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Sipakatau: Jurnal Pendidikan dan Kebudayaan
Published by STAI Al-Gazali Bone
ISSN : -     EISSN : 30637430     DOI : -
Core Subject : Education, Social,
Social Sciences Other
Sipakatau: Jurnal Pendidikan dan Kebudayaan Published by the Tarbiyah Department of Al-Gazali Bone Islamic Religious College. This journal was first published in July 2024. Published online with E-ISSN: xxxx-xxxx. This journal is published four times a year, namely in January, April, July, October. This journal contains articles about the results of research and studies related to education and cultural policies and issues. Sipakatau: The Journal of Education and Culture invites researchers, lecturers, teachers, students, and the general public to submit manuscripts to us in accordance with the Writing Guidelines.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 48 Documents
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Integrasi Nilai-Nilai Multikultural dalam Pendidikan Islam pada Program Kesetaraan: Evaluasi Implementasi Pembelajaran Konvensional Herman Tadjuddin Mapatarani
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 1 (2026): Edisi Januari 2026
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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Abstract

This article examines the integration of multicultural values in Islamic education within the Equality Program Package A, Package B, and Package C in Bombana Regency, Southeast Sulawesi. The study aims to identify the values being integrated, to examine the strategies employed by tutors and institutions at the stages of planning, implementation, and evaluation, and to analyze the supporting and inhibiting factors. The approach used is descriptive qualitative with a case study design. Data were collected through in-depth interviews, learning observations, and document review, then analyzed thematically through data reduction, data display, and conclusion drawing. The findings show that the values of tolerance, justice, equality, dialogical etiquette, empathy, and anti-violence attitudes are present primarily through tutors’ role modelling, inclusive language, heterogeneous group discussions, case studies, role-playing simulations, problem-based learning, and social activities. Implementation differs by level, namely story-based habituation in Package A, deliberation and group work in Package B, and issue analysis, guided debates, digital literacy, and community projects in Package C. Attitude evaluation generally uses observation, reflection, and portfolios, but the documentation remains weak. This article offers an integration model based on diversity mapping, Bombana-contextual materials, participatory dialogical methods, and reflective evaluation to strengthen social cohesion in the equality education pathway.
Evaluasi Sistem Pendidikan Tentang Penerapan Deep Learning Di SMA Al-Anshar Tanjung Selor Hasmawati; Aminullah; Wardana
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 1 (2026): Edisi Januari 2026
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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This study aims to evaluate the education system related to the independent curriculum with the application of a deep learning approach at Al-Anshar Tanjung Selor High School, Bulungan Regency, by examining the suitability between the goals of national education and its implementation. Data collection is carried out through the literature research method. The research focuses on the evaluation of the education system by examining various literature such as books, notes, and previous research reports where the implications of the independent curriculum policy with a deep learning approach are the main source of information in this research is the policy of the deep learning approach in learning published by the Ministry of Primary and Secondary Education. and other relevant sources to dig up information related to the deep learning approach model. The results of the study show that deep learning has not been fully applied in the upper secondary education unit, but there are efforts and efforts because the deep learning approach in learning has a very important role in ensuring the success and smoothness of every learning. This is done by teachers as educators. To identify students who are able to receive the material taught through the deep learning approach, teachers must be able to design so that students are no longer saturated, bored, ignorant and not enthusiastic but more aware, meaningful and encouraging. This research shows a very close relationship in the current curriculum.
Konsep Pendidikan Transformatif dalam Pengkajian Islam Berbasis Dekonstruksi Syariah ‘Abdullah Ahmed An-Naiem Abd. Latif; Rahmatun Nair; Muhammad Rusydi
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 1 (2026): Edisi Januari 2026
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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This research article focuses on examining the concept of transformative education in the study of Islam based on sharia deconstruction 'Abdullah Ahmed an-Naiem. Through literature research conducted by examining various relevant literature, it was found that Islamic studies based on the deconstruction of sharia 'Abdullah Ahmed an-Naiem are loaded with transformative educational concepts that can be used as a paradigmatic framework in the future. By positioning sharia as an educational object that continues to move in response to very dynamic human life, the deconstruction of sharia 'Abdullah Ahmed an-Naiem can be a model for transformative educational development so that sharia becomes a forum for developing human potential in transformative thinking.
Epistemologi Islamisasi Ilmu Pengetahuan dalam Pemikiran Ismail Raji Al-Faruqi Muhammad Qasim; Muhammad Rusydi; Hasbi Siddik
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 2 No. 4 (2025): Edisi Oktober 2025
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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This research article focuses on examining the concept of the epistemology of the Islamization of knowledge in the thought of Ismail Raji al-Faruqi. Through a library-based study that analyzes various relevant scholarly sources, it is found that al-Faruqi’s epistemology of the Islamization of knowledge is oriented toward tawhid as the epistemological principle underlying the entire process of the production, validation, and application of knowledge; rejects the dichotomy between secular and religious knowledge by eliminating the notion of value-free science through the integration of Islamic values into every epistemic step; emphasizes the integration of revelation and reason by positioning both as mutually complementary sources, structures, methods, and standards of epistemic validity; and views knowledge as an instrument for realizing human well-being and public good.
Rekonstruksi Manajemen Berbasis Sekolah di Era Transformasi Digital: Integrasi Kepemimpinan Adaptif dan Teknologi Pendidikan Fajri Dwiyama
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 1 (2026): Edisi Januari 2026
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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Abstract

Digital transformation has brought about fundamental changes in educational governance, which require schools to adapt to more responsive, collaborative, and data-driven management models. School-Based Management (SBM) as a decentralized approach to education management is still relevant, but its implementation faces challenges when faced with the complexity of rapid and dynamic digital change. This article aims to examine the reconstruction of MBS in the era of digital transformation through the integration of adaptive leadership and educational technology as a unit of school governance strategies. This study uses a qualitative approach with a systematic literature study method on scientific publications, education policies, and good practice reports related to SBM, school leadership, and digital transformation in education. The analysis was carried out thematically to identify patterns, gaps, and integration opportunities between SBM principles, adaptive leadership characteristics, and the use of educational technology in the context of school governance. The results of the study show that the implementation of SBM in the digital era is still dominated by administrative approaches and the partial use of technology, so it has not been able to encourage comprehensive changes in school governance. The integration of adaptive leadership allows schools to respond to uncertainty, manage resistance to change, and build an organizational culture that supports innovation. Meanwhile, educational technology plays an enabler in strengthening data-based decision-making, transparency, and multi-stakeholder collaboration in the school ecosystem. The novelty of this article lies in the formulation of the SBM reconstruction framework that positions educational technology as a structural component of school organizations, not just a supporting instrument. This framework affirms that the success of school digital transformation is highly dependent on adaptive leadership capacity in managing change and ensuring technology contributes directly to strengthening school autonomy, participation, and accountability. These findings are expected to be a conceptual and practical reference for policy makers and school leaders in developing SBM that is relevant, sustainable, and oriented towards improving the quality of education
Strategi Guru Dalam Menumbuhkan Kemampuan Berpikir Logis Anak Di Taman Kanak-Kanak Kabupaten Bone Andi Iting
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 2 No. 4 (2025): Edisi Oktober 2025
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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This study discusses the strategies of teachers in developing children's logical thinking skills in Bone Regency. The purpose of this study is to determine the logical thinking skills of children in Kindergartens in Bone Regency. Describe the strategies used by teachers in developing children's logical thinking skills in Kindergartens in Bone Regency. Data collection techniques used in this study are observation, interviews, and documentation. Based on the results of research conducted in Kindergartens in Bone Regency, it was concluded that children's logical thinking skills in Kindergartens in Bone Regency have not developed optimally. This can be seen when children do not yet recognize the differences based on the size of more than, less than, and most / ter, and children do not fully recognize the concept of many and few, children do not yet recognize the cause and effect of the environment, for example the wind blowing. The strategy used by teachers to develop children's logical thinking skills in kindergartens in Bone Regency involves play strategies, including encouraging children to recognize the names of objects around them, basic colors (such as red, green, yellow), shapes, sizes, textures, sounds, properties, functions, and characteristics of objects in the surrounding environment (such as stones, leaves, twigs, cutlery, and so on) to be used in mathematical games such as counting, measuring, grouping objects by color and shape, sorting objects, comparing objects (large-small, tall-low, long-short), and arranging patterns.
Konsep Pendidikan Gender Dalam Pemikiran Asma Barlas: Telaah Filsafat Pendidikan Islam Janna, Siti Riadil
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 2 No. 4 (2025): Edisi Oktober 2025
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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This research seeks to examine more deeply related to the concept of gender education in Asma Barlas' thought, which is then examined through the philosophy of Islamic education. As a literature research, research data is obtained from various scientific literature for further processing and analysis. The results of the study show that the concept of gender education in Asma Barlas' thought is very relevant to the philosophical framework of Islamic education philosophy as a forum for the formation of values that are critical, constructive, and transformative. Asma Barlas' thought, which emphasizes the reading of religious texts that have been trapped in patriarchal doctrine, can be one of the models for the development of a more critical, constructive, and transformative philosophy of Islamic education in the future.
Membangun Pendidikan Islam Yang Unggul, Berdaya Saing Tinggi, Dan Berakhlak Mulia Berlandaskan Kurikulum Cinta Untuk Menghasilkan Generasi Bangsa Berkompeten Nur Rahmawati
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 1 (2026): Edisi Januari 2026
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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Islamic education plays a strategic role in shaping a generation that is not only intellectuallysuperior but also morally and spiritually strong. The challenges of globalization,technological advancement, and the values crisis demand that Islamic education transforminnovatively and be highly competitive without abandoning noble moral values. This articleaims to examine the concept of developing superior and competitive Islamic educationthrough the implementation of the Love Curriculum as a learning foundation. The methodused is a literature study with a qualitative-descriptive approach, drawing on variousscientific sources, educational policies, and the thoughts of Islamic educational figures. Theresults of the study indicate that the Love Curriculum, which emphasizes the values ofcompassion, empathy, tolerance, and responsibility, can strengthen students' character whileenhancing academic competence and 21st-century skills. The implementation of the LoveCurriculum in Islamic education contributes significantly to producing a competent,globally competitive, and noble generation.
Internalisasi Nilai Empati Dan Kepedulian Sosial Melalui Kurikulum Cinta Muhammad Rusydu R
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 1 (2026): Edisi Januari 2026
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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National education aims not only to educate the nation but also to shape the character ofstudents, fostering empathy and social awareness. However, the current educational realitydemonstrates a degradation of humanitarian values, characterized by increasingindividualism, minimal tolerance, and rampant bullying in schools. This situation demandsa more humanistic educational approach oriented toward the values of compassion. Thisarticle aims to examine in depth the internalization of empathy and social awareness throughthe "love curriculum" as a character education approach. The study's results indicate thatthe "love curriculum" is an effective means of instilling empathy and social awarenessthrough student-centered learning, teacher role models, positive social interactions, and aninclusive school culture. Thus, the "love curriculum" holds strong relevance in strengtheningcharacter education in Indonesia.
Peran Pendidikan Agama Islam Dalam Membangun Moralitas Siswa Di Era Digital Abdul Latif
Sipakatau: Jurnal Pendidikan dan Kebudayaan Vol. 3 No. 1 (2026): Edisi Januari 2026
Publisher : Jurusan Tarbiyah STAI Al-Gazali Bone

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This study aims to analyze the role of Islamic Religious Education in building students’ morality in the digital era. While digital technology offers numerous benefits, it also poses serious challenges to students’ moral development, particularly in terms of ethical behavior, social interaction, and self-control. This research employs a qualitative approach using a library research design by analyzing data from academic books, scholarly journal articles, and normative Islamic sources, namely the Qur’an and Hadith, relevant to morality and education. The findings indicate that Islamic Religious Education plays a strategic role in shaping students’ morality through the internalization of Islamic moral values, the strengthening of religious character, and the development of digital ethics based on Islamic teachings. Islamic Religious Education functions as a foundation of values, a means of moral control, and a filter against negative influences in the digital era. The effectiveness of this role depends on the application of contextual learning strategies, the exemplary conduct of educators, and the habituation of religious values within the educational environment. Therefore, Islamic Religious Education is an essential instrument in developing students who are faithful, possess noble character, and are responsible in utilizing digital technology.

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