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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 34 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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Abstract

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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Abstract

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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Abstract

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.

Page 4 of 4 | Total Record : 34

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