives, including online learning platforms and digital extracurricular activities, enhance the internalization of character values by creating contextual and meaningful learning experiences. Nonetheless, challenges persist, particularly regarding inconsistencies in implementation and varying levels of engagement from teachers and other stakeholders. Overall, the study underscores the importance of strong alignment between school policies, instructional practices, and the broader learning environment to cultivate students who are adaptive, ethically minded, and socially responsible in the digital transformation era.
Integrasi Al-Tarbiyah Bil-Qudwah dalam Kerangka Prophetic Education QS.Al-Ahzab Ayat 21: Relevansi dan Tantanganya di Era Digital Ulum, M. Nuzulul; Musthofa, Tulus; Saputra, Amri; Hashim, Rosnani
Educompassion: Jurnal Integrasi Pendidikan Islam dan Global Vol. 3 No. 1 (2026): Februari
Publisher : Yayasan Cendekia Gagayunan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63142/educompassion.v3i1.461

Abstract

This study aims to analyze the integration of al-Tarbiyah bil-Qudwah within the framework of Prophetic Education based on Qur'an Surah Al-Ahzab verse 21, focusing on its relevance and challenges in the digital era. Although research on role modeling and prophetic education has progressed, studies that systematically integrate both within the context of digital transformation remain limited, leaving a conceptual gap in developing adaptive Islamic education models. This research employs a qualitative library-based approach by examining classical and contemporary literature to construct the theoretical relationship between role modeling, prophetic values humanization, liberation, and transcendence and modern educational practices. The findings indicate that role modeling remains an effective strategy for instilling moral and spiritual values; however, it requires contextual adaptation through the consistency of educators’ behavior in both physical and digital spaces, the strengthening of institutional cultures grounded in uswah hasanah, and the development of digital ethics evaluation indicators. The theoretical contribution of this study lies in formulating an integrative conceptual framework that bridges normative foundations with contemporary pedagogical needs, thereby expanding the discourse on Prophetic Education toward a more contextual and operational direction. Therefore, this study recommends empirical testing of the proposed framework as well as the development of a measurable and replicable digital qudwah implementation model across various educational levels.

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