IJER (Indonesian Journal of Educational Research)

Hijrah

2024-12-28T07:37:46+07:00

The problem raised in this paper is how the hijrah or hijrah community in Jambi city becomes a new alternative to Islamic education that is in demand by teenagers, and community groups that often escape the attention of Islamic educational institutions (punks, motorcycle gangs, and so on). The purpose of this study was to obtain empirical data related to the concept of hijrah offered by the hijrah community in Jambi city, and the concept of Islamic education initiated by the hijrah community in Jambi city. This study is a qualitative research, with the subject of research is the hijrah community in Jambi city which amounted to 2 communities, namely the community of Youth Move Up (YMU), and community of Shubuh Fighter. Data collection techniques used are observation, interviews, and documentation. The data analysis technique used is descriptive analysis by describing the process of inductive thinking that departs from specific factors, concrete events and then from specific factors or events and concrete then it is drawn generalizations that are general. This study concludes that; (1) the concept of hijrah initiated by the ymu community and the community of Dawn fighters have differences and similarities. Both communities have the same goals and targets in general, namely millennials, whose goal is for members to migrate from a previous life away from religion to a life that is allowed by religion. The difference lies in the main approach that is specifically implemented by the community of Dawn Fighter, where the community has its own benchmark, that the beginning of the success of the hijrah was preceded by the improvement of Fajr prayer. If the morning prayer is good, then the other affairs will be good too. It will have an impact on you and it will have an impact on others. (2) The concept of Islamic education implemented by the YMU community, and the dawn Warrior community is basically the same, where learning about everyday life is not only carried out face-to-face in an activity, but also through social media platforms; YouTube, Instagram, Facebook and other social media, both in the form of videos, and nonsense. The concept of online activism of this kind makes the emergence of participation to participate in social movements, and is proven to be effective in inviting audiences to be able to follow the same steps. Then he used several approaches, namely the wisdom approach, the psychodynamic approach, and the hobby or pleasure approach.

Project-Based Learning (PjBL) in Mathematics and Science Classrooms

2024-06-20T09:55:53+07:00

Project-based learning (PjBL) is a learning innovation in which an independent learning curriculum exists. This PjBL activity is expected to be well implemented by lecturers in higher education. This study aimed to determine the implementation of PjBL in Higher Education in South Sumatra, as well as the obstacles and solutions provided. Questionnaires and interview sheets were used for data collection in this study. The research subjects were final-year students and lecturers at universities in Southern Sumatra (Palembang, Jambi, and Kerinci). The results showed that the implementation of project-based learning in three stages, namely planning, implementation, and evaluation, was categorized as very good. In this research, several obstacles were found in the implementation of PjBL activities, such as problems related to time, facilities, and infrastructure, and activating students to complete tasks both in groups and independently, so that solutions from these obstacles are offered to overcome this. The solutions that can be given include preparation of lesson plans, provision of facilities and infrastructure, providing additional time to complete the project, and integrating PjBL activities with other methods so that they could be implemented optimally.

An Analysis of the Islamic Religious Education Curriculum in Religious Schools and Colleges within the Framework of the National Education System Law of 2003

2024-06-09T19:11:13+07:00

Curriculum in general is a set of plans and arrangements regarding objectives, content and learning materials as well as methods used as guidelines for implementing learning activities to achieve certain educational goals. Islamic religious education is one of the government's efforts to educate the nation's children based on Islamic religious values and noble morals. The aim of this research is to look in more detail at the position of the PAI curriculum in the National Education System Law no. 20 of 2003; three basic principles are used as the basis for PAI: the juridical basis, which consists of an ideal basis, namely the basic philosophy of the State of Pancasila, the first principle, belief in the one, and only God. Structural/constitutional basis, namely constitution (UUD) 1945 Chapter Religious basis, which comes from Al-Qur’an and Hadith. For Muslims, Islamic religious education is mandatory. The psychological basis is the basis related to the psychological aspects of people's lives. The position of Islamic Religious Education in the National Education system is explained in Article 15 of the National Education System Law no. 20 of 2003; in Article 12, section (1) religious education is taught by religious teachers who are in accordance with the students' religion. To fulfill students' rights to religious education, Article 37 paragraph (1) states that the primary and secondary education curriculum must contain religious education, paragraph 2. The higher education curriculum must include religious education, citizenship education, and language. This means that PAI teachers and lecturers have a strong foundation for developing the Islamic Religious Education teaching process in schools/madrasahs and universities

Love Language Communication as an Effort to Strengthen the Character of Santri at Perguruan Diniyyah Puteri Padang Panjang

2024-11-15T15:22:55+07:00

Character is a reflection of one's personal self, which is seen in aspects of daily attitudes and behavior. Diniyyah Puteri College students are expected to have the following characteristics: worship experts and akhlakul karimah, strong mujahid Allah, Intelligent as Khalifah. To understand the characteristics of the santri that have been determined, it is necessary to observe how teachers use communication. This study used the field observation method to observe how teachers communicate with students. From the results of observations made with students and teachers, it was found that to communicate with students, teachers at the Diniyyah Puteri College were not allowed to use communication that contained elements of communication viruses, such as commanding, blaming, belittling, comparing, labelling, threatening, advising, lying, entertaining, criticizing, insinuating, analyzing, and prying. To overcome this, teachers in instilling character values in santri must use seven languages of love for children consisting of positive words, comfortable body language, dive into feelings, want to listen, convey the contents of the heart, direct independence, and build cooperation.

The Development of School Culture in Building Positive Student Character

2025-01-24T18:12:18+07:00

The phenomenon of moral degradation among the younger generation indicates the urgency of systematic interventions to prevent the decline in the quality of the nation's future leaders. In a strategic effort to address this issue, this research focuses on exploring the development of school culture at MTs Al-Baqiyatush Shalihat as an alternative model for fostering positive character. The study employs a qualitative approach with a case study design, conducted through comprehensive data collection methods, including field observations, in-depth interviews, and documentation.The research emphasizes the implementation of fundamental values encompassing religious, social, knowledge, and technological systems as the foundation for character building. The findings reveal significant success in instilling superior character traits in students, reflected in improvements in honesty, tolerance, discipline, and social responsibility. However, the study also identifies several complex challenges, including the diversity of students' backgrounds, the acceleration of information technology, and the lack of parental involvement in the character-building process.These findings underscore the need for a collaborative approach between educational institutions, families, and communities to create a conducive ecosystem for shaping a quality generation. The significance of this study lies in its contribution to designing a holistic educational intervention model that not only transfers knowledge but also actively fosters positive character in young people as a preventive measure against deviant behaviors in the future

Sex Education in an Effort to Prevent Sexual Harassment of Young Children

2024-11-29T10:28:55+07:00

Sex education in early childhood is a crucial effort to prevent the increasing number of cases of sexual harassment in Indonesia. Although often regarded as a taboo topic, sex education appropriately delivered according to a child's developmental stage can protect them from sexual violence. This study used a literature review method to analyze 20 scholarly articles on the importance of sex education as a preventive measure against sexual harassment in early childhood. The results indicated that sex education plays a vital role in providing children with an understanding of gender identity, body anatomy, and ways to protect themselves from potentially exploitative situations. Furthermore, teaching strategies that utilize creative methods and media suitable for a child's developmental stage have proven effective in delivering the material. The role of parents and teachers is essential in eliminating the societal stigma surrounding sex education and fostering collaboration in educating children to protect them from sexual violence. In conclusion, sex education introduced at an early age can offer significant protection to young children from sexual abuse and violence.

Bridging the Gap: Integrating Non-formal Education Entrepreneurship Skills into Adult Literacy Programmes in Nigeria

2025-03-03T22:35:36+07:00

This study explores the integration of innovative and creative non-formal entrepreneurship skills into adult literacy programs in Nigeria, responding to the persistent challenge of adult illiteracy and the limited relevance of traditional literacy curricula to current socioeconomic realities. Despite government efforts, a substantial proportion of adults remain without functional literacy, which hinders their personal growth and economic participation. Through a descriptive and analytical approach grounded in the literature and experiential insights, this study identifies key entrepreneurial skills, such as business idea generation, business planning, financial literacy, new venture creation, fund sourcing, advertising, and networking, as critical tools for empowering adult learners. This study further outlines a strategic implementation framework that includes needs assessment, curriculum redesign, facilitator training, resource development, mentorship, and ongoing evaluation. The findings suggest that embedding these skills into literacy education not only enhances the practicality and attractiveness of programs but also enables learners to contribute to sustainable development. The paper concludes by advocating for policy and institutional support to facilitate transformative integration.