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Irfani
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : 19070969     EISSN : 24428272     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal Irfani adalah Jurnal Pencerahan untuk peradaban. diterbitkan oleh Insititut Agama Islam Negeri (IAIN) Sultan Amai Press
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 22 No. 1 (2026): Irfani" : 5 Documents clear
Peran Guru Penggerak dalam meningkatkan kompetensi pedagogik guru non penggerak di SMA Negeri 5 Barru Irawana, Wiwi; Arismunandar; Irmawati
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.6790

Abstract

This study investigates the role of Guru Penggerak (Teacher Mobilizers) in enhancing the pedagogical competence of non-Guru Penggerak teachers at SMA Negeri 5 Barru, Indonesia. Employing a descriptive qualitative approach, data were collected through in-depth interviews and documentation involving the principal, Guru Penggerak, non-Guru Penggerak teachers, and students. The findings indicate that Guru Penggerak contribute significantly to pedagogical improvement through three main roles: (1) facilitating professional learning communities via internal training, workshops, regular discussions, and sharing best practices; (2) serving as model practitioners by demonstrating differentiated instruction, technology integration, and contextual curriculum development; and (3) fostering collaborative spaces for peer dialogue, reflective practice, and problem-solving. These roles promote improved mastery of learning theories, curriculum design, ICT utilization, and empathetic communication among non-Guru Penggerak teachers. Supporting factors include principal leadership, a collaborative school culture, and teacher motivation. Challenges identified include limited time, uneven ICT access, and varied teacher readiness. Overall, Guru Penggerak act as key agents of educational transformation by sustainably strengthening teaching quality and professional capacity within the school context.
PEMANFAATAN PERPUSTAKAAN DIGITAL DI SMA NEGERI 1 MAROS Aisyah, Nur; Ardiansyah, Muhammad; Habibah, Sitti
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7052

Abstract

This study aims to determine the utilization of the digital library at SMA Negeri 1 Maros. The research focuses on how students use the digital library to support learning activities, increase reading interest, reduce dependence on teachers, and improve efficiency in searching for learning resources. This study employs a descriptive qualitative approach, with data collection techniques including interviews, observations, and documentation. The research informants consist of five students from different grade levels, two teachers, and one librarian. Data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source and method triangulation. The results of the study indicate that the utilization of the digital library at SMA Negeri 1 Maros has a positive impact on improving access to learning resources, enhancing students’ reading interest, and fostering independent learning, although there are still challenges related to internet connectivity and some students’ preference for printed books.
URGENSI PERAN TANTANGAN DAN STRATEGI DALAM MENGHADAPI MASA DEPAN PENDIDIKAN INKLUSI: SYSTEMATIC LITERATURE REVIEW Wijayanti, Wahyuni; Badu, Syamsu Qamar; Isa, Abd. Hamid; Zubaidi, Muhammad
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7069

Abstract

This study aims to examine the roles, challenges, and strategies for the future of inclusive education in Indonesia through a Systematic Literature Review (SLR) of 30 relevant academic articles. The findings indicate that Special Education Schools (SLB) now play a crucial role as training centers, assessment service providers, and innovation hubs for regular schools. The primary challenges identified include human resource limitations, infrastructure gaps, policy inconsistencies, and socio-cultural barriers. Future strategies are focused on teacher competency development, the integration of assistive technology, and the creation of a collaborative educational ecosystem. The novelty of this research lies in the strategic repositioning of SLB, no longer merely as segregative institutions but as comprehensive resource centers that integrate assistive technology into a collaborative framework between the government and regular schools. These findings provide a foundation for policymakers to formulate more technical regulations regarding the standardization of SLB as national inclusion support centers to ensure equal educational rights for all children with special needs.
A, The "EVALUASI PROGRAM GURU PENGGERAK ( MENGGERAKKAN KOMUNITAS PRAKTISI) DI UPT SDN 13 BINAMU KABUPATEN JENEPONTO" Zb, Eka Aprilya Putri; Habibah, Sitti; Basri, Syamsurijal
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7212

Abstract

This study examines the Evaluation of the Driving Teacher Program (Moving the Practitioner Community) at UPT SDN 13 Binamu, Jeneponto Regency. The Driving Teacher Program is a policy from the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia that aims to form teachers who are reflective, innovative, and able to build a collaborative culture in the school environment. Program evaluation is needed to find out the extent to which the implementation is effective and in accordance with the needs of the school. This study aims to evaluate the implementation of the Driving Teacher Program using the CIPP (Context, Input, Process, Product) evaluation model. The research uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The research informants consisted of the Principal, one Driving Teacher, and one Classroom Teacher. The results of the evaluation show that in the context aspect, the program is relevant to the needs of schools and is in line with national education policies. In the input aspect, school resources have been used quite well even though there are still limitations in facilities and external resource persons. In the Process aspect, the activities of the practitioner community run in a structured and participatory manner, but face time constraints and IT capabilities. In the Product aspect, the program has a positive impact on improving teachers' professional competence and student participation. Overall, the program is considered effective in improving the quality of learning. However, it is necessary to strengthen facilities and infrastructure, continuous assistance, and adequate facility support so that the sustainability of the program can be guaranteed
Humanisme Masa Depan Dalam Tradisi Konjengan: Etika Islam Dan Penguatan Solidaritas Komunal Kiai Madura Muqoffi; Zaironi, Muhammad; Shofi
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7248

Abstract

This study aims to analyze the konjengan tradition of kiai in Madura as a socio-religious practice that not only represents symbolic reverence but also functions as a strategic mechanism for strengthening communal solidarity within the context of contemporary Islam. Konjengan is understood as a manifestation of future-oriented humanism because it integrates spiritual authority with lived ethical practices embedded in everyday community life. This research employs a qualitative approach through participant observation and in-depth interviews to comprehensively explore interactional patterns, symbolic meanings, and relational dynamics between kiai and community members. The analysis focuses on how the sustained presence of the kiai, contextually grounded moral guidance, and consistent social engagement cultivate collective attachment, a sense of belonging, and social trust at the community level. The findings indicate that konjengan facilitates the internalization of Islamic ethical values such as empathy, humility, social responsibility, and participatory leadership, thereby counterbalancing the rise of modern individualism. Accordingly, konjengan can be understood as an adaptive, culturally grounded model of social ethics that significantly contributes to the preservation of social cohesion and community resilience.

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