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RELASI ANTARA AGAMA, ILMU DAN FILSAFAT
RELASI ANTARA AGAMA, ILMU DAN FILSAFAT
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RELASI ANTARA AGAMA, ILMU DAN FILSAFAT

Secara teoretis ilmiah, kajian ini dapat menjawab pertanyaan dasar, misalnya mengenai: Apakah filsafat sebanding atau sejajar dengan agama? Pertanyaan sejenis ini akan memberi penjelasan tentang di mana filsafat harus diletakkan ketika berhadapan dengan apa yang disebut agama. Mana yang harus dimenangkan sekaligus harus dikalahkan ketika harus memilih filsafat, ilmu atau agama? Di mana filsafat dan ilmu harus diletakkan ketika dihubungkan dengan apa yang disebut dengan agama? Bagaimana masing-masing kajian tadi memberi respons atas dinamika yang tumbuh dan berkembang di lingkungan masyarakat? Penting mengkaji hubungan filsafat, ilmu dan agama, karena relasi di antara ketiga soal tadi, memiliki latar pemikiran yang diametral, berbeda. Ketiganya dianggap memiliki arus yang dapat dibedakan dan bahkan dipertentangkan. Ketiganya seolah dianggap bukan sekedar hanya tidak sama, tetapi, bertolak belakang dan saling bertentangan. Parahnya, ketika dialektika itu berlangsung, muncul suatu pemikiran kalau agama memiliki kebenaran mutlak, sementara filsafat dan ilmu hanya melahirkan kebenaran relatif. Di versus ini, ilmu terlebih filsafat, harus dikalahkan atas nama kebenaran agama dan bahkan harus dikafirkan dan atau dibid’ahkan karena agama membawa kebenaran mutlak.
Sepenggal Kisah: Antologi Cerpen Anak
Sepenggal Kisah: Antologi Cerpen Anak

Sepenggal Kisah: Antologi Cerpen Anak

Buku ini menceritakan kisah-kisah inspiratif bagi anak-anak yang di susun dengan kalimat yang sederhana. Keanekaragaman latar belakang penulis membuat tema yang disajikan dalam buku ini juga beraneka ragam, karenanya buku ini akan menarik untuk di baca. Antologi cerpen ini, berisi kumpulan karya yang sangat variatif. Tentu, hal ini dipengaruhi oleh latar belakang masing-masing penulis yang juga berbeda-beda. Ide penulisan antologi cerpen ini sesungguhnya sangat sederhana. Berangkat dari refleksi dalam setiap aktifitas keseharian para penulis. Banyak hal yang bisa diramu dan diuraikan melalui rangkaian kata-kata untuk menjadi sebuah karya. Beragam tema cerita disajikan dalam buku Antologi Cerpen ini. Kumpulan cerita yang sederhana, namun tentu syarat akan makna. Tentu, pembaca, dengan caranya masing-masing memiliki kebebasan dalam menikmati buku ini.
STRATEGI IMPLEMENTASI KURIKUKUM MERDEKA BELAJAR DI MADRASAH IBTIDAIYAH
STRATEGI IMPLEMENTASI KURIKUKUM MERDEKA BELAJAR DI MADRASAH IBTIDAIYAH
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STRATEGI IMPLEMENTASI KURIKUKUM MERDEKA BELAJAR DI MADRASAH IBTIDAIYAH

Implementasi Kurikulum Merdeka di Madrasah Ibtidaiyah menjadi tantangan sekaligus peluang. Dengan jumlah madrasah yang tersebar di berbagai wilayah, pelaksanaan kurikulum ini membutuhkan kesiapan dari berbagai aspek, seperti sumber daya manusia, sarana dan prasarana, serta pemahaman terhadap konsep Kurikulum Merdeka itu sendiri. Namun, kehadiran kurikulum ini juga memberikan kesempatan bagi madrasah untuk meningkatkan kualitas pendidikan melalui pembelajaran yang lebih fleksibel, berbasis proyek, dan berpusat pada peserta didik. Pendekatan Kurikulum Merdeka yang menekankan pengembangan karakter melalui Profil Pelajar Pancasila Islami diharapkan mampu menjawab kebutuhan pendidikan berbasis nilai-nilai keislaman di MI. Oleh karena itu, studi tentang implementasi Kurikulum Merdeka menjadi penting untuk mengidentifikasi praktik terbaik, tantangan yang dihadapi, serta solusi yang dapat diterapkan dalam mengoptimalkan keberhasilan pelaksanaan kurikulum ini.
STRATEGI PEMBELAJARAN DI SEKOLAH DASAR
STRATEGI PEMBELAJARAN DI SEKOLAH DASAR
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STRATEGI PEMBELAJARAN DI SEKOLAH DASAR

Buku ini membahas secara komprehensif tentang strategi pembelajaran yang relevan dan aplikatif di jenjang sekolah dasar. Disusun oleh tim penulis dari latar belakang pendidikan dan praktik lapangan, buku ini menggabungkan teori-teori mutakhir dengan kebutuhan nyata guru di kelas. Terdiri dari sembilan bab, buku ini membahas berbagai aspek penting dalam pembelajaran, mulai dari hakikat strategi, model-model pembelajaran terkini, prosedur dan metode mengajar, media pembelajaran, keterampilan mengajar, hingga teknik evaluasi pembelajaran. Di akhir buku, disajikan pendekatan desain pembelajaran berbasis studi kasus sebagai praktik inovatif untuk melatih siswa berpikir kritis dan kreatif. Buku ini juga menekankan pentingnya pendekatan saintifik, kontekstual, tematik, dan humanistik dalam pembelajaran. Penulis mengajak guru untuk tidak hanya fokus pada pencapaian kognitif siswa, tetapi juga penguatan karakter, kolaborasi, dan keterampilan abad 21. Dengan bahasa yang jelas dan sistematis, buku ini cocok digunakan oleh mahasiswa pendidikan, guru SD, dosen, serta pemerhati pendidikan dasar sebagai rujukan teoritis sekaligus panduan praktis dalam merancang pembelajaran yang efektif dan bermakna.
STUDENT’S BOOK: BUILDING BLOCKS OF ENGLISH
STUDENT’S BOOK: BUILDING BLOCKS OF ENGLISH
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STUDENT’S BOOK: BUILDING BLOCKS OF ENGLISH

The book introduces the Four Square Writing Technique as a foundational approach to mastering English writing. By providing clear structures and engaging exercises, students can easily understand and practice various text types, including Invitation Letters, Personal Letters, Explanation Texts, and Analytical Exposition Texts. Each chapter is thoughtfully designed with activities such as Vocabulary Building, Reading Comprehension, and interactive speaking and writing tasks to encourage active participation and skill development. The topics in this book are tailored to align with students’ real-life contexts, fostering not only language skills but also positive values like discipline, responsibility, and collaboration. It is hoped that this book will serve as a valuable tool for students and a practical guide for teachers in the learning process.
TEACHING ENGLISH WITH ICT AND DIFFERENTIATED INSTRUCTION
TEACHING ENGLISH WITH ICT AND DIFFERENTIATED INSTRUCTION

TEACHING ENGLISH WITH ICT AND DIFFERENTIATED INSTRUCTION

Teaching English with ICT and Differentiated Instruction is an academic guide designed to help English teachers effectively integrate Information and Communication Technology (ICT) and Differentiated Instruction (DI) into classroom practice. The book provides practical frameworks for lesson planning under Indonesia’s Emancipated Curriculum. It emphasizes how technology-enhanced and student-centered learning approaches can improve motivation, engagement, and learning outcomes in diverse English classrooms. Across five comprehensive chapters, the authors explore essential concepts of ICT and DI, their types, advantages, and challenges in English Language Teaching (ELT). The book offers detailed strategies for designing ICT-based lesson plans that cater to individual differences in students’ readiness, interests, and learning profiles. It introduces diagnostic assessments, flexible grouping, and alternative evaluation methods to ensure inclusive and equitable learning opportunities. Furthermore, the book presents hands-on applications through a Content Management System (CMS) using Google Sites, demonstrating how teachers can employ digital tools such as Mentimeter, Wordwall, and Google Classroom to create interactive and adaptive learning environments. Supported by recent empirical studies, it combines theory with classroom-based evidence to support innovative pedagogy. Ultimately, Teaching English with ICT and Differentiated Instruction serves as both a theoretical foundation and a practical reference for English educators, aiming to enhance teaching quality and prepare students for success in an increasingly digital and globalized world.
TEACHING THROUGH EMI: Planning, Strategies, and Practices at Higher Education
TEACHING THROUGH EMI: Planning, Strategies, and Practices at Higher Education

TEACHING THROUGH EMI: Planning, Strategies, and Practices at Higher Education

Implementing EMI presents obstacles for institutions embarking on internationalization. To overcome these challenges and enhance quality, several strategies can be employed. Firstly, regarding course planning, content instructors may adapt the Rencana Pembelajaran Semester (RPS) or utilize templates from the Language Center. However, it is crucial to clearly define learning objectives (considering Higher Order Thinking Skills outcomes), activities, assessment methods, and grading criteria. Secondly, in terms of language usage, code-mixing during instruction occurs for various reasons, such as clarifying material, emphasizing specific terms, and engaging students. Content instructors may employ code-mixing to ensure student comprehension.
TRANSFORMATIVE LEARNING AND LITERATURE IN WRITING: Theory, Pedagogy, and Practice
TRANSFORMATIVE LEARNING AND LITERATURE IN WRITING: Theory, Pedagogy, and Practice

TRANSFORMATIVE LEARNING AND LITERATURE IN WRITING: Theory, Pedagogy, and Practice

Writing continues long after a book is completed. In classrooms, in professional spaces, and in personal reflection, writing remains a way of making sense of experience and engaging with change. This book has explored writing as a transformative practice, not as a fixed method, but as an ongoing process shaped by learners, teachers, and contexts. Throughout these chapters, writing has been presented as a space for reflection, dialogue, and reconsideration. Transformation, as discussed here, is often gradual and subtle. It may appear in a learner’s growing confidence, a shift in perspective, or a deeper willingness to question assumptions. Such changes are not always immediately visible, yet they form the foundation of meaningful learning.
TRANSFORMING WRITING INSTRUCTION: Insights into Four Square Writing Technique Integrated with the PDCA Model
TRANSFORMING WRITING INSTRUCTION: Insights into Four Square Writing Technique Integrated with the PDCA Model

TRANSFORMING WRITING INSTRUCTION: Insights into Four Square Writing Technique Integrated with the PDCA Model

The monograph is designed to serve as a resource for educators, providing both theoretical insights and practical applications of the Four Square Writing Technique (FSWT) integrated with the PDCA (Plan, Do, Check, Act) model. By integrating this technique into writing instruction, teachers can empower students to structure their thoughts, develop cohesive texts, and cultivate confidence in their writing abilities. This monograph has been inspired by the diverse challenges and opportunities encountered in teaching writing to vocational students. It is the product of careful research, extensive practice, and a commitment to addressing the specific needs of these learners. The text also aims to contribute to the academic discourse on writing instruction and to support educators in fostering critical thinking and effective communication among their students.
Warna-Warni Indonesiaku
Warna-Warni Indonesiaku
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Warna-Warni Indonesiaku

Buku ini adalah dirancang untuk kebutuhan pengajaran Bahasa Indonesia bagi Penutur Asing. Topik yang disajikan dalam buku ini dikemas bersinggungan dengan keseharian pembaca, khususnya BIPA. Topik-topik yang disajikan diantaranya: huruf dan angka, sapaann, perkenalan, hari dan tanggal, keluarga, anggota tubuh, nama kendaraan, nama tempat, pekerjaan, Binatang, buah-buahan, sayuran, kegemaran, dan makanan Indonesia. Keseluruhannya disajikan dengan maksud merelevansikan kebutuhan penguasaan keterampilan dalam berbahasa, yakni membaca, menyimak, menulis, dan berbicara.
WRITING OUR WORLD: Integrating Local Culture in EFL Classrooms
WRITING OUR WORLD: Integrating Local Culture in EFL Classrooms

WRITING OUR WORLD: Integrating Local Culture in EFL Classrooms

Writing Our World: Integrating Local Culture in EFL Classrooms is an innovative and timely contribution to the field of English language teaching in Indonesia. This book challenges the conventional dominance of culturally distant writing prompts, such as Western holidays, international travel, or foreign customs, which frequently distance students from their own lived experiences. It is based on the idea that students write best when they write about what they know and care about. The authors contend that students' cultural identities and successful writing training should not be separated.  The book makes a strong case for incorporating local cultural content—rituals, cuisine, festivals, proverbs, traditional crafts, and oral histories—into EFL writing assignments by drawing on years of research and teaching experience.  This method makes writing more relevant, interesting, and important rather than making the process easier.  This book is a pedagogical manual and a manifesto, full of student testimonials, real classroom anecdotes, and flexible task examples.  It challenges educators to reconsider teaching writing as a bridge across cultures rather than only as a language exercise.  Teachers will find ideas and practical advice for improving the human-centeredness, identity-affirmingness, and local grounding of English writing education, regardless of whether they are teaching in urban or rural areas.