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Angelia Putriana
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INDONESIA
Jurnal Bersama Ilmu Pendidikan
Published by Yayasan Literasi Sains Indonesia
ISSN : 30900891     EISSN : 30908418     DOI : https://doi.org/10.55123/didik
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Bersama Ilmu Pendidikan, yang disingkat sebagai DIDIK, adalah jurnal ilmiah yang diterbitkan empat kali dalam setahun, yaitu pada bulan Februari, Mei, Agustus, dan November, oleh Yayasan Literasi Sains Indonesia. Jurnal ini berfokus pada publikasi hasil penelitian, kajian teoretis, dan tinjauan konseptual dalam bidang pendidikan serta pengajaran di semua jenjang pendidikan. Lingkup topik yang diangkat mencakup berbagai isu yang relevan, mulai dari pendidikan dan pengajaran di sekolah dasar, sekolah menengah, hingga pendidikan tinggi. Selain itu, jurnal ini juga terbuka untuk penelitian pendidikan yang inovatif dan relevan, yang mendukung pengembangan ilmu di bidang pendidikan. Dengan cakupan yang luas, DIDIK bertujuan menjadi wadah bagi akademisi, peneliti, dan praktisi untuk berbagi pengetahuan, wawasan, serta solusi atas berbagai tantangan dalam dunia pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 58 Documents
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Membangun Akhlak Mulia Melalui Pendidikan Agama Islam Nafisatul Laila; Citra Lestari; Salwa Nafiah; Suprapti Suprapti
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 3 (2026): Agustus 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i3.662

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) in building noble character (akhlak mulia) amid the challenges of modern society. This research employs a qualitative approach using a library research method by examining various relevant scientific literatures, including journals, articles, and academic documents. The findings indicate that Islamic Religious Education plays a strategic role not only in transferring knowledge but also in shaping moral, spiritual, and social values of learners. The formation of noble character can be achieved through several methods such as exemplary behavior (uswah hasanah), habituation, advice, and the internalization of Islamic values in daily life. In the digital era, the development of technology presents both opportunities and challenges in character building, requiring adaptive strategies from educators. Furthermore, the success of moral education is influenced by the synergy between schools, families, and communities. Therefore, Islamic Religious Education serves as a fundamental instrument in developing individuals who are intellectually competent, spiritually strong, and morally upright, enabling them to face the complexities of modern life.
Analisis Implementasi Evaluasi Pembelajaran pada Kurikulum Merdeka Maria Ulfa Yundiafi; Hendriyansyah Hendriyansyah; Devi Marilawati; Mustaqim Hasan
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 3 (2026): Agustus 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i3.671

Abstract

The Merdeka Curriculum is an educational policy designed to improve the quality of learning through a more flexible approach, student-centered learning, and the strengthening of competencies and character development. In its implementation, learning evaluation becomes one of the important aspects to measure the success of the teaching and learning process. This article aims to analyze the implementation of learning evaluation in the Merdeka Curriculum, including planning, implementation, challenges, and improvement efforts in educational practices. The method used in this study is library research by reviewing various journals, books, and documents related to the Merdeka Curriculum. The results of the study indicate that learning evaluation in the Merdeka Curriculum emphasizes formative and summative assessments oriented toward the holistic development of students. Teachers are given the flexibility to determine evaluation methods according to students’ characteristics and learning objectives. However, its implementation still faces several obstacles, such as limited teacher understanding, inadequate facilities, and adaptation to the new assessment system. Therefore, continuous training and support from various parties are needed so that learning evaluation in the Merdeka Curriculum can be implemented effectively
Penerapan Metode Drill dalam Meningkatkan Hafalan Materi Fiqih Rukhsah Shalat Kelas Vii.1 Mts Nur El-Ghazy Luthfi Hutami Widhiastuti; Mawar Setiawati; Melandri Melandri; M. Makbul; Yayat Hidayat
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 3 (2026): Agustus 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i3.678

Abstract

This study was motivated by the low ability of students in memorizing prayer intentions and performing rukhshah worship practices in class VII.1 at MTs Nur El-Ghazy. The main problem found in the field was the weak memory retention and confusion in distinguishing the wording between shalat jamak taqdim and takhir intentions, where only 29.17% of students achieved the Minimum Completeness Criteria (KKM) in the initial condition. The purpose of this study was to improve students’ learning outcomes and response automaticity through the implementation of the drill method. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model conducted in two cycles. The research subjects consisted of 24 students, while the data collection techniques included observation, documentation, and oral as well as practical evaluation tests. The results showed a significant improvement at each stage of the action. In the pre-cycle stage, the students’ average score was 54.2. After the intervention in Cycle I through vocal drill activities, the average score increased to 79.1 with a classical completeness percentage of 62.5%. The most optimal improvement occurred in Cycle II through the integration of physical drill, where the average score reached 910 with a classical completeness percentage of 91.6%. The findings indicate that the drill method is effective in developing automatic memorization and improving students’ practical worship skills through varied and systematic repetition.
Relevansi Sumber dan Dasar Pendidikan Islam Terhadap Problematika Akhlak Remaja di Era Digital Afifah Nur Khusna; Kamelia Maimunah; Muhamad Nafiudin Al Hasani
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 3 (2026): Agustus 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i3.717

Abstract

The rapid development of digital technology in the modern era has significantly impacted adolescents’ lives, particularly in the formation of moral character. Easy access to the internet and social media not only provides benefits but also creates various problems such as weakened communication ethics, cyberbullying, gadget addiction, and exposure to negative online content. This study aims to analyze the relevance of Islamic education sources and foundations in addressing adolescent moral problems in the digital era and to examine the implementation of Islamic educational values in character formation. This research uses a qualitative approach with a library research method. Data were collected from relevant journals, books, and academic documents, and analyzed using descriptive-analytical techniques through data reduction, data display, and conclusion drawing. The findings show that adolescent moral problems are influenced by weak internalization of moral values and self-control. The sources of Islamic education, namely the Qur’an, Hadith, and ijtihad, are relevant in shaping digital ethics and adolescent morals, while the foundations of Islamic education, including religious, philosophical, psychological, and social aspects, provide an important framework for internalizing these values. The implementation of Islamic education is carried out through strengthening Islamic character, role modeling, habituation of worship, religious school culture, and integration of digital literacy based on Islamic values. In conclusion, strengthening the sources and foundations of Islamic education is essential in shaping adolescents who are morally upright, wise, and responsible in using digital technology.
Implementasi Model Project-Based Learning dalam Pembelajaran Seni Budaya Berbasis Etnopedagogi Tari Sandur Untuk Meningkatkan Pemahaman Nilai Budaya Siswa Kelas V Madrasah Ibtidaiyah Nu 02Al Ikhlas Kinanti Tasya; Intan Setia Puspita; Akhmad Aji Pradana
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 3 (2026): Agustus 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i3.758

Abstract

This study aimed to describe the implementation of the Project-Based Learning (PjBL) model in arts and culture learning based on the ethnopedagogy of Sandur Dance and its contribution to improving the understanding of cultural values among fifth-grade students at MI NU 02 Al Ikhlas. This research employed a descriptive qualitative approach involving an arts and culture teacher and fifth-grade students as research participants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the implementation of PjBL based on Sandur Dance ethnopedagogy was carried out through several stages, including the introduction of local culture, project group formation, cultural value exploration, project development, and presentation of project outcomes. The learning process encouraged active student participation in discussions, collaborative work, dance practices, and project presentations. Furthermore, students demonstrated improved understanding of cultural values embedded in Sandur Dance, such as cooperation, responsibility, discipline, togetherness, and mutual assistance. The integration of local culture into project-based learning created a more contextual, interactive, and meaningful learning environment by connecting learning materials with students’ social and cultural experiences. The study concludes that Project-Based Learning integrated with ethnopedagogy can serve as an effective instructional alternative for enhancing students’ understanding of cultural values while fostering character development and cultural awareness in elementary education.
Perkembangan Sosial Emosional Anak Usia Dini Ana Maulidatul Khusnia; Zusi Aryanti; Dwi Enggal Wahyuni
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 3 (2026): Agustus 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i3.767

Abstract

Social-emotional development is a crucial aspect of early childhood education because it influences a child's ability to interact, manage emotions, build social relationships, and adapt to their environment. Optimal social-emotional development will form the basis for character formation, learning readiness, and future social success. This study aims to analyze the social-emotional development of early childhood, identify influencing factors, examine effective development strategies, and understand the roles of family, school, and the environment in supporting children's social-emotional development. The study used the Systematic Literature Review (SLR) method with reference to the PRISMA guidelines. Data were obtained through the analysis of 30 relevant scientific articles published between 2019 and 2025. The research stages included identification, selection, evaluation, and synthesis of research findings that align with the study's focus. The results indicate that parenting styles are the most dominant factor influencing the social-emotional development of early childhood. In addition, play methods, role-playing, traditional games, social-emotional learning (SEL), and positive social interactions have been shown to be effective in improving children's empathy, cooperation, communication, discipline, and emotional regulation. Challenges identified include a lack of appropriate stimulation, differing parenting styles, uncontrolled gadget use, and an unsupportive environment. Therefore, strong synergy between families, educators, and the community is needed to optimize children's social and emotional development as a crucial foundation for future social and educational life.
Penerapan Metode Kisah untuk Meningkatkan Pemahaman Siswa pada Pelajaran Sejarah Kebudayaan Islam Pipin Septiani; Masripah Masripah; Ja'far Amirudin
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 3 (2026): Agustus 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i3.923

Abstract

This study was motivated by the low level of students’ understanding in Islamic Cultural History learning due to the limited variation of teaching methods and the dominance of teacher-centered instruction. The purpose of this study was to examine the implementation of the storytelling method and its effect on improving students’ understanding of ICH in Grade V of MI Al-Amin. This research employed a quantitative approach using a Nonequivalent Control Group Design. The experimental class was taught using the storytelling method, while the control class received conventional instruction. Data were collected through observation, tests, and documentation. Data analysis involved normality tests, homogeneity tests, t-tests, and N-Gain analysis. The findings indicated that the storytelling method improved students’ understanding of Islamic Cultural History. This was evidenced by the differences in learning outcomes between the experimental and control groups and the higher learning improvement achieved by students in the experimental class. Therefore, the storytelling method had a positive effect on students’ understanding of Islamic Cultural History. It is recommended that teachers use the storytelling method more frequently as an alternative instructional strategy to enhance students’ engagement and understanding.
Peradaban Islam Di Nusantara Pasca Kemerdekaan dan Perkembangan Pendidikannya Sisca Amalia Putri; Amelia Meimatul Lutfiyah; Hikmah Fitrotun Nabila
Jurnal Bersama Ilmu Pendidikan (DIDIK) Vol. 2 No. 3 (2026): Agustus 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/didik.v2i3.969

Abstract

Islam is a faith that upholds the values of justice and truth for everybody of it’s followers. The elemens that encouraged Muslims to contribute to Indonesia’s struggle for independence include ideological, sosial, cultural, political, and economic aspects. Islam in Indonesia plays a significant function in education and has made substantial contributions to the advance of society. Islamic education is implemented through three educational pathways: formal, informal, and non-formal education, each of which plays an important role in fostering religious values, character, and moral development among learners. Following Indonesia gained autonomy, religious instruction received the government's earnest attention in both privat and governmenal insutions. The government also supported the establishment and development of Islamic educational establishments, especially Islamic boarding schools (pesantren) and prayer houses (musala), as centers for religious guidance and community education. These institutions have helped raise the standard of education, strengthening religious identity, and shaping morally upright generations. Consequently, it's crucial to examine Islam's growth in Indonesia and the progress of Islam educational Instructions during the post autonomy period, as well as their contributions to enhancing the quality of human resources, strengthening national unity, and supporting sustainable national development.

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