TARBIYA: Journal of Education in Muslim Society
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Model of Internalization Religious Character Values to Strengthen Moral Student
No full textAbstractThis study aimed to investigate the implementation of religious character values among students and to identify internalisation models that can enhance students’ morale. Employing qualitative methods, the study adopted a phenomenological approach to comprehensively understand the process of internalising religious character values in an educational setting. This study was conducted across two senior high schools and one vocational high school in East Kalimantan Province. Moreover, data were gathered through extensive interviews, observations, and documentation, then analysed through data reduction, data display, and conclusion drawing. The findings revealed various efforts to instil students\u27 religious character values, such as instilling theoretical knowledge about spiritual values, organising religious activities, fostering a religious culture in schools, integrating religious values in various disciplines, and maintaining continuous supervision. The model utilised for internalising religious character values was the structural-organic-reflective-integrative model. This model offers a comprehensive approach to enhancing students\u27 moral development by embedding religious principles into every aspect of education. While this study has contributed to the discussion, some limitations and suggestions for future research were provided.AbstrakPenelitian ini bertujuan untuk menginvestigasi implementasi nilai-nilai karakter religius di kalangan siswa dan mengidentifikasi model internalisasi yang dapat meningkatkan moral siswa. Dengan menggunakan metode kualitatif, studi ini mengadopsi pendekatan fenomenologis untuk memahami secara komprehensif proses internalisasi nilai-nilai karakter religius dalam konteks pendidikan. Penelitian ini dilakukan di dua sekolah menengah atas dan satu sekolah menengah kejuruan di Provinsi Kalimantan Timur. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi, yang kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian ini menunjukkan berbagai upaya untuk menanamkan nilai-nilai karakter religius siswa, seperti memberikan pengetahuan teoritis tentang nilai-nilai spiritual, mengorganisir kegiatan keagamaan, membina budaya keagamaan di sekolah, mengintegrasikan nilai-nilai keagamaan dalam berbagai disiplin, dan menjaga pengawasan yang berkelanjutan. Selanjutnya, model internalisasi nilai-nilai karakter religius yang diterapkan adalah model struktural-organik-reflektif-integratif. Model ini menawarkan pendekatan komprehensif untuk meningkatkan perkembangan moral siswa dengan menyelipkan prinsip-prinsip keagamaan ke dalam setiap aspek pendidikan. Meskipun studi ini telah memberikan kontribusi pada diskusi di topik terkait, beberapa keterbatasan dan saran untuk penelitian di masa mendatang telah disampaikan dalam artikel ini.How to Cite: Nursalim, E., Zurqoni, Khojir. (2023). Model of Internalization Religious Character Values to Strengthen Moral Student. TARBIYA: Journal of Education in Muslim Society, 10(2), 163-182. doi:10.15408/tjems.v10i2.37575.
Innovative Teaching Strategies for Kurikulum Merdeka to Improve Education for Indonesian Migrant Children in Jeddah
No full textAbstractThis study aims to examine the implementation of teacher training on learning innovations within the Kurikulum Merdeka to improve the quality of education for students, particularly Indonesian children living abroad. This community service employs the Asset-Based Community Development (ABCD) approach. The target participants are all 18 elementary school teachers at the Indonesian School in Jeddah. Data collection instruments included both qualitative and quantitative methods, utilizing questionnaires and interviews, before and after the implementation of activities. As a result of this service activity, the teachers at the Indonesian School in Jeddah successfully developed innovative learning media for the Kurikulum Merdeka using digital tools such as Canva and Assembler Edu. Furthermore, the use of digital technology-based learning media significantly motivated students and enhanced their learning experience.AbstrakPenelitian ini bertujuan untuk mengkaji penerapan pelatihan guru tentang inovasi pembelajaran dalam Kurikulum Merdeka untuk meningkatkan kualitas pendidikan bagi siswa, terutama anak-anak Indonesia yang tinggal di luar negeri. Layanan masyarakat ini menggunakan pendekatan Asset-Based Community Development (ABCD). Peserta yang menjadi target adalah semua 18 guru sekolah dasar di Sekolah Indonesia di Jeddah. Instrumen pengumpulan data mencakup metode kualitatif dan kuantitatif, dengan menggunakan kuesioner dan wawancara masing-masing, sebelum dan sesudah pelaksanaan kegiatan. Sebagai hasil dari kegiatan pelayanan ini, para guru di Sekolah Indonesia di Jeddah berhasil mengembangkan media pembelajaran inovatif untuk Kurikulum Merdeka menggunakan alat digital seperti Canva dan Assembler Edu. Selain itu, penggunaan media pembelajaran berbasis teknologi digital secara signifikan memotivasi siswa dan meningkatkan pengalaman belajar mereka. How to Cite: Syamsi, A., Ramdaeni, S., & Binasdevi Misbah. (2024). Innovative Teaching Strategies for Kurikulum Merdeka to Improve Education for Indonesian Migrant Children in Jeddah. TARBIYA: Journal of Education in Muslim Society, 11(1), 37-46. doi:10.15408/tjems.v11i1.3790
Improving Energy-Saving Competencies: Needs Analysis and Training Program Design for Islamic School Teachers
Full text linkAbstractTeachers need to be more competent in understanding and implementing the value of energy-saving ethics, which affects the process of instilling its value in students. In fact, there are many subjects in Indonesia\u27s national and religious education curriculum that contain the value of energy-saving ethics. The purpose of this research is to design a training and competency development program for Islamic school (madrasah) teachers integrated with the boarding school system (pesantren). The design stages included needs analysis, textbook analysis for Islamic Religious Education, Science, and Language in grades VII-IX, competency analysis, and curriculum and syllabus design. At each stage, we conducted interviews with Islamic Religious Education teachers, energy conservation instructor, curriculum development experts, and linguists. We also carry out benchmarking based on the curriculum and syllabus documents developed by training institutions. The research results led us to design a training program that emphasizes the ability to internalize religious ethical value messages related to energy-saving learning. The implementation uses a place-based education approach and a blended learning format that is highly flexible in terms of resource availability for teachers and schools. We discuss the implications of the research results, emphasize the use of local green energy issues and resources as learning resources, and establish partnerships with universities and human resource development institutions, as well as local teacher learning communities in the energy field.AbstrakGuru harus lebih kompeten dalam memahami dan menerapkan nilai etika hemat energi sehingga memberikan dampak pada proses penanaman nilai tersebut kepada peserta didik. Faktanya, banyak mata pelajaran dalam kurikulum pendidikan nasional dan agama di Indonesia yang mengandung nilai etika hemat energi. Tujuan penelitian ini adalah desain program pelatihan dan pengembangan kompetensi guru sekolah Islam atau madrasah yang terintegrasi dengan sistem pondok pesantren. Tahapan desain meliputi analisis kebutuhan, analisis buku teks pelajaran Pendidikan Agama Islam, sains, dan bahasa kelas VII-IX, analisis kompetensi, serta desain kurikulum dan silabus. Pada setiap tahap, wawancara dilakukan dengan guru sekolah, instruktur konservasi energi, ahli pengembangan kurikulum, dan ahli bahasa. Benchmarking dilakukan juga berdasarkan dokumen kurikulum dan silabus yang dikembangkan oleh lembaga pelatihan. Hasil penelitian mengarahkan kami untuk mendesain program pelatihan yang menekankan pada kemampuan internalisasi pesan nilai etika agama terkait pembelajaran hemat energi. Penerapannya menggunakan pendekatan place-based education dan format blended learning yang sangat fleksibel dalam hal ketersediaan sumber daya bagi guru dan sekolah. Kami membahas implikasi hasil penelitian, menekankan pada penggunaan isu dan sumber daya energi hijau lokal sebagai sumber belajar, dan menjalin kemitraan dengan perguruan tinggi dan lembaga pengembangan sumber daya manusia, serta komunitas belajar guru lokal di bidang energi. How to Cite: Rohmatulloh, Rohman, A., Rosenda, D., & Nadia, M. A. (2024). Improving Energy-Saving Competencies: Needs Analysis and Training Program Design for Islamic School Teachers. TARBIYA: Journal of Education in Muslim Society, 11(1), 47-64. doi:10.15408/tjems.v11i1.40160
Adapting Pedagogical Approaches in Model Islamic Educational Institutions: Balancing Contemporary Needs with Islamic Values
Full text linkAbstractThis paper examines the adaptation of pedagogical approaches in model Islamic educational institutions in The Gambia, focusing on the balance between contemporary educational needs and Islamic values. Through a comparative analysis of a selected institution in The Gambia, this study explores how the school incorporates innovative teaching strategies and contemporary curricula alongside traditional Islamic teachings using a single case study of the qualitative research approach. The findings were viewed through DuBow and Litzler’s (2019) Theory of Change (ToC). A thorough synthesis of the data, collected through semi-structured interviews with the school leader and teachers, revealed that model Islamic schools in the Gambia could integrate modern teaching methods and maintain their students’ Islamic values through preparation (planning), execution(implementation), risks, and outcomes (evaluative interventions). The findings from this paper highlight best practices and identify potential areas for improvement, offering insights into how a model Islamic educational institution can effectively navigate the demands of modern education without compromising its foundational Islamic values. The implications for policymakers, educators, and religious leaders underscore the importance of collaboration and flexibility in fostering educational environments that honor Islamic traditions and contemporary educational standards. AbstrakArtikel ini mengkaji adaptasi pendekatan pedagogis di institusi pendidikan Islam model di Gambia, dengan fokus pada keseimbangan antara kebutuhan pendidikan kontemporer dan nilai-nilai Islam. Melalui analisis komparatif pada salah satu institusi di Gambia, studi ini mengeksplorasi bagaimana sekolah tersebut mengintegrasikan strategi pengajaran inovatif dan kurikulum kontemporer bersama dengan pengajaran Islam tradisional menggunakan pendekatan studi kasus tunggal dalam penelitian kualitatif. Temuan dianalisis menggunakan Theory of Change (ToC) dari DuBow dan Litzler (2019). Sintesis data yang diperoleh melalui wawancara semi-terstruktur dengan pemimpin sekolah dan guru mengungkapkan bahwa sekolah Islam model di Gambia dapat mengintegrasikan metode pengajaran modern sekaligus mempertahankan nilai-nilai Islam siswa melalui tahapan persiapan (perencanaan), pelaksanaan (implementasi), risiko, dan hasil (intervensi evaluatif). Temuan dari artikel ini menyoroti praktik terbaik dan mengidentifikasi potensi area yang dapat ditingkatkan, serta memberikan wawasan tentang bagaimana institusi pendidikan Islam model dapat secara efektif menavigasi tuntutan pendidikan modern tanpa mengorbankan nilai-nilai Islam yang mendasarinya. Implikasinya bagi pembuat kebijakan, pendidik, dan pemimpin agama menekankan pentingnya kolaborasi dan fleksibilitas dalam menciptakan lingkungan pendidikan yang menghormati tradisi Islam sekaligus memenuhi standar pendidikan kontemporer. How to Cite: . Jallow, A. F., & Jabbie, A. (2024). Adapting Pedagogical Approaches in Model Islamic Educational Institutions: Balancing Contemporary Needs with Islamic Values. TARBIYA: Journal of Education in Muslim Society, 11(2), 115-134. doi:10.15408/tjems.v11i2.40965
Integration of the Pancasila Student Profile Strengthening Project with Design Thinking in the Merdeka Curriculum: Stimulating Students\u27 Creative Thinking Skills
No full textAbstractIn the context of the 21st-century society, creative thinking skills stand out as pivotal competencies. Nevertheless, many countries, Indonesia included, grapple with a crisis in nurturing these skills among students. This research addresses this challenge by integrating the Pancasila Student Profile Strengthening Project with Design Thinking (DT) methodologies. Fifty-four fifth-grade students from a Madrasah Ibtidaiyah in Pacitan, East Java, Indonesia, participated in this study, which employed a mixed-methods approach combining qualitative and quantitative techniques. Qualitative data were gathered through interviews and observations, while quantitative data were collected through tests assessing creative thinking skills, specifically Fluency, Flexibility, Originality, and Elaboration. Guided by the five stages of DT—Empathise, Define, Ideate, Prototype, and Test—the integration of P5 with DT facilitated the development of students\u27 original ideas and the creation of problem-solving products tailored to meet community needs. The findings underscore the significant efficacy of this integrated approach in enhancing students\u27 creative thinking skills, particularly evident in marked improvements in originality and elaboration. This study contributes valuable insights for elevating critical thinking abilities among elementary school and Madrasah Ibtidaiyah students through DT methodologies.AbstrakDalam konteks masyarakat abad ke-21, keterampilan berpikir kreatif menonjol sebagai kompetensi yang sangat penting. Namun, banyak negara, termasuk Indonesia, menghadapi krisis dalam mengembangkan keterampilan ini di kalangan siswa. Penelitian ini mengatasi tantangan tersebut dengan mengintegrasikan Proyek Penguatan Profil Pelajar Pancasila dengan metodologi Design Thinking (DT). Penelitian ini melibatkan lima puluh empat siswa kelas lima dari Madrasah Ibtidaiyah di Pacitan, Jawa Timur, Indonesia, dengan menggunakan pendekatan campuran yang menggabungkan teknik kualitatif dan kuantitatif. Data kualitatif diperoleh melalui wawancara dan observasi, sedangkan data kuantitatif dikumpulkan melalui tes yang menilai keterampilan berpikir kreatif, khususnya Kelancaran, Fleksibilitas, Orisinalitas, dan Elaborasi. Dipandu oleh lima tahap DT—Empati, Definisi, Ideasi, Prototipe, dan Uji—integrasi P5 dengan DT memfasilitasi pengembangan ide orisinal siswa dan penciptaan produk pemecahan masalah yang disesuaikan untuk memenuhi kebutuhan masyarakat. Temuan ini menegaskan efektivitas signifikan dari pendekatan terintegrasi ini dalam meningkatkan keterampilan berpikir kreatif siswa, terutama terlihat dalam peningkatan yang signifikan dalam orisinalitas dan elaborasi. Studi ini memberikan wawasan berharga untuk meningkatkan kemampuan berpikir kritis di kalangan siswa sekolah dasar dan Madrasah Ibtidaiyah melalui metodologi DT.
Integrating Science and Islam: Development of Teaching Materials for Environmental Chemistry Courses
Full text linkAbstractThe teaching materials on chemistry integrated into Islam are not yet available at the university level. Teaching materials can be used in learning activities. This study aims to develop integrated Islamic chemistry teaching materials for environmental chemistry courses. This research uses the Four Steps Material Teaching Development method (4STMD). 4STMD consists of four stages, namely the selection stage, structuring stage, characterisation stage, and reduction stage. At the stage of selection and structuring, the results of integration between environmental chemistry subjects and the Qur’an, Hadith, Fiqih, and Aqeedah Morals are obtained. At the characterisation stage, the concepts tested have easy characteristics, with an overall score of 86.9%. Based on the characterisation test results, the reduction phase in this research was not carried out because all concepts have easy characteristics. The completed teaching materials are then tested for feasibility by experts based on material aspects, presentation, language, and graphics. Based on the results of the feasibility test of the teaching materials, the average score is 95%. This shows that the teaching materials are considered worthy with a ‘very good’ predicate.AbstrakBahan ajar kimia terintegrasi keislaman belum tersedia di tingkat Universitas. Bahan ajar dapat digunakan dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mengembangkan bahan ajar kimia terintegrasi keislaman pada Mata Kuliah Kimia Lingkungan. Penelitian ini menggunakan metode Four Steps Teaching Material Development (4STMD). 4STMD terdiri dari empat tahapan, yaitu tahap seleksi, tahap strukturisasi, tahap karakterisasi, dan tahap reduksi. Pada tahap seleksi dan strukturisasi, didapatkan hasil integrasi antara mata kuliah kimia lingkungan dengan Al Qur’an, Hadits, Fikih, dan Akidah Akhlak. Pada tahap karakterisasi, keseluruhan konsep yang diujikan memiliki karakteristik mudah, dengan nilai keseluruhan rata-rata sebesar 86,9%. Berdasarkan hasil uji karakterisasi, tahap reduksi pada penelitian ini tidak dilakukan karena seluruh konsep memiliki karakteristik mudah. Bahan ajar yang telah selesai disusun selanjutnya di uji kelayakannya oleh ahli berdasarkan aspek materi, penyajian, bahasa, dan grafika. Berdasarkan hasil uji kelayakan bahan ajar, didapatkan nilai rata-rata sebesar 95%. Hal ini menunjukkan bahwa bahan ajar dinyatakan layak dengan predikat sangat baik.How to Cite: Muslim, B., Nahadi, Anwar, S., Munawaroh, H.S.H., & Nuraeni, N.S (2023). Integrating Science and Islam : Development of Teaching Materials for Environmental Chemistry Courses. TARBIYA: Journal of Education in Muslim Society, 10(2), 207-218. doi:10.15408/tjems.v10i2.32210
Development of Mathematics Learning Strategy Modules to Enhance Motivation and Higher-Order Thinking Skills for Students at UIN Syahada Padangsidimpuan
No full textAbstractThis study aimed to develop a mathematics learning strategy module to enhance students\u27 motivation and higher-order thinking skills using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) framework within the Research and Development (R&D) paradigm. Conducted during the even semester of the 2022/2023 academic year, it involved fourth-semester students in the Mathematics Education Program at UIN Syahada Padangsidimpuan. Quantitative and qualitative data were collected through interviews, observations, questionnaires, tests, and expert validation. Instruments included a module validation sheet, a learning motivation questionnaire, and a higher-order thinking skills test. Data were analyzed using the Paired Samples Test. Results showed the module was well-implemented, with validation scores of 87.86% and 86.01%, categorized as "good." The module effectively improved students\u27 motivation and higher-order thinking skills, with pretest and posttest scores of 52.38 and 79.19 (motivation) and 72.81 and 79.75 (higher-order thinking skills), both with significant improvements (sig. 0.000 < 0.05). This research recommends further implementation and development of the module using the ADDIE framework for enhancing mathematics learning strategies.AbstrakPenelitian ini bertujuan untuk mengembangkan modul strategi pembelajaran matematika guna meningkatkan motivasi dan keterampilan berpikir tingkat tinggi siswa menggunakan kerangka ADDIE (Analysis, Design, Development, Implementation, and Evaluation) dalam paradigma Penelitian dan Pengembangan (R&D). Penelitian dilakukan pada semester genap tahun akademik 2022/2023 dengan melibatkan mahasiswa semester empat Program Studi Pendidikan Matematika di UIN Syahada Padangsidimpuan. Data kuantitatif dan kualitatif dikumpulkan melalui wawancara, observasi, kuesioner, tes, dan validasi ahli. Instrumen yang digunakan termasuk lembar validasi modul, kuesioner motivasi belajar, dan tes keterampilan berpikir tingkat tinggi. Data dianalisis menggunakan Uji Sampel Berpasangan. Hasil penelitian menunjukkan bahwa modul diimplementasikan dengan baik, dengan skor validasi 87,86% dan 86,01% dalam kategori "baik". Modul ini efektif meningkatkan motivasi dan keterampilan berpikir tingkat tinggi siswa, dengan skor pretest dan posttest masing-masing 52,38 dan 79,19 (motivasi) serta 72,81 dan 79,75 (keterampilan berpikir tingkat tinggi), keduanya menunjukkan peningkatan signifikan (sig. 0.000 < 0.05). Penelitian ini merekomendasikan implementasi lebih lanjut dan pengembangan modul menggunakan kerangka ADDIE untuk meningkatkan strategi pembelajaran matematika. How to Cite: Rangkuti, A.N. (2024). Development of Mathematics Learning Strategy Modules to Enhance Motivation and Higher-Order Thinking Skills for Students at UIN Syahada Padangsidimpuan. TARBIYA: Journal of Education in Muslim Society, 11(1), 13-26. doi:10.15408/tjems.v11i1.39358
Psycholinguistic insights into interaction patterns for meaning acquisition in BIPA learning at the university level
Full text linkAbstractThis study investigates psycholinguistic perspectives on interaction patterns that facilitate meaning acquisition in BIPA (Bahasa Indonesia bagi Penutur Asing/Indonesian for Speakers of Other Languages) learning at UIN Syarif Hidayatullah Jakarta. Employing a descriptive-analytic qualitative approach, the research examines how specific interaction patterns namely Student-Centered, Reciprocal, Collaborative, and Authentic Interactive support cognitive and linguistic processes in second language acquisition. Data were collected through classroom observations, interviews with two instructors and eight students from culturally diverse backgrounds, and thematic analysis of relevant teaching materials. The findings highlight the effectiveness of interactive and contextually enriched teaching strategies in improving students’ grasp of literal and contextual meanings, vocabulary mastery, and cultural competence. Drawing on Krashen’s Input Hypothesis and Vygotsky’s Zone of Proximal Development, this study emphasizes the importance of comprehensible input and scaffolding in fostering meaningful learning. The practical outcomes include recommendations for psycholinguistics-based teacher training programs and the design of interactive instructional materials tailored to the needs of culturally diverse learners. These findings contribute to advancing BIPA teaching practices and strengthening Indonesia’s cultural diplomacy initiatives.AbstrakPenelitian ini mengkaji wawasan psikolinguistik terhadap pola interaksi yang mendukung pemerolehan makna dalam pembelajaran BIPA (Bahasa Indonesia bagi Penutur Asing) di UIN Syarif Hidayatullah Jakarta. Dengan pendekatan kualitatif deskriptif-analitis, penelitian ini menganalisis bagaimana pola interaksi seperti Student-Centered, Reciprocal, Collaborative, dan Authentic Interactive memfasilitasi proses kognitif dan linguistik dalam pemerolehan bahasa kedua. Data diperoleh melalui observasi kelas, wawancara dengan dua pengajar dan delapan siswa dari berbagai latar belakang budaya, serta analisis dokumen yang dianalisis secara tematik. Hasil penelitian menunjukkan bahwa strategi pengajaran yang interaktif dan kaya konteks efektif dalam meningkatkan pemahaman siswa terhadap makna literal dan kontekstual, penguasaan kosakata, dan wawasan budaya. Dengan mengintegrasikan teori seperti Input Hypothesis dari Krashen dan Zone of Proximal Development dari Vygotsky, penelitian ini menegaskan pentingnya comprehensible input dan scaffolding dalam menciptakan pengalaman belajar yang bermakna. Implikasi praktis dari penelitian ini mencakup perancangan program pelatihan guru berbasis psikolinguistik dan pengembangan bahan ajar interaktif yang disesuaikan dengan kebutuhan siswa dari latar belakang budaya yang beragam, sehingga berkontribusi pada peningkatan metode pengajaran BIPA dan mendukung diplomasi budaya Indonesia. How to Cite: Nurhamidah, D., Rafli, Z., Murtadho, F., & Mahfuzo, M.R, (2024). Psycholinguistic insights into interaction patterns for meaning acquisition in BIPA learning at the university level. TARBIYA: Journal of Education in Muslim Society, 11(2), 197-210. https://doi.org/10.15408/tjems.v11i2.43364
Cultural Content Analysis of English Textbook “Bahasa Inggris 2” for Senior High School Grade XI
No full textAbstractThis research aims to discover what and how culture is represented in the "Bahasa Inggris 2" textbook. A qualitative descriptive method was employed in this paper, focusing on documents as the primary data, in which nine chapters were analyzed utilizing a checklist of content analysis. The findings reveal three aspects of culture: cultural categories, elements, and senses. First, following the concept of Cortazzi & Jin (1999), three cultural categories, i.e., source culture, target culture, and international culture, were found in the textbook. Second, cultural elements based on Yuen (2011), i.e., products, persons, perspectives, and practices were observed. Finally, referring to Adaskou et al. (1990), the senses of culture included in the textbook were aesthetic, sociological, semantic, and pragmatic. Concerning the frequency of occurrence, the research results show that the cultural categories were mostly present through source culture (42.75%), whereas the cultural element was dominated by products (48.31%). Lastly, the sociological sense was found to occur the most (44.44%). These findings imply the need to have a balanced representation of the three mentioned cultural aspectAbstrakPenelitian ini bertujuan untuk menemukan apa dan bagaimana budaya direpresentasikan dalam buku ajar “Bahasa Inggris 2”. Metode deskriptif kualitatif digunakan dalam makalah ini, dengan fokus pada dokumen sebagai data primer, sembilan bab dianalisis menggunakan checklist analisis isi. Temuannya mengungkap tiga aspek yang merepresentasikan budaya, yakni kategori budaya, elemen, dan penalaran. Pertama, mengikuti konsep Cortazzi & Jin (1999), tiga kategori budaya, yaitu budaya sumber, budaya target, dam budaya internasional, ditemukan dalam buku ajar. Kedua, elemen budaya berdasarkan Yuen (2011), yaitu produk, orang, perspektif, dan praktik yang diamati. Terakhir, mengikuti Adaskou dkk. (1990), Penalaran budaya yang dimuat dalam buku ajar tersebut bersifat estetis, sosiologis, semantik, dan pragmatis. Dilihat dari frekuensi kemunculannya, hasil penelitian menunjukkan bahwa kategori budaya paling banyak hadir melalui budaya sumber (42,75%), sedangkan unsur budaya didominasi oleh produk (48,31%). Terakhir, penalaran sosiologis ditemukan paling banyak (44,44%). Temuan-temuan ini menyiratkan perlunya representasi yang seimbang dari tiga aspek: kategori budaya, elemen budaya, dan penalaran budaya
Integrating Islamic Environmental Ethics into Basic Education Curricula in The Gambia for a Sustainable Environment
Full text linkAbstractThis paper explores integrating Islamic environmental ethics into the curriculum of basic education in the Gambia for a sustainable environment. In this paper, we adopted a qualitative approach to collect data through interviews with ten selected participants from 6 different regions in the Gambia. Our selection of participants was done purposively as we selected individuals who are well-versed in the subject matter. Our findings show that integrating Islamic environmental ethics into the basic education curriculum in The Gambia will not only have a long-term solution to the national environmental issues but rather will also breed a generation that will care for and love their environment, hence the country will have a sustainable ecosystem. However, this paper, therefore, recommends that the Ministry of Basic and Secondary Education to work with Islamic scholars in collaboration with the Ministry of Environment to develop a curriculum that will integrate Islamic environmental ethics in schools in The Gambia.AbstrakArtikel ini mengeksplorasi integrasi etika lingkungan Islam ke dalam kurikulum pendidikan dasar di Gambia untuk menciptakan lingkungan yang berkelanjutan. Penelitian ini menggunakan pendekatan kualitatif dengan mengumpulkan data melalui wawancara terhadap sepuluh peserta yang dipilih dari enam wilayah berbeda di Gambia. Pemilihan peserta dilakukan secara purposif dengan memilih individu yang memiliki pengetahuan mendalam tentang topik ini. Temuan kami menunjukkan bahwa mengintegrasikan etika lingkungan Islam ke dalam kurikulum pendidikan dasar di Gambia tidak hanya akan memberikan solusi jangka panjang terhadap masalah lingkungan nasional, tetapi juga akan melahirkan generasi yang peduli dan mencintai lingkungan mereka. Sehingga, negara ini akan memiliki ekosistem yang berkelanjutan. Oleh karena itu, artikel ini merekomendasikan Kementerian Pendidikan Dasar dan Menengah untuk bekerja sama dengan para cendekiawan Islam serta berkolaborasi dengan Kementerian Lingkungan Hidup untuk mengembangkan kurikulum yang mengintegrasikan etika lingkungan Islam di sekolah-sekolah di Gambia. How to Cite: Ceesay, K., & Sonko, K. L. (2024). Integrating Islamic Environmental Ethics into Basic Education Curricula in The Gambia for a Sustainable Environment. TARBIYA: Journal of Education in Muslim Society, 11(2), 159-178. doi:10.15408/tjems.v11i2.42072