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Peradaban Journal of Interdisciplinary Educational Research
Published by Pustaka Peradaban
ISSN : -     EISSN : 30252121     DOI : https://doi.org/10.59001/pjier
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Peradaban Journal of Interdisciplinary Educational Research extends an invitation for contributions across various educational topics through an interdisciplinary approach. The primary focus of the journal is to excavate and analyze thoughts and research that encompass diverse educational aspects. This encompasses a range of fields including formal and non-formal education, educational technology, pedagogical methodologies, curriculum development, educational psychology, and the analysis of the social and cultural impacts on education. Through an interdisciplinary approach, this journal encourages the fusion of perspectives from different disciplinary fields. This enables authors and readers to explore educational aspects from a multitude of vantage points, connecting concepts and knowledge from various domains. Consequently, this journal fosters a more enriched and comprehensive understanding of the complex contemporary educational issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 27 Documents
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Pembentukan Karakter Toleransi melalui PAI: Analisis Teori Pembelajaran Sosial di Malang Kurniawan, Abdun Nafi; Nola , Riwibowo; Fibia, Centauri Cahya Ningrum
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 2 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i2.64

Abstract

Tolerance as a character trait is the cornerstone of building and maintaining harmony among humankind, especially in the context of students in schools. Teachers play a crucial role in instilling tolerance through Islamic religious education. This study aims to explore the planning, implementation, and impact of Islamic religious education (PAI) learning in shaping tolerance among students at UM International Lab Junior High School and SMPN 20 Malang. The results show that both schools have similar approaches in planning and implementing Islamic religious education to foster tolerance, using active methods such as inquiry, group discussions, and demonstrations. Additionally, the impact of this learning includes increased appreciation for differences in gender, social background, abilities, age, and opinions in the classroom. Based on Albert Bandura's Social Learning Theory, observation and imitation of positive teacher behaviors play a significant role in shaping students' tolerant attitudes. Karakter toleransi merupakan pondasi utama dalam membangun dan mempertahankan harmoni antar umat manusia, khususnya dalam konteks peserta didik di sekolah. Guru memiliki peran penting dalam menanamkan karakter toleransi melalui pembelajaran pendidikan agama Islam. Penelitian ini bertujuan untuk mengeksplorasi perencanaan, pelaksanaan, dan dampak pembelajaran pendidikan agama Islam (PAI) dalam membentuk karakter toleransi di SMP Internasional Lab UM dan SMPN 20 Malang. Hasil penelitian menunjukkan bahwa SMP Internasional Lab UM dan SMPN 20 Malang memiliki pendekatan serupa dalam perencanaan dan pelaksanaan pembelajaran agama Islam untuk membentuk karakter toleransi, dengan menggunakan metode aktif seperti inquiry, diskusi kelompok, dan demonstrasi. Selain itu, dampak pembelajaran ini mencakup peningkatan penghargaan terhadap perbedaan gender, latar belakang sosial, kemampuan, umur, dan pendapat di kelas. Berdasarkan Teori Pembelajaran Sosial Albert Bandura, observasi dan peniruan perilaku guru yang positif berperan penting dalam membentuk sikap toleransi siswa.
Implementasi Sekolah Ramah Anak melalui Pengembangan Budaya Religius di SMAN 3 Kediri Fitria Arifa Dewi
Peradaban Journal of Interdisciplinary Educational Research Vol. 1 No. 1 (2023)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v1i1.70

Abstract

This research aims to examine the implementation of the Child-Friendly School (CFS) concept at SMAN 3 Kediri, constructed through a religious-cultural framework, to establish a safe and comfortable environment for students. A qualitative methodology was employed, with data collected through observations, documentation, and interviews involving both Islamic Studies teachers and students from various classes at SMAN 3 Kediri. The research findings reveal that SMAN 3 Kediri has integrated the principles of the CFS into the school’s culture, enriched by religious values. Implementation of the CFS concept at SMAN 3 Kediri, influenced by the religious-cultural approach, is manifested through a non-violent education approach, the elimination of discrimination, and an emphasis on enhancing children’s participation. The process of instilling a religious-cultural ethos within the educational context encompasses various methods, including role modeling, the application of reward and punishment systems (targhib and tarhib), habitual practices, and the dissemination of advice (mau’idzah).   Penelitian ini bertujuan untuk mengkaji implementasi konsep Sekolah Ramah Anak (SRA) di SMAN 3 Kediri, yang dibangun melalui budaya religius, dengan fokus pada pembentukan lingkungan yang aman dan nyaman bagi siswa. Metode kualitatif digunakan dengan data diperoleh melalui observasi, dokumentasi, dan wawancara yang melibatkan guru PAI dan siswa dari berbagai kelas di SMAN 3 Kediri. Hasil penelitian mengungkapkan bahwa SMAN 3 Kediri mengintegrasikan prinsip-prinsip SRA ke dalam budaya sekolah, yang diperkaya oleh nilai-nilai religius. Implementasi konsep SRA di SMAN 3 Kediri yang diperkaya oleh budaya religius diwujudkan melalui pendekatan pendidikan tanpa kekerasan, penghapusan diskriminasi, dan pemberian perhatian pada peningkatan partisipasi anak. Proses pembentukan budaya religius dalam konteks pendidikan melibatkan berbagai metode, termasuk keteladanan, penerapan sistem reward dan punishment (targhib dan tarhib), pembiasaan, serta penyampaian nasehat (mau’idzah)
Memahami Organisasi Kurikulum Pendidikan Agama Islam: Perspektif dan Evaluasi dalam Konteks Pendidikan Umum Irawan, Hendri
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 2 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i2.72

Abstract

The curriculum plays a vital role in the education system, determining the direction and effectiveness of the teaching and learning process. The Islamic Religious Education (PAI) curriculum in Indonesia has undergone frequent changes, facing challenges in terms of effectiveness and relevance to the needs of the times. This article explores the organization of the PAI curriculum, encompassing four types of organization: separate, correlated, unified, and integrated. The research method employed is qualitative, utilizing a literature review to evaluate the structure and implementation of the PAI curriculum. The evaluation reveals that although there has been progress in the integration of religious education in public schools, challenges such as balancing religious and general knowledge, as well as adapting to changing times, persist. This study concludes that there is a need for the development of a more effective and relevant PAI curriculum that aligns with the objectives of Islamic education. Kurikulum berperan penting dalam sistem pendidikan, menentukan arah dan efektivitas proses belajar-mengajar. Kurikulum Pendidikan Agama Islam (PAI) di Indonesia sering mengalami perubahan, menghadapi tantangan dalam efektivitas dan relevansinya dengan kebutuhan zaman. Artikel ini mengeksplorasi organisasi kurikulum PAI, mencakup empat jenis organisasi: terpisah-pisah, berkorelasi, satu kesatuan, dan terpadu. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi pustaka untuk mengevaluasi struktur dan implementasi kurikulum PAI. Evaluasi menunjukkan bahwa meskipun ada kemajuan dalam integrasi pendidikan agama di sekolah umum, tantangan seperti keseimbangan antara ilmu agama dan umum serta adaptasi terhadap perubahan zaman tetap ada. Penelitian ini menyimpulkan perlunya pengembangan kurikulum PAI yang lebih efektif dan relevan dengan tujuan pendidikan Islam.
Enriching Arabic Vocabulary: Examining the Impact of Quranic Word-by-Word Translation on Student Proficiency Erna Herawati; Ainil Mawaddah
Peradaban Journal of Interdisciplinary Educational Research Vol. 1 No. 1 (2023)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v1i1.98

Abstract

This study investigates the significance of using word-by-word translations of the Qur’an to enhance Arabic language learning and expand students’ vocabulary. Employing a literature review approach, this research gathers pertinent data from academic sources related to the subject. The collected data is analyzed using content analysis techniques. Findings from the literature review demonstrate that utilizing word-by-word translations of the Qur’an aids students in comprehending Arabic words more effectively, thereby improving their capacity to memorize and apply Arabic vocabulary. Additionally, such translations can expedite the Arabic learning process, given the Qur’an’s prominent role as a primary Arabic source. However, it’s important to note that reliance solely on translation might curtail students’ holistic understanding of Arabic and foster dependency on translation. Thus, the proper and discerning use of word-by-word Qur’an translations is crucial to avoid diminishing students’ comprehensive grasp of Arabic. In conclusion, word-by-word translation of the Qur’an holds importance in enhancing Arabic language learning and vocabulary expansion among students, but its application should be judicious. This study contributes to the evolution of Arabic curriculum and pedagogical methods.  
Formulasi Pendidikan Inklusif-Humanis bagi Disabilitas: Perspektif Filosofis John Dewey, Paulo Freire, dan Abuddin Nata Sugeng Santoso
Peradaban Journal of Interdisciplinary Educational Research Vol. 1 No. 1 (2023)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v1i1.99

Abstract

Inclusive-humanist education is a pedagogical concept that endeavors to create an educational environment conducive to individuals with disabilities. This form of education aims to develop a system that humanizes disabled learners, enabling them to strive and cultivate their potential independently. To formulate the concept of inclusive-humanist education for individuals with disabilities, the author conducts a comparative analysis of the viewpoints of several influential figures focused on humanistic thought, namely John Dewey, Paulo Freire, and Abuddin Nata. John Dewey, a notable humanist thinker, asserts that learners are deemed autonomous in making decisions, solving problems, and unfolding their potential, devoid of external influences. Conversely, Paulo Freire constructs an educational framework that emerges from exigent circumstances, rooted in the fundamental assumption that the realities experienced by individuals constitute an evolving process, destined to become a stepping stone towards freedom. Abuddin Nata, a distinguished scholar in Islamic education, expounds that education is a means to explore the process of humanizing individuals, wherein each person is endowed with the freedom to determine their life choices, in accordance with the decree of Allah SWT. This decree signifies that a community’s transformation hinges upon the transformation of its constituents.The synthesis of these perspectives highlights the urgency of a humanistic, inclusive approach to education for individuals with disabilities. Pendidikan inklusif-humanis merupakan konsep pendidikan yang berupaya menciptakan lingkungan pendidikan yang ramah bagi bagi difabel. Pendidikan ini juga mengembangkan sistem yang memanusiakan peserta didik difabel, sehingga mereka dapat berjuang dan mengembangkan potensinya dengan kemampuannya sendiri. Untuk memformulasikan pemikiran pendidikan inklusif-humanis bagi difabel, penulis mengkomparasikan pemikiran beberapa tokoh yang berfokus pada pemikiran humanisme, yakni John Dewey, Paulo Freire, dan Abuddin Nata. John Dewey adalah salah satu pemikir humanis dan mengemukakan bahwa peserta didik dianggap memiliki kemandirian dalam mengambil keputusan, memecahkan masalah dan mengembangkan potensinya tanpa dipengaruhi faktor di luar dirinya. Paulo Freire, di sisi lain, membangun sebuah konsep pendidikan yang berangkat dari keadaan yang memaksa dirinya untuk berkembang, dan pada dasarnya manusia menggunakan asumsi dasar bahwa kenyataan yang dialami oleh manusia merupakan sebuah proses, dan nantinya akan menjadi batu pijakan menuju sebuah kebebasan. Sedangkan Abuddin Nata yang merupakan salah satu pakar pendidikan Islam, yang menjelaskan bahwa pendidikan adalah salah satu metode dalam mempelajari proses memanusiakan manusia, dan setiap manusia diberikan kebebasan untuk menentukan pilihan hidupnya, sesuai dengan firman Allah SWT. yang menjelaskan tidak akan mengubah keadaan suatu kaum sebelum mereka mengubah keadaan diri mereka sendiri
Supervisi Pembelajaran Pasca Pembelajaran Daring untuk Mengatasi Kecanduan Gadget : Pengalaman dari Malang Muhamad Khanif Alaudin
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 1 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i1.100

Abstract

This study explores the implementation of post-online learning supervision as a strategy to address gadget addiction among students. Online learning has surged in popularity since the onset of the COVID-19 pandemic, but it has also led to new challenges, such as increased gadget dependency among students. Using a qualitative descriptive method, this research investigates how the head of a madrasah supervises teachers during the Limited Face-to-Face Learning (PTM Terbatas) period amid the pandemic and its impact on teacher performance. Interviews with the madrasah head, staff, and teacher council were conducted to gather data. The findings reveal that systematic and constructive supervision was carried out, starting from planning and followed by class observation and feedback evaluation. Additionally, the study highlights the importance of enjoyable and interactive learning to support the effectiveness of supervision. The results suggest that well-conducted supervision can help reduce the negative impact of post-pandemic gadget use on students by improving the quality of learning and creating a more interactive learning environment. Penelitian ini mengeksplorasi implementasi supervisi pasca pembelajaran daring sebagai strategi untuk mengatasi kecanduan gadget di kalangan siswa. Pembelajaran daring telah meningkat popularitasnya sejak dimulainya pandemi COVID-19, namun juga menimbulkan tantangan baru, seperti peningkatan ketergantungan pada gadget di kalangan siswa. Dengan menggunakan metode deskriptif kualitatif, penelitian ini menyelidiki bagaimana kepala madrasah melakukan supervisi terhadap guru-guru selama periode Pembelajaran Tatap Muka Terbatas (PTM Terbatas) di tengah pandemi dan dampaknya terhadap kinerja guru. Wawancara dengan kepala madrasah, staf, dan dewan guru dilakukan untuk mengumpulkan data. Temuan menunjukkan bahwa supervisi yang dilakukan bersifat sistematis dan konstruktif, dimulai dari perencanaan, dilanjutkan dengan observasi kelas dan evaluasi umpan balik. Selain itu, penelitian ini menyoroti pentingnya pembelajaran yang menyenangkan dan interaktif untuk mendukung efektivitas supervisi. Hasil penelitian menunjukkan bahwa supervisi yang dilakukan dengan baik dapat membantu mengurangi dampak negatif penggunaan gadget pasca pandemi pada siswa dengan meningkatkan kualitas pembelajaran dan menciptakan lingkungan pembelajaran yang lebih interaktif.
Kesetaraan Gender dalam Pendidikan Islam Perspektif M. Quraish Shihab Luqman Hakim
Peradaban Journal of Interdisciplinary Educational Research Vol. 1 No. 1 (2023)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v1i1.101

Abstract

Gender equality and women’s emancipation have remained intriguing topics over the past decade, spanning a spectrum of discussions from the academic sphere to religious scholars, and even the general public. In reality, women continue to face discrimination, stereotypes, and subordination across various facets of life. Women have not yet achieved an equal footing with men when it comes to taking on public roles, particularly within the realm of education. Paradoxically, Islamic civilization has witnessed the presence of remarkable women figures who have made substantial contributions in religious, educational, economic, and socio-cultural domains. M. Quraish Shihab, an intellectual and Islamic scholar, as well as a distinguished professor in the field of Quranic exegesis, has demonstrated significant concern for gender equality and the role of women. Employing the methodology of library research, this research article seeks to delve into M. Quraish Shihab’s thoughts on gender equality, through his work in the interpretation of Al-Misbah and numerous other scholarly works related to the subject matter. The article concludes that Quraish Shihab provides a lucid portrayal by interpreting Quranic verses regarding women and gender equality issues based on his multifaceted approach to interpretation, which offers diverse interpretations relevant to societal contexts. Quraish Shihab successfully constructs a vision of gender equality within the framework of Islamic values to eradicate all forms of discrimination against women, encompassing aspects of household, marriage, societal interactions, and particularly education. Isu kesetaraan gender dan emansipasi wanita dalam dekade akhir ini masih menjadi perbincangan yang menarik di berbagai kalangan, mulai dari kalangan akademisi, Ulama, hingga masyarakat umum. Realitas menujukkan bahwa kaum wanita masih banyak mendapatkan perlakuan diskriminatif, steorotipe, dan tersubordinasi dalam berbagai aspek kehidupan. Wanita belum mendapatkan ruang yang sama layaknya pria dalam mengambil peran publik, terutama dalam pendidikan. Padahal dalam peradaban Islam telah banyak tokoh wanita hebat yang memiliki andil besar dalam bidang agama, pendidikan, ekonomi, serta sosial-kultural. M. Quraish Shihab merupakan Intelektual-Ulama sekaligus guru besar bidang tafsir Al-Qur’an yang menaruh perhatian besar terhadap isu kesetaraan gender dan peran wanita. Melalui metode penelitian library research, artikel penelitian ini berusaha mengupas pemikiran M. Quraish Shihab tentang kesetaraan gender dan wanita melalui tafsirnya Al-Misbah dan banyak karya ilmiah lainnya yang berkaitan. Tulisan Ini menyimpulkan bahwa Quraish Shihab memberikan gambaran yang jelas dengan menafsirkan ayat-ayat Al-Qur’an tentang wanita dan isu-isu kesetaraan gender berdasarkan corak penafsirannya yang memiliki beragam interpretasi yang relevan dengan kondisi masyarakat. Quraish Shihab berhasil membangun visi kesetaraan gender dalam bingkai nilai-nilai Islam untuk mengikis segala bentuk diskriminasi terhadap wanita, baik dalam bidang rumah tangga, pernikahan, sosial masyarakat, terutamanya dalam hal pendidikan.
Peningkatan Kemampuan Menulis Teks Ulasan dengan Metode Peta Pikiran: Pengalaman dari Bengkulu Selatan Rosmaidah; Dafid Hudan Dardiri
Peradaban Journal of Interdisciplinary Educational Research Vol. 1 No. 1 (2023)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v1i1.102

Abstract

The research aims to assess the aptitude for composing review texts through the employment of the mind mapping method among students of Class VIII C at SMP Negeri 10 Bengkulu Selatan during the academic year 2022/2023. The study adopts a classroom action research design, conducted over two cycles: Cycle I and Cycle II. Each cycle involves stages encompassing planning, implementation, observation, and reflection. Research data comprises student-written scores obtained throughout the instructional period. The analysis of student compositions reveals that the pedagogical approach of teaching review text composition via the mind mapping method yields an enhancement in the mean learning outcomes. This augmentation is evident in the shift from a mean score of 64.4 in Cycle I to an elevated average of 79.75 in the subsequent instructional phase of Cycle II. In conclusion, the pedagogy of teaching review text composition through the utilization of the mind mapping method substantiates an advancement in students' narrative writing proficiency. It is recommended that educators incorporate this method into their instructional practices to foster students' writing skills, particularly concerning review text composition. Tujuan penelitian ini untuk mengetahui kemampuan menulis teks ulasan dengan metode peta pikiran pada siswa kelas VIII C  SMP Negeri 10 Bengkulu Selatan tahun ajaran 2022/2023. Penelitian ini merupakan penelitian tindakan kelas. Penelitian tindakan kelas ini dilakukan dalam dua tahap, yaitu siklus I dan siklus II. Tiap siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi. Data penelitian ini berupa nilai hasil tulisan siswa selama pembelajaran berlangsung. Dari hasil analisis tulisan siswa diketahui bahwa pembelajaran menulis teks ulasan dengan metode peta pikiran dapat meningkatkan rata-ata hasil belajar siswa. Peningkatan dapat dilihat dari hasil tulisan siswa pada siklus I dengan atau-rata 64,4 dan meningkat pada proses pembelajaran siklus II dengan nilai rata-rata mencapai 79,75. Disimpulkan bahwa pembelajaran Pembelajaran menulis teks ulasan dengan menggunakan metode peta pikiran dapat meningkatkan kemampuan keterampilan menulis pengalaman siswa. Disarankan agar guru dapat menggunakan metode peta pikiran ini untuk meningkatkan kemampuan menulis siswa khususnya menulis teks ulasan.
Pemikiran Tranformasi Pendidikan Islam di Indonesia Maqhfira Maulia Rossyka
Peradaban Journal of Interdisciplinary Educational Research Vol. 1 No. 1 (2023)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v1i1.103

Abstract

Habituasi Toleransi sebagai Upaya Menguatkan Pendidikan Anti Bullying di Sekolah Ni'mah, Zetty
Peradaban Journal of Interdisciplinary Educational Research Vol. 2 No. 1 (2024)
Publisher : Pustaka Peradaban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59001/pjier.v2i1.143

Abstract

Cases of bullying have been deeply concerning in schools or even Islamic schools. Educational institutions, which should be safe and comfortable places for learning, have unfortunately become hellish and traumatic places remembered as painful scars by the victims. This article explores the importance of instilling the character of tolerance as an effort to address bullying in educational institutions. Programs such as child-friendly schools and the internalization of tolerance through school programs are key to building an inclusive school culture that respects diversity. The process of internalizing the character of tolerance in schools can be done by referring to the theory of social construction, through externalization, objectification, and internalization. Instilling attitudes of tolerance in the context of anti-bullying can be done in various ways, including character development programs, anti-bullying movements, integration with school culture, integration into curriculum and school self-development programs, as well as building communication and cooperation with parents. With a comprehensive and integrated approach, instilling the character of tolerance can be one of the effective solutions to address bullying in educational institutions. Kasus bullying sudah sangat memprihatinkan terjadi di sekolah atau madrasah bahkan pesantren. Lembaga Pendidikan yang seharusnya menjadi tempat aman dan nyaman untuk menimba ilmu harus berbanding terbalik menjadi neraka dan tempat traumatik yang diingat sebagai luka menyakitkan oleh para korban. Artikel ini mengeksplorasi pentingnya pembiasaan karakter toleransi sebagai upaya mengatasi bullying di lembaga pendidikan. Program-program seperti sekolah ramah anak dan internalisasi karakter toleransi melalui program-program sekolah menjadi kunci dalam membangun budaya sekolah yang inklusif dan menghormati keberagaman. Proses internalisasi karakter toleransi di sekolah dapat dilakukan dengan mengacu pada teori konstruksi sosial, melalui eksternalisasi, obyektifikasi, dan internalisasi. Pembiasaan sikap toleransi dalam konteks anti bullying bisa dilakukan melalui berbagai cara, termasuk program pengembangan karakter, gerakan anti bullying, integrasi dengan budaya sekolah, integrasi dalam program pembelajaran dan pengembangan diri sekolah, serta membangun komunikasi dan kerjasama dengan orang tua. Dengan pendekatan yang komprehensif dan terintegrasi, pembiasaan karakter toleransi dapat menjadi salah satu solusi efektif dalam mengatasi bullying di lembaga pendidikan.  

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