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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 418 Documents
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PEMANFAATAN TEKNOLOGI INFORMASI DALAM MODEL SUPERVISI JARAK JAUH UNTUK GURU DI DAERAH TERPENCIL Meliadi, Meliadi; Badrun, Badrun
Irfani Vol. 21 No. 2 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i2.6819

Abstract

This study aims to analyze the effectiveness of technology-based remote supervision in improving the quality of teacher training in remote areas. The method used is qualitative with a combination of library research and survey approaches. The research subjects consisted of 60 teachers and principals involved in technology-based supervision. Data were collected through a Likert scale questionnaire to measure respondents' perceptions of the use of technology in educational supervision. The results of the study indicate that remote supervision has advantages in improving accessibility, time and cost efficiency, and more systematic supervision documentation. However, there are challenges such as limited technological infrastructure, variations in teachers' digital skills, and a lack of personal interaction compared to conventional supervision. The survey results showed an average response of 78.19 from teachers and school principals, indicating that the majority of respondents had a positive perception of the implementation of technology-based remote supervision. Therefore, supervision strategies that integrate remote methods need to be developed to optimize the effectiveness of educational supervision and enhance teacher professionalism, especially in areas with limited access.
STRATEGI PENINGKATAN MORAL PESERTA DIDIK DALAM PERSPEKTIF PENDIDIKAN ISLAM: KAJIAN LITERATUR Ahmad Mulyono
Irfani Vol. 21 No. 2 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i2.6827

Abstract

This article discusses strategies for enhancing students' moral character as an effort to address the challenge of moral degradation among students and society, triggered by the weakening of religious adherence, inadequate moral guidance from families, schools, and communities, the strong influence of materialistic–hedonistic–secularistic culture, and the government's low commitment. This study employs a qualitative method with a literature review approach to analyze the concepts of morality and ethics from an Islamic education perspective and formulate effective strategies. The findings indicate that moral development must consider three elements according to Lickona—moral understanding, moral feeling, and moral action—integrated with faith as the foundation. The recommended strategies include exemplary behavior, education, and religious outreach (dakwah), implemented through separate subject models, integrated learning, extracurricular activities, a combined model, school culture reinforcement, and collaboration with all stakeholders. A well-planned and collaborative effort is believed to foster a an intellectually intelligent and a noble generation. Keywords: morality, ethics, Islamic education, strategy, students
IMPLEMENTASI PENDIDIKAN KRAKTER DI PONDOK PESANTREN AINUL FALAH BAKIONG GULUK-GULUK SUMENEP Ach Baidlawi Bukhari; Ach Faisol
Irfani Vol. 21 No. 2 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i2.6834

Abstract

This study aims to analyze the implementation of character education at Pondok Pesantren Ainul Falah Bakiong Guluk-Guluk Sumenep, focusing on the concept of character education, its implementation through pesantren regulations, as well as the supporting and inhibiting factors encountered. The main problem underlying this research is the challenge of shaping students’ character in the modern era, which is heavily influenced by technology and social change. Therefore, a consistent character education model based on religious values is required. This research employs a qualitative approach with a descriptive method. The subjects include the pesantren caretakers, teachers, students, and parents. Data were collected through observation of pesantren activities, in-depth interviews, and documentation of the regulations and pesantren archives. Data analysis was carried out using Miles & Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The findings reveal that character education at Pondok Pesantren Ainul Falah is implemented through regulations, role modeling by teachers, as well as habituation of religious practices and social activities. Core values fostered include honesty, discipline, responsibility, cleanliness, and politeness. Supporting factors consist of the exemplary role of caretakers, pesantren culture, and parental support. The inhibiting factors involve technological influence, diverse family backgrounds, and limited facilities, which are addressed through digital literacy programs, personal counseling, and facility improvement. Keywords: character education; pesantren; regulations; honesty; discipline
MENGGALI PRAKTIK LITERASI RESEPTIF ANAK USIA DINI DI RUMAH: PERSPEKTIF ORANG TUA Untariana, Ajeng Fitri; Fatimah Noor Isnaini; Endah Windiastuti
Irfani Vol. 21 No. 2 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i2.6839

Abstract

The purpose of this study is to analyze the role of parents in efforts to develop receptive literacy for early childhood in children aged 5-6 years. The method used in this research is a case study with a qualitative approach. The results of the study show that several activities that parents can do at home to improve receptive literacy skills for early childhood are using media in the form of applications and animated videos that are played on smartphones or television screens. In addition, parents can write the names of objects on objects in the house. Another medium that can be used is pasting letters and pictures on the wall to introduce various kinds of letters to children. Parents can also make siblings, namely brothers and sisters, as motivation for children to learn to read and listen. Parents’ awareness of the importance of literacy culture plays a crucial role in optimizing children’s abilities, particularly when much of their time is spent at home with their parents.
INTEGRATING UNIVERSAL DESIGN FOR LEARNING AND DIGITAL TECHNOLOGY: ADVANCING INCLUSIVE EDUCATION IN THE 21ST CENTURY Mayasari, Linda Ika; Dulyapit, Apit; Yunitasari, Septiyani Endang; Syam, Aldo Redho
Irfani Vol. 21 No. 2 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i2.6841

Abstract

The purpose of this article is to comprehensively examine the integration of Universal Design for Learning (UDL) principles and digital technology within the context of 21st-century inclusive education through a narrative literature review. This study employs a narrative literature review method with a qualitative and exploratory approach. The data sources consist of 15 international journal articles published between 2023 and 2025. The research instrument is a manually developed data extraction sheet used to gather information from each article. Data analysis utilizes qualitative thematic analysis with a deductive approach, referencing the UDL theoretical framework. The results of this study: (1) Teachers' knowledge and attitudes towards inclusion remain limited and inconsistent; (2) Structural and policy limitations hinder the implementation of inclusive education; (3) The role of digital technology in supporting the application of UDL to create flexible and adaptive learning; and (4) Issues of access and social justice in higher education, particularly for vulnerable groups such as refugees and individuals with disabilities. This study implies that 21st-century inclusive education cannot be separated from digital transformation and flexible learning design paradigms such as UDL. Technology is positioned not just as an assistive tool but as a structural foundation for designing learning that is responsive to diversity. Approaches based on quality of life, cultural intelligence, and recognition of the socio-political context of learners are key elements in the development of a substantively inclusive educational system.
IMPLEMENTASI GERAKAN ANTI BULLIYING MENCIPTAKAN SEKOLAH AMAN Muhammad Rizki Maulana; Ana Marita; Romla Sari Ade; Dina Riyani; Qhiran Ayu Permata; Zulfajri; Raoda Tul Jannah Maruddani
Irfani Vol. 21 No. 2 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i2.6851

Abstract

Bullying merupakan salah satu permasalahan serius yang kerap terjadi di lingkungan sekolah dasar dan berdampak negatif pada perkembangan psikologis maupun sosial siswa. Penelitian ini bertujuan untuk mendeskripsikan implementasi gerakan anti bullying yang terjadi di SDN 064 Bakung Padang Kecamatan Muaro Sebo Kabupaten Muaro Jambi, serta upaya pencegahan yang dapat dilakukan untuk menciptakan sekolah yang aman. Metode penelitian yang digunakan adalah pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan sosialisasi terkait pencegahan bullying. Hasil penelitian menunjukkan bahwa bullying di sekolah ini muncul dalam bentuk ejekan, pengucilan, dan tindakan fisik ringan antar siswa. Upaya sekolah selama ini masih terbatas pada pemberian sanksi setelah terjadi kasus, sehingga belum efektif mencegah bullying. Penelitian ini menemukan bahwa kegiatan sosialisasi pencegahan bullying yang melibatkan siswa, guru, dan orang tua dapat meningkatkan kesadaran bersama tentang bahaya bullying, membangun empati antar siswa, serta memperkuat peran guru dan orang tua dalam pengawasan. Dengan demikian, dapat disimpulkan bahwa strategi pencegahan berbasis sosialisasi dan kolaborasi seluruh warga sekolah sangat penting untuk menciptakan lingkungan belajar yang aman, nyaman, dan mendukung perkembangan siswa
STRATEGI PENGUATAN NILAI-NILAI BUDAYA SEKOLAH DALAM MENINGKATKAN KUALITAS PENDIDIKAN DI SMP NEGERI 33 MAKASSAR Yulianty, Astri; Basri, Syamsurijal; Habibah, Sitti
Irfani Vol. 21 No. 3 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i3.6735

Abstract

Strengthening Strategy of School Cultural Values in Improving the Quality of Education at SMP Negeri 33 Makassar. The focus of this research is (1) Strengthening Strategy of School Cultural Values, (2) Supporting & Inhibiting Factors. The purpose of this research is to identify and analyze the values and strategies applied, as well as the supporting and inhibiting factors in their implementation. This research approach is qualitative with descriptive research type. The research data sources are the Principal, Vice Principal, and Teachers. The data collection procedures used are interviews, observation and documentation. Checking the validity of the data uses the triangulation method, data analysis is carried out by data reduction, data presentation to drawing conclusions. The results of the research show that (1) Strengthening strategy of values is through (a) Establishing shared norms, (b) Effective communication between school residents, (c) Leadership oriented towards cultural values, (d) Policies that support a positive culture. (2) Supporting & Inhibiting Factors (a) Supporting factors include leadership, teacher cooperation, parental participation, and good communication that strengthen school culture. (b) Inhibiting factors include miscommunication, lack of understanding of cultural values, and low teacher discipline that require coaching. Overall, the strategy for strengthening school cultural values is carried out systematically by strengthening values through shared norms, effective communication, value-based leadership, and positive policies. In implementing this strategy, it can strengthen the values of discipline, integrity, mutual cooperation, nationalism, creativity, and innovation. The main supporting factors include the role of the principal, teacher cooperation, and parental participation, while the obstacles are miscommunication, low cultural understanding, and lack of teacher discipline.
IMPLEMENTASI VISI, MISI DAN PROGRAM RAUDHATUL ATHFAL AL-BAROKAH DALAM MENINGKATKAN MUTU PEMBELAJARAN DI SEKOLAH Hilmi Luthfiyah; Kartika Hanifah; Abd Rozak
Irfani Vol. 21 No. 3 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i3.6742

Abstract

This study aims to describe the implementation of the vision, mission, and work program in improving the quality of learning at RA Al-Barokah, Bogor Regency. The approach used is descriptive qualitative with interview techniques and documentation studies. The results of the study indicate that the institution's vision and mission are implemented through learning programs, teacher and education staff development, and supporting programs such as extracurricular activities, parenting, and infrastructure. This implementation has a positive impact on improving the quality of the learning process, teacher competency, and student development according to RA national standards. Success is supported by the leadership of the RA head, foundation support, and parental involvement, although there are still obstacles such as limited resources and regulatory changes. The strategy implemented at RA Al-Barokah has the potential to become a model for quality improvement for other RA institutions, provided there is commitment and cooperation between parties.
PENGGUNAAN ALAT PERMAINAN EDUKATIF BOWLING RAINBOW UNTUK MENINGKATKAN KEMAMPUAN SOSIAL EMOSIONAL ANAK USIA 5-6 TAHUN Meri Andani; Nadiyah; Kompri; Dina Novitasari Nasution; Mardiana
Irfani Vol. 21 No. 3 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i3.6800

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan sosial emosional anak usia 5-6 tahun melalui media permainan Bowling Rainbow di TK Al-Anshor. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) dengan pendekatan berbasis siklus, yang terdiri dari pratindakan, siklus I, dan siklus II. Hasil penelitian menunjukkan bahwa sebelum dilakukan tindakan, kemampuan sosial emosional anak belum berkembang dengan optimal, dengan persentase sebesar 28,89%. Setelah penerapan media Bowling Rainbow, terjadi peningkatan yang signifikan pada kemampuan prososial anak, mencakup tiga indikator utama. Pada tahap pratindakan, nilai awal menunjukkan persentase sebesar 32,08%. Selanjutnya, pada siklus I pertemuan I, persentase meningkat menjadi 38%, lalu berturut-turut menjadi 60,04% pada pertemuan II, dan 66,67% pada pertemuan III. Peningkatan berlanjut pada siklus II dengan hasil 76,25% pada pertemuan I, 79,58% pada pertemuan II, dan mencapai puncaknya sebesar 82,50% pada pertemuan III. Kesimpulan dari penelitian ini adalah bahwa media permainan Bowling Rainbow secara efektif dapat meningkatkan kemampuan sosial emosional anak usia 5-6 tahun. Peningkatan yang konsisten pada setiap siklus menunjukkan bahwa metode ini layak digunakan sebagai salah satu strategi pengembangan kemampuan sosial emosional di pendidikan anak usia dini
MENINGKATKAN KEMAMPUAN KERJA SAMA ANAK USIA 5-6 TAHUN MELALUI METODE BERMAIN PERAN Siti Maryam; Mastikawati; Rani Astria; Fitriah; Nuraida
Irfani Vol. 21 No. 3 (2025): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i3.6808

Abstract

Penelitian ini berfungsi meningkatkan kerja sama anak usia 5-6 tahun. Dari hasil observasi awal yang dilakukan peneliti pada tanggal 18 Juni 2025 di TK Al-Muttaqin Kota Jambi, dengan jumlah anak 17 orang anak, dari 17 anak masih ada yang belum berkembang kemampuan bekerja sama dengan teman. Bentuk penelitian ini adalah Penelitian Tindakan Kelas (PTK) yaitu suatu bentuk kajian yang bersifat reflektif oleh pelaku tindakan yang dilakukan untuk meningkatkan kemantapan rasional dari tindakan-tindakan merekadalam melaksanakan tugas, memperdalam pemahaman terhadap kondisi di mana praktek pembelajaran dilakukan. Berdasarkan hasil penelitian Pra Siklus mengenai kemampuan kerja sama anak sebelum diberi tindakan lingkup perkembangan bermain dengan teman sebaya belum berkembang sebanyak 10 anak dengan presentase 59% dan anak mulai berkembang 7 anak dengan presentase 41%. Pada lingkup perkembangan merespon pembicaran anak belum berkembang sebanyak 7 anak dengan presentase 41% dan mulai berkembang sebanyak 10 anak dengan prsentase 59%. Siklus I mengenai kemampuan kerja sama anak sebelum diberi tindakan lingkup perkembangan bermain dengan teman sebaya belum berkembang sebanyak 8 anak dengan presentase 47% dan anak mulai berkembang 9 anak dengan presentase 53%. Pada lingkup perkembangan merespon pembicaran anak belum berkembang sebanyak 6 anak dengan presentase 35% dan mulai berkembang sebanyak 11 anak dengan prsentase 65%. Dan siklus II lingkup perkembangan bermain dengan teman sebaya belum berkembang sebanyak 0 anak dengan presentase 0%, anak mulai berkembang 2 anak dengan presentase 12%, Berkembang sesuai harapan sebanyak 2 anak dengan presentase 12% dan berkembang sangat baik sebanyak 13 anak dengan presentase 76%. Pada lingkup perkembangan merespon pembicaran anak belum berkembang sebanyak 0 anak dengan presentase 0%, mulai berkembang sebanyak 1 anak dengan prsentase 6%, Berkembang sesuai harapan sebanyak 2 anak dengan presentase 12%. Dan berkembang sangat baik sebanyak 14 dengan presentase 82%.

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