Omah Jurnal Sunan Giri Ponorogo (E-Journals)
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Standar Pendidikan Anak Usia Dini Raudhatul Athfal (RA) Nurul Haq Kalisabuk Cilacap (Studi Standar Isi Ruang Lingkup Materi Pendidikan Anak Usia Dini)
Get PDFEarly childhood, known as the "golden age," is a crucial period during which a child's brain develops at an extraordinary rate and plays a crucial role in development. Quality education for early childhood is crucial and key to establishing the foundations for development. High-quality early childhood education (PAUD) requires content standards in learning activities as a foundation to significantly improve children's growth and development, thus preparing them for further education. The content standards for Early Childhood Education, as stipulated in the Minister of Primary and Secondary Education Regulation No. 12 of 2025, are designed to define the scope of material that aligns with the expected developmental milestones at specific ages, as defined by the Child Development Achievement Level Standards (STPPA). Learning activities at Raudhatul Athfal Nurul Haq, Kalisabuk, Cilacap, align with the content standards for Early Childhood Education, stipulated in the Minister of Primary and Secondary Education Regulation No. 12 of 2025. This is evident when the author collected data at Raudhatul Athfal Nurul Haq, Kalisabuk, Cilacap. Early childhood developmental outcomes covering religious and moral values, Pancasila values, physical motor skills, cognitive, language, and social emotional values have been achieved in accordance with the child's age level. There is an advantage in learning outcomes in the aspect of religious and moral development for the graduation of students at Raudhatul Athfal Nurul Haq, Kalisabuk, Cilacap. Thus, Raudhatul Athfal Nurul Haq Kalisabuk Cilacap has met the content standards in terms of material scope, and learning outcomes that are in accordance with graduate competencies
Representing the Muted Others on Social Media: Multimodal Analysis of @pelanginusantara_org’s Instagram Account
Get PDFThis study examined the representation of lesbian, gay, bisexual, transgender, queer, and the likes (LGBTQ+) identity in @pelanginusantara_org Instagram accounts in the midst of heteronormative dominance and marginalization of queer narratives by mainstream media in Indonesia. This study uses Muted Group Theory as the main theoretical framework to understand how queer communities construct counter-discourses against the symbolic structures that exclude them. The analysis was carried out through the multimodal analysis approach proposed by Kress & van Leeuwen, which was strengthened with the perspective of Butler’s gender performativity theory, in order to interpret visual, linguistic, and symbolic strategies in building queer identity in the digital space. The results show that this account uses strategies of visual affirmation, cultural localization, and affective narratives to challenge heteronormative discourses and create a more inclusive counter-public space. These findings confirm that social media, especially Instagram, has transformational potential for the LGBTQ+ community in Indonesia in negotiating identity and building a more equitable and humane alternative representation
Wakafpreneur as an Instrument of Islamic Da'wah and Social Transformation in the Philanthropic Institution
Get PDFAlthough waqf has long been recognised as a powerful Islamic socio-economic instrument, its utilisation in many Muslim communities remains largely consumptive and under-optimised. Existing studies tend to focus on traditional or partial models of productive waqf, offering limited insights into how waqf can be integrated with contemporary entrepreneurial practices to generate sustainable socio-economic impact. This study addresses this gap by examining Wakafpreneur, an innovative and integrated model that combines productive waqf with entrepreneurial frameworks to support da'wah initiatives and wider social transformation. Focusing on philanthropic institutions in Riau Province, Indonesia, this research aims to explore how the Wakafpreneur model is conceptualised, implemented, and experienced by its stakeholders. A qualitative case study approach was employed, drawing on in-depth interviews with waqf managers, participating entrepreneurs, and programme beneficiaries, as well as direct observations of Wakafpreneur business units. The findings demonstrate that Wakafpreneur significantly enhances the effectiveness of waqf management by transforming dormant waqf assets into sustainable business entities. This model not only generates independent financing streams for da'wah programmes but also promotes community economic empowerment through job creation, improved welfare outcomes, and the practical dissemination of Islamic values. The novelty of this study lies in its analysis of Wakafpreneur as a holistic and replicable model that positions waqf institutions as transformative agents within modern socio-economic ecosystems. The study recommends replicating the Wakafpreneur model in other regions as a strategic pathway to optimise waqf potential and strengthen the contribution of Islamic philanthropy to socio-economic development
The Catechetical Dimension of Traditional Wisdom Tegi Ndeter Agu Ndetar As A Path to Peace Education
Get PDFThis study explores the catechetical dimensions of tegi ndeter agu ndetar, an indigenous reconciliation ritual in Manggarai, Eastern Indonesia, and its contribution to peace education. This study used a qualitative descriptive narrative case study in Manggarai Regency, Flores Island, with data collected through observation, interviews, and documentation. Five key informants, including traditional elders, a Catholic catechist, and a cultural practitioner, provided insights into the symbolic, moral, and catechetical dimensions of the tegi ndeter agu ndetar ritual. Data were analyzed through reduction, display, and interpretation using peace education, culturally sustaining pedagogy, and transformative learning theories, supported by relevant previous studies. Interpreted through peace education, transformative learning, and inculturation catechesis, the findings show that reconciliation is taught as a lived practice, where paradox and ritual generate transformative learning and Gospel values are transmitted through cultural forms. The study contributes theoretically by expanding peace education beyond classrooms into embodied cultural practice, affirming the role of paradox in transformative pedagogy, and grounding inculturation catechesis in communal life. Practically, it highlights opportunities for catechists, educators, and peacebuilders to collaborate with cultural elders in fostering reconciliation as a living curriculum of peace. Ultimately, tegi ndeter agu ndetar demonstrate that indigenous wisdom and Christian catechesis can converge as a pathway to sustainable peace education. The significance of this study lies in its contribution to bridging indigenous traditions and Christian pedagogy, offering a model of culturally rooted peace education that can inspire both academic discourse and practical pastoral approaches in diverse cultural contexts
The Epistemology of Riyāḍah in Pesantren: A Philosophical Foundation for Islamic Intellectual Formation
Get PDFThis study examines how riyāḍah in the pesantren tradition is understood not only as a spiritual discipline but also as an epistemological foundation shaping the essence, sources, methods, and validation of knowledge. It arises from the need for a holistic and transformative paradigm of Islamic education beyond Western epistemology, often limited to rationalism and empiricism. The purpose is to explore the epistemology of riyāḍah in intellectual formation within Islamic education, with Pesantren Fathul ‘Ulum Kwagean, Kediri, East Java, as the research locus for its strong scholarly tradition and integration of spiritual discipline with intellectual development. The study employs qualitative research with an ethnographic approach to capture lived experiences and epistemological perspectives of the pesantren community. Data are obtained primarily from direct engagement with subjects as primary sources, complemented by secondary sources from classical Islamic texts. Data collection uses participant observation, in-depth interviews, and documentation. Analysis follows the Miles, Huberman, and Saldaña model, data collection, condensation, display, and conclusion drawing with verification. Validity is ensured through source triangulation. Findings show that in pesantren, knowledge is conceived as divine light attained through purification of the soul. Its sources and methods integrate texts, reason, empirical experience, and riyāḍah, while its validation rests on benefit and blessing. The significance of this research lies in its theoretical contribution to Islamic epistemology, its practical model for integrating spiritual discipline with intellectual formation, and its enrichment of Islamic education discourse by positioning riyāḍah as a foundation for both character building and knowledge production
Problems of Student Competency in the Department of History Education and Students' Historical Awareness of the Utilization of Historical Sites
Get PDFThe purpose of this article is to explore students' historical awareness is the understanding of individual aspects, ideas, thoughts, desires, and memories related to historical events or historical sites found in various regions. Students' historical awareness also includes a dimension of knowledge that leads to individual competencies. This study utilised qualitative research, employing historical methods. The population consisted of 350 students, while the sample size for this study was 23 students. The data collection techniques used were primary data, including interviews, document analysis, and artefacts, while the secondary sources were books and documents. The data analysis techniques used were heuristics, verification, interpretation, and historiography. The results of the study show that the problem of the competence of students of the History Education and historical awareness study program lies in the lack of knowledge about local historical sites as a whole. In other words, the problem of lack of interest in reading also affects knowledge of local historical sites, and the low value of students' historical awareness was also seen in previous studies. The contribution of this research lies in sharpening the perspective in looking at the historical awareness of students from the fundamental perspective of the interests of History Education students
Task-Centered Instruction With Hard and Soft Scaffolding to Empower Academic Self-Efficacy and Creativity
Get PDFThis study aims to empower students' academic confidence and creativity through task-centered instruction. The research method used is ADDIE with a pre-experimental design (posttest-only design). The research subjects involved were 26 fourth-grade elementary school students in Blitar City. The instruments used were a questionnaire to measure academic self-efficacy, which had been developed from previous research, and a rubric for assessing student creativity. The data were analyzed descriptively and quantitatively and classified into five categories (excellent, good, fair, poor, and very poor). The results of the data analysis showed that the students' academic confidence was, on average, in the good category. Student creativity tended to vary from very good, good, fair, and poor. Classically, student creativity was quite good. This study shows that guidance needs to be provided appropriately to support student learning progress, especially to support confidence, so that students are motivated to learn. The results of this study still need to be followed up by researching a larger sample and using an experimental method by comparing the experimental class and the control class. Then, the relationship between academic self-efficacy and the level of student creativity and how it affects learning outcomes needs to be studied
The Effect of Project-Based Learning (PJBL) on The Critical Thinking Ability of Science
Get PDFThis research investigates the effect of the Project-Based Learning (PjBL) model on the critical thinking abilities of third-grade students in the Natural and Social Sciences (IPAS) subject at MI Muhammadiyah Romang Lompoa. The study adopts a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of two classes: an experimental group taught using the PjBL model and a control group receiving conventional instruction, each comprising 20 students. Data were collected through a validated essay-based critical thinking test. Statistical analysis using a t-test was conducted to examine differences between the pre-test and post-test results of both groups. The findings reveal that students' critical thinking abilities significantly improved after the PjBL model was implemented, as seen by the experimental class's higher mean post-test scores than the control group. Therefore, the study concludes that PjBL has a positive and significant impact on enhancing students’ critical thinking skills in science-related learning materials
The Social Competencies of Pesantren Teachers in Shaping Students' Character in the Digital Era
Get PDFThis study aims to analyze the development of social competencies among pesantren teachers in shaping students' character in the digital era. This qualitative research was conducted at Al-Khoir Islamic Boarding School in Karawang, involving 10 teachers and 15 students. Data were collected through semi-structured interviews, observations, and document analysis, and analyzed using a thematic analysis framework based on the work of Miles and Huberman. The findings show that teachers at Al-Khoir demonstrate social competence through role modeling, empathetic communication, and the instilling of moral values in daily routines. However, there are challenges in digital literacy, as teachers struggle to integrate digital tools into their teaching due to limited resources and inadequate training. This gap in digital competence is influenced by the pesantren’s traditional values and leadership style, which prioritize religious education over technological integration. These findings contribute to the literature on teacher social competence and character education by highlighting the importance of enhancing digital competencies in teachers. The study offers practical recommendations for integrating digital literacy training into professional development programs at pesantren, enabling teachers to navigate the digital era more effectively and enhance their character-building efforts. Furthermore, this research offers valuable insights for both theory and practice, suggesting that strengthening digital literacy in teacher training programs is crucial for preparing educators to effectively navigate the challenges of the digital age while promoting character development in students
Construction of Integer Operations of the Gasing-Mathematics Method from the Perspective of APOS Theory
Get PDFA low mastery of integer operations remains a significant cause of students’ weak mathematical literacy, as current teaching methods often emphasize mechanical computation over conceptual understanding. This study aims to describe how students construct their understanding of integer operations through the Gasing Method from the perspective of APOS Theory. This research employed a descriptive qualitative design with a task-based case study approach, involving three mathematics education students who had participated in Gasing training and obtained the highest scores on an integer operation test. Data were collected through written tasks and semi-structured interviews, then analyzed using the stages of APOS thinking: Action, Process, Object, and Schema, through iterative coding and triangulation. The results show that the Gasing Method supports the progression of students’ thinking from procedural to conceptual: the Action stage appears in step-by-step computation, the Process stage in mental prediction and verbal explanation, the Object stage in recognizing relationships among operations, and the Schema stage in integrating these into a coherent conceptual framework. The study concludes that the integration of Gasing and APOS provides a powerful pedagogical model that bridges concrete and abstract reasoning, offering meaningful implications for mathematics teachers in designing culturally grounded yet cognitively informed numeracy learning