This study was motivated by the importance of character education, which emphasizes not only students’ academic achievement but also the development of attitudes and behaviors aligned with the cultural values of the Dompu community. The purpose of this study is to examine how character education based on the local wisdom of Nggahi Rawi Pahu is implemented at SDN 11 Manggelewa, as well as the character traits developed through its implementation. The method used is a qualitative approach with a descriptive research design. Data collection was conducted through the stages of data reduction, data presentation, and drawing conclusions. To ensure data validity, the researcher employed source triangulation and methodological triangulation. The research results indicate that the implementation of character education based on the local wisdom of Nggahi Rawi Pahu at SDN 11 Manggelewa is carried out through the integration of character traits into Islamic Religious Education (PAI) lessons, the instillation of character grounded in religious beliefs, the cultivation of attitudes and behavior within the school environment, and teachers serving as role models in daily life. The character traits developed in this implementation include honesty, discipline, and responsibility. The character traits in Nggahi Rawi Pahu are considered capable of helping students understand and apply these traits in their daily lives because they are directly related to culture and the social environment.
Keberagaman siswa merupakan realitas yang tidak terpisahkan dari dunia pendidikan, khususnya dalam konteks penerapan pendidikan inklusif. Perbedaan latar belakang budaya, bahasa, agama, sosial ekonomi, kemampuan akademik, serta kebutuhan khusus menuntut guru memiliki profesionalisme yang tinggi agar proses pembelajaran dapat berlangsung secara adil, efektif, dan bermakna. Artikel ini bertujuan untuk mengkaji tantangan profesionalisme guru dalam menghadapi keberagaman siswa melalui pendekatan studi literatur. Metode yang digunakan adalah literature review dengan menganalisis berbagai sumber ilmiah nasional dan internasional yang relevan dengan topik profesionalisme guru, pendidikan inklusif, dan pendidikan multikultural. Hasil kajian menunjukkan bahwa guru menghadapi sejumlah tantangan utama, antara lain keterbatasan dalam menerapkan pembelajaran berdiferensiasi, pengelolaan kelas yang heterogen, komunikasi lintas budaya, serta pelaksanaan penilaian yang objektif dan adil. Selain itu, tantangan juga muncul dari aspek sikap dan persepsi guru, seperti adanya bias, stereotip, dan resistensi terhadap perubahan. Faktor kelembagaan, termasuk kurikulum yang kurang fleksibel, keterbatasan pelatihan, serta rendahnya literasi digital, turut memengaruhi tingkat profesionalisme guru. Oleh karena itu, penguatan profesionalisme guru perlu dilakukan secara berkelanjutan melalui peningkatan kompetensi pedagogik, sosial, dan profesional, serta dukungan kebijakan dan kelembagaan yang memadai. Dengan profesionalisme yang kuat, guru diharapkan mampu menciptakan lingkungan belajar yang inklusif, adaptif, dan menghargai keberagaman siswa.
This study aims to reconstruct the concept of Qur’anic education through a philosophical analysis of tarbiyah, ta’lim, and tazkiyah. This research employs a library research approach with philosophical and thematic exegesis (maudhu’i), utilizing the Qur’an, classical and contemporary tafsir, and recent scholarly literature (2023–2026). Data were analyzed using content analysis and philosophical interpretation. The findings show that tarbiyah represents a holistic process of nurturing human potential, ta’lim functions as knowledge transmission and epistemological development, and tazkiyah emphasizes spiritual purification and moral formation. These concepts are integratively interconnected and form a comprehensive system of Islamic education encompassing ontological, epistemological, and axiological dimensions. The novelty of this study lies in integrating these three concepts into a unified philosophical framework, addressing previous fragmented approaches. The study contributes theoretically by strengthening the integrative paradigm of Islamic education and practically by providing a foundation for curriculum development. This study concludes that integrating tarbiyah, ta’lim, and tazkiyah is essential to produce individuals who are intellectually competent, spiritually grounded, and morally upright.
This paper discusses the prevailing mechanisms of transparency and accountability in Mahatma Gandhi National Rural Employment Guarantee Act and brings out the problems and challenges in its implementation. Since Mahatma Gandhi NREGA aims to reduce poverty and create economic opportunities for better livelihood in rural India, the Government of India has initiated good governance measures in the programme. Where good governance practices are adhered to, the Mahatma Gandhi NREGA has contributed to better delivery of benefits to job seekers and sustainable development. Based on a review of the existing literature, the paper provides best practices to improve the quality of programme implementation with better governance practices. The paper also discusses various institutional frameworks appropriate for transparent administration and efficacy. Finally, this paper links the contribution of Mahatma Gandhi NREGA towards achieving Sustainable Development Goals (SDGs).
