Journal Identity Journal : Journal Sultra Elementary School Initials : JSES Language : English (preferred), Indonesia Frequency : 4 issues per year (Februari, May, Agustus, November) Publisher : PRODI PGSD UNSULTRA E-ISSN : 2716-036X Jurnal Sultra Elementary School merupakan jurnal ilmiah multidisiplin yang berfokus pada hasil penelitian, kajian teoretis, dan inovasi dalam bidang Pendidikan Sekolah Dasar. Jurnal ini menjadi wadah ilmiah bagi peneliti, pendidik, dan praktisi untuk berbagi ide, hasil riset, serta praktik terbaik yang berkontribusi terhadap peningkatan mutu pendidikan dasar. Cakupan kajiannya meliputi strategi pembelajaran, pengembangan literasi dan numerasi, pendidikan karakter, asesmen dan evaluasi, teknologi pendidikan, serta profesionalisme guru. Selain itu, jurnal ini juga mendorong integrasi pendidikan dasar dengan bidang lain seperti psikologi, sosiologi, seni, kesehatan, lingkungan, dan teknologi digital, termasuk kajian sosial tentang pendidikan demokrasi, partisipasi pemilih pemula, serta pembentukan kesadaran warga negara sejak dini. Sebagai jurnal akses terbuka (Open Access Journal), Jurnal Sultra Elementary School memberikan akses tanpa batas bagi akademisi, pendidik, mahasiswa, dan masyarakat untuk memperoleh informasi ilmiah yang berkualitas dan relevan. Setiap naskah yang diterima melalui proses telaah sejawat (peer review) secara ketat untuk menjamin mutu, orisinalitas, dan kontribusinya terhadap pengembangan ilmu pengetahuan. Diterbitkan secara berkala, jurnal ini menerima naskah berbahasa Indonesia maupun Inggris, dan berkomitmen menjadi sarana akademik yang mendukung penelitian kolaboratif, inovatif, serta berorientasi pada pembentukan karakter dan kesadaran sosial demokratis bagi peserta didik sekolah dasar.
Penguatan Pendidikan Karakter Siswa melalui Pendekatan Sosiolinguistik Berbasis Budaya Lokal
Character education is a key focus in education because it plays a crucial role in shaping students' personalities and behavior. However, developments in globalization and technology have led to a shift in cultural values ​​among students, necessitating a learning approach that integrates local cultural values ​​into the educational process. This study aims to analyze the role of a local culture-based sociolinguistic approach in strengthening students' character education. The study employed a literature review method, analyzing various scientific articles, national journals, and relevant literature sources related to sociolinguistics, local culture, and character education. Data collection techniques included identifying, selecting, and analyzing literature published in the last ten years. The study's findings indicate that a local culture-based sociolinguistic approach can strengthen students' character education through the use of regional languages, oral traditions, local wisdom, sociocultural interactions, and contextual learning. This approach helps students understand the values ​​of courtesy, responsibility, cooperation, tolerance, and respect for their own culture. Furthermore, the use of local culture in learning also increases student engagement and creates a more meaningful learning process. Therefore, a local culture-based sociolinguistic approach can be a relevant alternative character education strategy for implementation in schools, particularly at the elementary school level. This research is expected to serve as a reference for developing culture- and character-based learning in educational settings.
Copyright (c) 2026 Indramini Indramini (Author) https://creativecommons.org/licenses/by-sa/4.0
Internalisasi Nilai Tradisi Budaya Banten Dalam Pembelajaran Bahasa Indonesia Di Sekolah Dasar
This study aims to describe the internalization of Bantenese cultural traditions in Indonesian language learning at elementary schools through a literature review approach. This study is important as an effort to preserve local wisdom while strengthening students’ language skills and character education in the era of globalization. The method used was descriptive qualitative with a literature review of journals, books, articles, and relevant educational documents. Data were analyzed through identification, classification, interpretation, and conclusion drawing. The results show that Bantenese cultural traditions can be integrated into Indonesian language learning through folklore, oral traditions, traditional games, regional arts, and local expressions in reading, writing, speaking, and listening activities. These cultural values include religiosity, cooperation, politeness, responsibility, and respect for others, which support character education for elementary school students. In addition, culture-based learning creates a more contextual, meaningful, and engaging learning process because it is closely related to students’ daily lives. Teachers play an important role in creatively integrating local culture into teaching materials and classroom activities. Therefore, the internalization of Bantenese cultural traditions can serve as an effective alternative in improving students’ language competence while preserving local culture and strengthening character education from an early age.
Copyright (c) 2026 Yoma Hatima, Ana Nurhasanah (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Orang Tua Dalam Meningkatkan Kemampuan Membaca Al-Qur'an Melalui Metode Talaqqi Pada Anak (Studi Kasus di Rumah Belajar Qur'an Cibabat Cimahi Utara)
This study examines the role of parents in improving children’s Qur’an reading skills through the talaqqi method at Rumah Belajar Qur’an Cibabat, North Cimahi. The research focuses on the importance of family involvement in supporting Qur’an learning in nonformal Islamic education. This study employed a qualitative approach with a narrative study design to explore parents’ experiences and involvement in assisting children’s Qur’an learning. Data were collected through in-depth interviews, observations, and documentation involving teachers and parents selected purposively. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and method triangulation. The findings reveal that parents play significant roles as motivators, facilitators, and learning companions in supporting the implementation of the talaqqi method. Children who received consistent parental guidance and habituation at home demonstrated better fluency, tajwid understanding, and learning discipline in reading the Qur’an. The study also found that collaboration between parents and teachers strengthens the continuity of Qur’an learning beyond the classroom environment. This research contributes to the development of family-based Qur’an learning in nonformal Islamic education by emphasizing the integration of the talaqqi method and parental involvement in improving children’s Qur’an reading skills. The findings imply the importance of strengthening communication and collaboration between families and Qur’anic learning institutions to support sustainable Qur’an education for children.
Copyright (c) 2026 Tuti Hernawati (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Strategis Pesantren Dalam Meningkatkan Kualitas Pendidikan Islam Di Indonesia
Islamic boarding schools (pesantren) are the oldest Islamic educational institutions in Indonesia, contributing significantly to character building, the development of Islamic knowledge, and improving the quality of national education. This study aims to analyze the strategic role of Islamic boarding schools in improving the quality of Islamic education in Indonesia through a literature study approach. The research method used is a literature review, compiling various scientific sources in the form of journals, books, articles, and policy documents relevant to Islamic boarding school education. Data analysis was conducted through data reduction techniques, theme classification, interpretation, and descriptive-analytical conclusion drawing. The study results indicate that Islamic boarding schools have a strategic role in five main aspects. First, Islamic boarding schools play a role in the formation of students' character and morals through education based on Islamic values. Second, Islamic boarding schools contribute to the integration of religious and general knowledge through the development of an adaptive curriculum. Third, Islamic boarding schools serve as centers for strengthening religious moderation and social tolerance in a multicultural society. Fourth, Islamic boarding schools play a role in human resource development by improving the quality of teaching staff and the skills of students. Fifth, Islamic boarding schools support the transformation of Islamic education through the use of technology and partnerships with various educational institutions. Thus, Islamic boarding schools not only function as traditional educational institutions, but also as agents of social change that are able to answer the challenges of Islamic education in the modern era.
Copyright (c) 2026 Ayu Wardani, Andi Muhammad Anshar Amin, Idrus Latif (Author) https://creativecommons.org/licenses/by-sa/4.0
Paradigma Pengembangan Kurikulum: Analisis Prinsip, Model Desain, dan Pendekatan Implementatif dalam Perspektif Teoretis dan Praktis
Curriculum development is a fundamental process in determining the direction, content, and learning strategies in the education system. This literature study aims to analyze the paradigm of curriculum development through a review of principles, design models, and implementation approaches from theoretical and practical perspectives. The curriculum is not only understood as a formal document, but also as a dynamic system influenced by social change, student needs, and scientific developments. This research uses a literature study method by examining various relevant scientific sources, such as journals, books, and current education policies. The results of the study indicate that the principles of curriculum development include relevance, flexibility, continuity, effectiveness, and efficiency, which form the basis for formulating curriculum content. Widely used curriculum design models include the Tyler model, Taba model, and competency-based models that emphasize learning outcomes. Meanwhile, implementation approaches in curriculum development include academic, humanistic, social reconstruction, and technological approaches, each of which has a different orientation in the learning process. Theoretically, curriculum development is understood as a systematic and rational process, while in practice it emphasizes adaptation to the school context and student needs. These findings indicate that the integration of principles, models, and approaches is crucial for producing a responsive, adaptive, and sustainable curriculum to meet the challenges of 21st-century education.
Copyright (c) 2026 Mardiati M, Juhariati Juhariati, Dadang Sumarna (Author) https://creativecommons.org/licenses/by-sa/4.0
Assesmen Psikososial Terhadap Korban Bullying Pada Anak Dengan Down Syndrome
This study aims to examine the psychosocial conditions of children with Down syndrome who are victims of bullying through a comprehensive psychosocial assessment. A qualitative, descriptive approach was used to gain an in-depth understanding of the children's experiences, the forms of bullying they experience, and the resulting impacts. Data were collected through observation, in-depth interviews, and documentation, with the children's families as the primary informants. The results indicate that children experience various forms of bullying, such as verbal and social exclusion, which result in decreased self-confidence, anxiety, and a tendency to withdraw from social circles. Family support has been shown to play a crucial role in helping children cope with these impacts through emotional support and the creation of a safe environment. Furthermore, a less inclusive social environment can exacerbate children's conditions, while a supportive environment can enhance social adaptation. A psychosocial assessment provides a comprehensive picture of a child's condition, helping to accurately identify psychological and social needs. The implications of this study suggest that effective interventions need to be implemented holistically, involving families, schools, and the community. Therefore, this study contributes to the development of support and intervention strategies for children with Down syndrome who are victims of bullying to improve their psychosocial well-being.
Copyright (c) 2026 Riefky Aulia, Sri Nurhayati Selian (Author) https://creativecommons.org/licenses/by-sa/4.0
Membangun Spirit Tajdid Di Kampus Muhammadiyah: Sinergi Dakwah, Pendidikan, Dan Inovasi
The spirit of tajdid (renewal) has been the spirit of the Muhammadiyah movement since its inception, oriented towards the purification of Islamic teachings as well as the dynamism of the people's lives according to the demands of the times. Muhammadiyah campuses as higher education institutions have a strategic role in internalizing the spirit of tajdid through the synergy of da'wah, education, and innovation. This study aims to analyze the concept and implementation of the spirit of tajdid on Muhammadiyah campuses and its relevance in responding to the challenges of globalization, the industrial revolution 4.0, and contemporary socio-religious changes. The method used is a literature study by examining books, journal articles, and official Muhammadiyah documents relevant to the themes of tajdid, Islamic education, and higher education innovation. The results of the study indicate that the spirit of tajdid on Muhammadiyah campuses is manifested in three main pillars: (1) enlightenment da'wah that emphasizes progressive, moderate Islam, and is oriented towards the welfare of the people; (2) education that integrates Islamic, scientific, and Indonesian values ​​holistically; and (3) academic and institutional innovation through the development of research, technology, and social entrepreneurship. The synergy of these three aspects is a crucial foundation for building a superior Muhammadiyah campus that is globally competitive and remains rooted in Islamic values. This study emphasizes that the spirit of renewal is not merely an ideological discourse, but rather a practical paradigm that must be implemented sustainably in all activities of the Tridharma (three pillars) of Muhammadiyah higher education.
Copyright (c) 2026 Nur Eva, Ummi Ulfariyani Kadir, St. Nurhayati Ali, Muhammad Nur Maallah (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi Nilai Tauhid Dan Akhlak Dalam Pembelajaran Di Sekolah Islam
Islamic education aims to shape whole human beings who believe in Allah SWT and have noble morals. However, the reality of modern education shows a tendency to emphasize cognitive aspects that often neglect the spiritual and moral dimensions. Therefore, the integration of the values ​​of monotheism and morals in learning in Islamic schools is an urgent need to realize holistic education. This study aims to examine in depth the concept, strategies, and implications of the integration of the values ​​of monotheism and morals in learning in Islamic schools based on a literature review. The method used is a qualitative approach with a literature study (library research) through an analysis of relevant books and scientific articles published in the last five years. The results of the study indicate that the integration of the values ​​of monotheism and morals is reflected in five main aspects: monotheism as the philosophical foundation of learning, morals as the substantive goal of education, the integration of values ​​in the curriculum and teaching materials, the role of teachers as role models, and school culture as a reinforcement of the internalization of values. This integration of values ​​is able to shape the awareness of God, moral responsibility, and Islamic character of students in a sustainable manner. This study confirms that the integration of the values ​​of monotheism and morals is not merely an additional approach, but rather the core of the Islamic education system. Thus, Islamic schools are expected to consistently implement learning that integrates faith, knowledge, and morals to address the challenges of education in the modern era.
Copyright (c) 2026 Syamsinar Syamsinar, Husni Mubarak, St. Nurhayati Ali, Muhammad Nur Maallah (Author) https://creativecommons.org/licenses/by-sa/4.0
Perbandingan Konsep Pendidik Berbasis Agama Dan Sekuler Dalam Perspektif Etika Profesi Guru
This study aims to analyze the comparative concepts of religious and secular educators from the perspective of professional ethics for teachers and their relevance in 21st-century education. This study uses a qualitative approach with a literature review method of various contemporary scientific sources and educational policy documents. The results show that the fundamental difference between the two paradigms lies in the source of legitimacy of professional ethics. The religious perspective bases ethics on transcendental values ​​and religious moral teachings, so that teacher professionalism is understood as a spiritual mandate that demands internal integrity and exemplary behavior. In contrast, the secular paradigm places professional ethics on public rationality, human rights, and normative and accountable institutional standards. Differences are also evident in the orientation of educational goals, where the religious approach emphasizes holistic character formation that combines intellectual, moral, and spiritual aspects, while the secular approach focuses on the development of critical thinking, democratic participation, and global readiness. Nevertheless, both approaches have common ground in the importance of integrity, social responsibility, and teacher professionalism. In the context of a pluralistic society and the era of digital disruption, an integrative approach that combines religious values ​​and modern rationality is the most relevant model. This synthesis enables the development of contextual, adaptive, and comprehensive teaching professional ethics to strengthen the quality of national education.
Copyright (c) 2026 Hasriani Mursalim, Dina Dwi Asihna Sinaga, Khadijah Khadijah, St. Nurhayati Ali (Author) https://creativecommons.org/licenses/by-sa/4.0
Pembelajaran Menulis Berbasis Deep Learning: Upaya Meningkatkan Kreativitas Dan Daya Nalar Siswa
Writing instruction plays a strategic role in developing students' creativity and reasoning skills because writing is not only related to technical language skills but also involves higher-order thinking processes such as analysis, reflection, and meaning-making. However, writing instruction practices in schools still tend to be product-oriented and underemphasize in-depth thinking processes. Therefore, a deep learning approach in education is considered relevant to address these challenges. This study aims to systematically examine how deep learning-based writing instruction contributes to improving students' creativity and reasoning skills. The method used is a Systematic Literature Review (SLR) by examining scientific articles published between 2015 and 2025 through the Google Scholar, Garuda, and Scopus databases. The analysis was conducted using thematic techniques to identify key patterns and themes related to learning strategies, the role of teachers, and the impact on students' creativity and reasoning. The results of the study indicate that deep learning-based writing instruction can enhance students' creativity through the exploration of ideas, reflection, and the interpretation of experiences, as well as strengthen reasoning skills through the development of critical and argumentative thinking. Furthermore, the teacher's role as a facilitator, the use of technology, project-based learning, and continuous reflection are key factors in creating meaningful learning. Thus, the deep learning approach to writing instruction has proven effective in developing students who are creative, reasoning, independent, and responsible for their learning process.
Copyright (c) 2026 Anita Candra Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
Analisis Deskriptif Dan Akar Permasalahan Kurangnya Disiplin Serta Rendahnya Sikap Toleransi Beragama Siswa Di Kelas V B SDN 50 Pelangi
This study aims to describe the disciplinary behavior and religious tolerance of fifth-grade students at SDN 50 Pelangi and the factors influencing them. The study used a descriptive qualitative approach, with data collection techniques including participant observation, interviews, and documentation studies. The results indicate that student discipline remains low, characterized by tardiness, neglect of assignments, and classroom disruption, which impacts the quality of social interactions and academic achievement. Furthermore, religious tolerance is also suboptimal, evident in verbal teasing and social exclusion among peers. An analysis of causal factors indicates a link between student behavior and family parenting styles, consistent enforcement of school rules, and peer influence. Supporting an inclusive school environment, implementing a character-based curriculum, collaborative activities across groups, and counseling have proven effective in fostering discipline and tolerance. This study emphasizes the importance of synergy between families, teachers, and peers in shaping positive behavior. With a systematic and contextual approach to character education, schools can create a disciplined, inclusive, and harmonious learning environment, enabling students to develop not only academically but also to become individuals with noble character and be prepared to face social challenges.
Copyright (c) 2026 Fuji Syahfitrah Oihu, Santika Safitri, Nesti Juniarsi, Yuyun Yuyun, Nassarudin Nassarudin, Asmina Asmina, Haliadi Haliadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Efektif Pembelajaran Seni Musik Untuk Siswa Kelas IV SDN 10 Kabupaten Buton Tengah
Music learning in elementary schools plays a crucial role in developing students' creativity, self-confidence, and social skills. However, in practice, music learning often receives little attention and is still dominated by lecture methods, resulting in less active student engagement. This study aims to describe effective music learning strategies for fourth-grade students at SDN 10, Central Buton Regency, and their impact on student engagement, creativity, and learning outcomes. This study used a qualitative approach with a descriptive approach. The subjects were arts and culture teachers and fourth-grade students. Data collection techniques included observation, in-depth interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. Data validity was ensured through triangulation of sources and techniques. The results showed that teachers implemented learning strategies that emphasized demonstrations, hands-on practice, and group work. The learning media used were simple rhythmic musical instruments made from recycled materials. This strategy made students more active, enthusiastic, confident in performing, and able to work collaboratively in groups. Interviews with teachers and students revealed an increase in student interest in learning, self-confidence, and engagement in music learning. It was concluded that contextual, varied, and practice-based music arts learning strategies can holistically improve the quality of students' learning processes and outcomes. Music arts learning not only develops musical skills but also shapes the character, creativity, and social attitudes of elementary school students.
Copyright (c) 2026 Ridwan Ardi (Author) https://creativecommons.org/licenses/by-sa/4.0
Pengaruh Inovasi Pembelajaran Kontekstual Pkn Terhadap Sikap Nasionalisme Siswa Di Sd Alam Martapura
This study aims to analyze the effect of contextual learning innovations in Civics (PKn) on students' nationalistic attitudes at SD Alam Martapura. The background of this study stems from the need for elementary schools to implement a learning approach that is more relevant, meaningful, and close to students' real lives. Contextual learning methods are believed to be able to foster direct learning experiences that encourage students to understand national values ​​more concretely. The study used a quantitative method with a one-group pretest-posttest pre-experimental design. The study sample consisted of 30 fifth-grade students who were selected purposively. Data were collected through a validated and tested nationalistic attitude questionnaire. Data analysis used a t-test to determine significant differences between the results before and after the treatment. The results showed a significant increase in students' nationalistic attitudes after participating in contextual learning in PKn. Students showed improvements in indicators of love for the homeland, discipline, unity, and respect for national symbols. These findings reinforce the idea that contextual learning can be an effective strategy in instilling national values ​​in elementary schools. This research recommends the broader application of contextual learning innovations to other civics subjects and the development of media based on the school environment to enhance meaningful learning.
Copyright (c) 2025 Arina Wulandari, Wulida Makhtuna, Muhammad Arifin (Author) https://creativecommons.org/licenses/by-sa/4.0
Efektivitas Pemanfaatan Chatbot AI sebagai Asisten Pembelajaran dalam Meningkatkan Kemandirian dan Hasil Belajar Siswa Kelas VIII di SMP Negeri 1 Baraka
The development of information technology has brought significant changes in the world of education, including the use of Artificial Intelligence (AI) as a learning medium. One implementation is the use of AI chatbots as learning assistants to support student independence and improve learning outcomes. This study aims to analyze the effectiveness of AI chatbots in learning for eighth-grade students at SMP Negeri 1 Baraka. This study used a quasi-experimental method with a single-group pretest-posttest design. The study population was all eighth-grade students with a sample of 32 students selected purposively. The research instruments were learning outcome tests and learning independence questionnaires. Data were analyzed using descriptive statistics and t-tests to see significant improvements in learning outcomes. The results showed that the use of AI chatbots as learning assistants had a positive impact on student learning independence, as seen from the average independence score increasing from 65.3 to 81.7. In addition, student learning outcomes also showed significant improvements, with an average pretest score of 62.5 and a posttest score of 79.4. These findings indicate that AI chatbots can be an effective learning medium to encourage student independent learning and improve academic outcomes. This study recommends the routine integration of AI chatbots into the learning process as a strategy to increase student motivation, independence, and learning outcomes.
Copyright (c) 2025 Sutriana Sutriana , Muhammad Naim, Hasnita Hasnita, Darmawati Taro, Asran Asran, Jamaluddin Hanapi, Zamri Zamri (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementasi Pembelajaran Pendidikan Agama Islam Berbasis Keteladanan Dalam Membentuk Karakter Siswa Di Sdn 105 Baraka
Character education in elementary schools requires effective strategies to instill moral, spiritual, and social values ​​comprehensively in students. This study aims to analyze the implementation of Islamic Religious Education (PAI) learning based on teacher role models and its influence on student character formation at SDN 105 Baraka. The study used a qualitative approach with a case study method, involving PAI teachers in grades IV and V and a number of students selected purposively. Data collection techniques included classroom observation, semi-structured interviews, and documentation of learning activities. Data analysis was carried out through data reduction, presentation, and verification of conclusions with source triangulation to ensure the validity of the findings. The results showed that PAI teachers consistently displayed disciplined, honest, patient, and socially caring behaviors that served as real role models for students. This behavior encouraged students to imitate the teachers' positive attitudes, increasing cooperation, responsibility, social awareness, discipline, and honesty. In addition, teachers who exemplified religious practices and moral values ​​helped students internalize religious values ​​contextually, so that learning was not only theoretical but also practical. These findings demonstrate that teacher role-modeling-based learning is effective in shaping students' religious and social character and in creating a learning ecosystem that supports the sustainable development of Islamic character. This research provides implications for teachers and schools to continue strengthening daily role-modeling practices and personal interactions with students as key strategies for character development.
Copyright (c) 2025 Jamaluddin Hanapi, Jumsir Jumsir, Sudarmin Sudarmin , Muhammad Rizal, Amaluddin Amaluddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Pendidikan Agama Islam Dalam Membangun Moderasi Beragama Di SD Negeri 18 Kalosi
This study aims to describe the implementation of religious moderation in Islamic Religious Education (PAI) at SD Negeri 18 Kalosi and examine how teachers integrate moderation values into learning to strengthen students' character. Data were collected through observation, interviews, and documentation to capture classroom dynamics and the school's support for developing moderate attitudes. Findings show that teachers apply varied strategies, including contextual explanations, group discussions, role modeling, and positive behavioral habits, to promote tolerance, respect for differences, and cooperation. School programs, such as inclusive religious activities, character-building routines, and community service, further reinforce these values through practical experiences. As a result, students demonstrate increasingly moderate behavior, including empathy, collaboration, and respect for diversity. The study highlights that the synergy between teacher practices and supportive school programs is essential for effectively internalizing moderation values in students.
Copyright (c) 2025 Sri Bulan, Harni Kadang, Anita. S, Jusrianti Jusrianti, Amaluddin Amaluddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Pendidikan Agama Islam Dalam Mengurangi Ketimpangan Sosial Dan Menumbuhkan Keadilan
Social inequality is a persistent structural problem in modern society, characterized by disparities in access to education, economic opportunities, social services, and decent living opportunities. Islamic Religious Education (PAI), as an integral part of the national education system, holds strategic potential in developing awareness, values, and behaviors that foster social justice. This literature review aims to analyze the role of PAI in reducing social inequality through the internalization of Islamic values ​​oriented toward equal rights, social justice, solidarity, and community empowerment. The research was conducted by reviewing various scientific articles, books, and recent research findings on Islamic education, social justice, and social character development. The study's findings indicate that PAI contributes through three main aspects. First, the theological-normative aspect, namely the instillation of the values ​​of monotheism (tauhid), brotherhood (ukhuwwah), justice ('adl), and anti-discrimination as emphasized in the Qur'an and Hadith. Second, the pedagogical aspect, through the PAI curriculum, which integrates social character education, empathy, equality, and the cultivation of caring for others. Third, the sociological aspect, namely the practice of community empowerment through socio-religious activities, Islamic philanthropy, and strengthening sharia-based economic literacy. Thus, Islamic Religious Education (PAI) can function as an effective instrument in shaping a more egalitarian, inclusive, and socially just society. This research recommends the development of a more transformative and participatory PAI learning model to strengthen its role in addressing social inequality.
Copyright (c) 2025 Devy Noer Wulansari, Dani Husni Juama, Santo Arip Nugroho (Author) https://creativecommons.org/licenses/by-sa/4.0
Pembelajaran PAI Untuk Mengembangkan Kreativitas Dan Inovasi Peserta Didik Dalam Kehidupan Sehari-Hari
Islamic Religious Education (PAI) learning plays a strategic role in shaping students who are not only religious, but also creative and innovative in facing the challenges of modern life. In the context of 21st-century education, creativity and innovation are essential competencies that need to be instilled from an early age so that students are able to adapt to social dynamics, technology, and community needs. This literature study aims to analyze how PAI learning can develop students' creativity and innovation through a holistic, integrative, and contextual pedagogical approach. This study examines various national and international sources on PAI learning strategies, creative character from an Islamic perspective, and the implementation of Islamic values ​​in solving everyday problems. The results of the review indicate that PAI can be an effective means to develop creativity through problem-based learning models, project learning, integration of Qur'anic values ​​​​of critical thinking, and strengthening independent and innovative characters. In addition, PAI teachers have a crucial role in creating a learning environment that encourages the exploration of ideas, problem solving, and the positive use of technology. This study concludes that creativity and innovation can grow optimally if PAI learning is designed interactively, oriented towards real experiences, and relevant to students' lives. The implication of this research is the need for curriculum development and training for Islamic Religious Education (PAI) teachers to facilitate learning that stimulates creativity and innovation.
Copyright (c) 2025 Idah Nurhasanah, Afania Noor Basysya, Helmi Helmi (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Pendidikan Agama Islam Dalam Membangun Jiwa Wirausaha Dan Etos Kerja Anak Dan Remaja
Islamic Religious Education (PAI) plays a strategic role in shaping the character, behavior, and mindset of students, including in developing an entrepreneurial spirit and work ethic in children and adolescents. Amidst increasingly dynamic socio-economic changes, entrepreneurship education and the development of a work ethic are crucial for preparing an independent, creative, and productive young generation. This literature study aims to analyze the role of PAI in developing an entrepreneurial spirit and work ethic by instilling Islamic values ​​such as trustworthiness, hard work, independence, honesty, responsibility, and the spirit of fastabiqul khairat. The study was conducted by examining various national and international studies that discuss the relationship between religious education, character formation, and entrepreneurial competency in students. The study results indicate that PAI can be an effective instrument in instilling an entrepreneurial mindset through the integration of religious values ​​in learning, intracurricular activities—such as simple buying and selling practices, creative projects, and Islamic business literacy—and the habituation of discipline and hard work. In addition, PAI provides a strong ethical foundation in carrying out economic activities, which makes students understand that work and effort are part of worship. Research findings indicate that Islamic Religious Education (PAI) values ​​can enhance motivation, responsibility, fighting spirit, and decision-making skills. This study concludes that strengthening the role of PAI is highly relevant in preparing a younger generation with an entrepreneurial spirit based on Islamic ethics and a strong work ethic.
Copyright (c) 2025 Dewi Lailatul Ngubudiyah, Nurul Hidayati Rohmah, Mustawam Mustawam (Author) https://creativecommons.org/licenses/by-sa/4.0
Pendidikan Agama Islam Sebagai Media Penanaman Etika Pemanfaatan Energi Dan Sumber Daya Alam
The overuse of energy and natural resources (SDA) is one of the main challenges in sustainable development. The environmental crisis, ecosystem imbalance, and increasing pollution are the result of human behavior that does not pay attention to ecological ethics. In this context, Islamic Religious Education (PAI) has a strategic role as a medium for instilling moral, spiritual values, and ecological awareness in students. This literature study aims to analyze how PAI can function as a means to build ethical energy and natural resource utilization through the integration of Islamic values, pedagogical approaches, and the habituation of environmentally friendly behavior. This study examines various sources such as journals, books, and previous research on the concept of khalifah fil ard, the principle of balance (mīzān), the prohibition of isrāf (excess), and the importance of conservation from an Islamic perspective. The results of the review indicate that PAI contributes significantly to shaping energy-saving behavior through the internalization of ecological moral values, reinforcement of environmental material, and the application of contextual learning methods. PAI teachers act as role models (uswah) and facilitators of habituation, for example, encouraging students to save electricity, maintain cleanliness, and use natural resources responsibly. This study concludes that Islamic Religious Education (PAI) can serve as an important foundation for instilling ethical energy and natural resource use, thereby fostering a generation with a green character, environmental awareness, and the ability to support sustainable development in accordance with Islamic teachings.
Copyright (c) 2025 Muhammad Dasuki, Moh Zamzami Amien, M Abdurrohim (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Pendidikan Agama Islam Dalam Menumbuhkan Kepedulian Sosial Untuk Mengurangi Kemiskinan Anak
This study examines the urgency of strengthening social awareness values through Islamic Religious Education as a strategy to address children's increasing vulnerability to poverty. The primary objective of this study is to analyze how internalizing religious values, morals, and socio-religious practices can shape students' empathetic awareness and concrete actions in helping reduce the impact of child poverty in their communities. The method used was a qualitative study through analysis of curriculum documents, learning observations, and interviews with educators to explore the implementation and effectiveness of socially conscious learning. The results showed that a contextual, participatory, and religiously based learning approach encourages the formation of caring characters, increased sensitivity to social injustice, and the emergence of student involvement in solidarity activities. These findings indicate that Islamic Religious Education functions not only as a vehicle for instilling spiritual values, but also as a relevant means of social transformation in addressing the issue of child poverty. This study concluded that the systematic integration of socially conscious values into learning, supported by teacher role models and a collaborative school environment, has significant potential in fostering a generation that is more sensitive, empathetic, and empowered to participate in reducing child poverty.
Copyright (c) 2025 Ilyas Ilham, Putri Nasikhah, Iswatun Hasanah (Author) https://creativecommons.org/licenses/by-sa/4.0
Pendidikan Agama Islam Sebagai Sarana Mengurangi Ketimpangan Dan Mendorong Keadilan Sosial
Islamic Religious Education (PAI) plays a strategic role in shaping the character, morals, and social awareness of students. This literature review aims to explore the role of PAI in reducing social inequality and promoting social justice in society. The study was conducted through a review of various literature related to education, social issues, and Islamic teachings, including academic books, scientific articles, and previous research publications. The results indicate that PAI not only emphasizes aspects of worship and morals but also teaches the principles of justice, equality, and concern for others, which can be applied in both formal and non-formal educational contexts. Education based on Islamic values ​​can foster empathy, solidarity, and social responsibility in students, thus potentially reducing social disparities. Furthermore, the integration of social justice values ​​into the PAI curriculum fosters a critical understanding of issues of economic inequality, gender inequality, and access to education. In conclusion, PAI has a significant contribution to building a more just and inclusive society through education based on Islamic moral and social values. This study provides a theoretical foundation for educators, policymakers, and researchers in designing educational programs that prioritize social justice.
Copyright (c) 2025 Achmad Sulchan, Irma Atur Rizqiyah, Zemi Sakti (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategi Kepala Sekolah Dalam Meningkatkan Profesionalisme Guru Paud Di Kecamatan Baruga
The professionalism of PAUD teachers is a key factor in improving the quality of early childhood education services. Professional teachers are expected to be able to understand child development, manage play-based learning, implement authentic assessments, and create a safe and stimulating learning environment. This study aims to analyze the strategies of school principals in improving the professionalism of PAUD teachers through a managerial approach, academic supervision, and continuous competency development. The research method used a descriptive qualitative approach involving the principal and three teachers as key informants. Data were collected through in-depth interviews, observation, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results showed that the principals implemented several main strategies, namely: (1) implementing structured academic supervision to monitor the learning process; (2) routine coaching through evaluative discussions and mentoring; (3) improving teacher competency through internal workshops, participation in external training, and strengthening learning communities; (4) providing learning facilities that support teacher creativity; and (5) providing motivation and awards as a form of professional reinforcement. These strategies contributed significantly to improving the quality of learning planning, the creativity of teaching media, and teachers' ability to manage the classroom. This study confirms that principal leadership plays a crucial role in establishing a professional culture in early childhood education (PAUD) settings, and the strategies implemented can serve as a reference for other institutions in improving the quality of early childhood education.
Copyright (c) 2025 Hasbi Hasbi (Author) https://creativecommons.org/licenses/by-sa/4.0
Pendekatan Psikologis Dalam Kepelatihan Olahraga Untuk Mendukung Kesehatan Mental Anak Usia Sekolah Dasar
The mental health of elementary school-aged children is a crucial concern in modern education, particularly through professionally and humanistically managed sports activities. Sports coaching focuses not only on physical achievement and motor skills but also on character development, intrinsic motivation, self-confidence, and students' psychological well-being. Psychological approaches to coaching, such as supportive communication, positive reinforcement, a humanistic approach, and emotional regulation, can create a safe and enjoyable learning experience. This literature review aims to analyze the contribution of psychological approaches to sports coaching to the mental health of elementary school-aged children. This research used a Systematic Literature Review (SLR) method through an analysis of scientific articles related to sports coaching, educational psychology, and children's mental health. The results of the review indicate that coaches who use a supportive approach are able to increase learning motivation, reduce competitive anxiety, enhance resilience, and prevent excessive mental stress. A positive training environment encourages active student engagement, self-confidence, and healthy social relationships. The implications of this study emphasize the importance of coaches and physical education teachers understanding the principles of educational psychology in designing training programs that balance achievement and emotional well-being. Schools need to develop child-friendly sports coaching policies to comprehensively support mental health.
Copyright (c) 2025 La Ode Ahmad Yusran (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Pembelajaran IPS dalam Membentuk Karakter Sosial Anak Sekolah Dasar
Penelitian ini bertujuan untuk menganalisis peran pembelajaran Ilmu Pengetahuan Sosial (IPS) dalam membentuk karakter sosial anak di SD Negeri 7 Kusambi. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan subyek penelitian siswa kelas IV SD Negeri 7 Kusambi. Teknik pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi. Sedangkan Keabsahan data yang digunakan adalah triangulasi sumber dan triangulasi data. sedangkan teknik analisis data yang digunakan yaitu reduksi data, penyajian data dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa pembelajaran IPS tidak hanya berfungsi sebagai sarana transfer pengetahuan, tetapi juga sebagai media pembentukan sikap sosial seperti kerja sama, toleransi, kepedulian, dan tanggung jawab. Melalui kegiatan diskusi kelompok, simulasi peran, serta proyek tematik dengan pendekatan yang kontekstual dan kolaboratif, dan berbasis nilai siswa dilatih untuk memahami nilai-nilai sosial yang relevan dengan kehidupan sehari-hari sehingga pembelajaran jadi lebih bermakna dan berdampak pada perilaku sosial mereka.
Copyright (c) 2025 Nur Haizah Aopmonaim, Waode Ekadayanti, La Sisi, Saqjuddin Saqjuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Membangun Life-Long Education Melalui Pemikiran Dan Praktik Pendidikan Islam
Lifelong education is a crucial concept in building an adaptive, competent, and character-driven society. Islamic educational thought, which emphasizes holistic human development, can serve as a strong foundation for the implementation of this concept. This study aims to analyze literature related to developmental stages, learning strategies, and Islamic educational practices that support the principles of lifelong education. The method used is a descriptive-analytical literature study, which reviews various primary and secondary sources in the form of books, journals, and scientific articles from the period 2010–2025. The results of the analysis indicate that Islamic educational thought emphasizes continuous education, starting from family education, school education, and community education, with a focus on the formation of morals, knowledge, and skills. The learning strategies developed include the tahfidz method, moral value habituation, a thematic approach, and information technology integration, all of which are aimed at building lifelong competencies. The discussion emphasizes the relevance of Islamic educational principles in the modern context, particularly in facing the challenges of globalization, scientific developments, and the need for 21st-century skills. This study reinforces the view that Islamic education is not solely oriented toward mastery of material, but also shapes individual character and capacity for lifelong learning. The practical implications of this research demonstrate the need to integrate Islamic educational values ​​into both formal and non-formal curricula as a strategy for building a sustainable learning society.
Copyright (c) 2025 Andi Abd. Muis, Kurnia Alex, Fitriani Muh Amin, Karmila Karmila, Misbah Misbah, Juhariati Juhariati, Rosiana Syahbaniar, Iqbal Muhiddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Eksplorasi Model Deep Learning Dalam Pembelajaran Bahasa Indonesia Untuk Meningkatkan Kreativitas Dan Pemahaman Siswa Sekolah Dasar
The rapid advancement of digital technology has brought significant changes to the field of education, including Indonesian language learning at the elementary school level. One innovative approach that has gained increasing attention is Deep Learning, a learning model emphasizing deep understanding, critical reflection, and the meaningful connection between new concepts and students’ real-life experiences. Indonesian language learning requires higher-order thinking skills such as analysis, synthesis, evaluation, and creative expression in both spoken and written forms. Therefore, implementing Deep Learning is considered highly relevant in helping students not only master linguistic structures but also comprehend the social and cultural values embedded in texts. This study aims to explore the implementation of the Deep Learning model in Indonesian language learning at elementary schools and to analyze its impact on enhancing students’ creativity and comprehension. The research employs a qualitative descriptive approach through library research, drawing from 16 national and international scholarly journals related to Deep Learning and language education. Data were collected using documentation techniques and analyzed through content analysis and thematic analysis to identify patterns, relationships, and thematic trends across the reviewed studies. The findings reveal that applying Deep Learning in Indonesian language instruction has a positive impact on improving students’ creative thinking, reading literacy, and communication skills. The model proves effective when integrated with active learning strategies such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), and Discovery Learning, as it promotes collaborative, reflective, and contextual learning experiences. Moreover, the use of digital technologies in Deep Learning-based instruction enables teachers to provide adaptive feedback and facilitate differentiated learning suited to students’ individual needs. However, several challenges remain, including teachers’ limited readiness, insufficient technological infrastructure, and curriculum orientations that still emphasize results over deep cognitive processes.
Copyright (c) 2025 Rahma Ningsi (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi Deep Learning Dalam Pembelajaran Bahasa Indonesia Untuk Pengembangan Kemampuan Metakognitif Siswa Sekolah Dasar
The digital era demands a transformation in educational practices, particularly in developing higher-order thinking skills. This research aims to conduct an in-depth study on the integration of Deep Learning (DL) technology in Indonesian language learning as an innovative strategy to foster metacognitive abilities in elementary school students. Metacognition, which refers to the awareness and ability to control one's own thought processes, is considered a crucial foundation for lifelong learning success. Through a literature review approach, this article analyzes how DL features such as personalized learning paths, automated feedback, and predictive analytics can be utilized to create an adaptive and reflective learning environment.The study's findings indicate that the integration of DL enables the creation of personalized learning experiences, where each student can reflect on their strengths and weaknesses in real-time. This intelligent system can present learning challenges that correspond to the student's zone of proximal development, thereby encouraging them to plan, monitor, and evaluate their own learning strategies. Nonetheless, its implementation requires careful consideration of ethical challenges, infrastructure readiness, and teacher competency. It is concluded that DL holds significant potential to revolutionize Indonesian language learning by making it more meaningful and student-centered, while simultaneously fostering independence and responsibility for the learning process, ultimately preparing students to face the complexities of the 21st century
Copyright (c) 2025 Rindang Rindang (Author) https://creativecommons.org/licenses/by-sa/4.0
Pembelajaran Mendalam Sebagai Inovasi Dalam Pengajaran Menyimak Teks Bahasa Indonesia Di Sekolah Dasar
This study, entitled "Deep Learning as an Innovation in Teaching Listening to Indonesian Texts in Elementary Schools," aims to describe the effectiveness of the deep learning approach as a pedagogical innovation in improving elementary school students' listening skills. The research method used is a literature study by reviewing various recent scientific sources, such as national and international journals published in the 2023–2025 period. The results of the study indicate that deep learning can significantly improve listening skills by positioning students as active subjects who discover the meaning of the text independently. Through higher-order thinking processes, students not only understand the text's content literally but also interpret implied meanings, assess moral messages, and relate the text's content to personal experiences. This approach creates a collaborative and reflective learning atmosphere, where interaction between students and teacher guidance play a vital role in deepening understanding. In addition, deep learning also increases students' motivation and interest in learning because it provides space for exploration, reflection, and recognition of individual perspectives. The results of previous research support that the application of deep learning is effective in developing active, creative, and responsible learning characters. Thus, this approach is relevant for implementation in Indonesian language learning in elementary schools because it aligns with the spirit of the Independent Curriculum, which emphasizes meaningful learning, critical thinking, and student-centeredness.
Copyright (c) 2025 Ni Putu Sumertiani (Author) https://creativecommons.org/licenses/by-sa/4.0
Efektivitas Pembelajaran Mendalam DalamPenguasaan Kosa Kata Bahasa Indonesia Di Sekolah
This study aims to analyze the effectiveness of implementing deep learning in improving Indonesian vocabulary mastery among elementary school students. Vocabulary is a fundamental component of language acquisition, serving as the foundation for communication, reading, writing, and critical thinking skills. In practice, many elementary students still struggle to master vocabulary due to the dominance of rote learning methods that emphasize memorization rather than comprehension. The lack of contextual and meaningful learning experiences causes students to become less motivated and passive in Indonesian language lessons. To address this problem, the research employed a systematic literature review method by analyzing 15 national journal articles relevant to deep learning strategies and vocabulary mastery. The analysis involved identifying objectives, methodologies, results, and conclusions from each study, followed by thematic synthesis to obtain a comprehensive understanding of the effectiveness of deep learning. The findings reveal that deep learning significantly enhances students’ vocabulary retention, reflective thinking, and the connection between word meanings and real-life experiences. The application of visual media such as illustrated word cards, learning videos, and slot boards helps students concretely associate symbols with meanings. Meanwhile, audio media and collaborative activities encourage students to actively speak, listen, and use words in meaningful contexts. Teachers play a crucial role as facilitators, guiding students through reflective and exploratory learning processes that promote deeper understanding. Moreover, deep learning aligns with the principles of the Merdeka Curriculum, emphasizing contextual, student-centered, and reflective learning. Therefore, the implementation of deep learning can be considered an effective pedagogical approach to improving Indonesian vocabulary mastery in elementary schools while fostering literacy, critical thinking, and communication competence among young learners
Copyright (c) 2025 Nisa Puspita (Author) https://creativecommons.org/licenses/by-sa/4.0