Available via license: CC BY-SA 4.0
Content may be subject to copyright.
Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434 421
Munaddhomah: Jurnal Manajemen Pendidikan Islam
e-ISSN: 2775-2933
Volume 5, Issue. 4, 2024, pp. 421-434
E-Module Based on Multicultural Values: Development Strategy for
Islamic Primary Education
Hidayati Azkiya1*, Hasanuddin WS2, Yenni Hayati3
1 Universitas Negeri Padang, Padang Indonesia
2 Universitas Negeri Padang, Padang Indonesia
3 Universitas Negeri Padang, Padang Indonesia
e-mail: hidayatiazkiya@student.unp.ac.id, hasanuddinws@fbs.unp.ac.id, yennihayati@fbs.unp.ac.id
Submitted: 02-07-2024 Revised : 12-12-2024 Accepted: 01-01-2025
ABSTRACT. This article aims to describe the validity and practicality of an E-module for Theme
4, Sub-theme 1, based on multicultural education values for fourth-grade elementary students. The
study adopts a research and development approach utilizing the 4-D model: define, design, develop,
and disseminate. Research instruments include validation sheets assessed by three expert lecturers—
specialists in content, design, and language—as well as response questionnaires from teachers and
students. The findings reveal that evaluations by content experts yielded scores of 96.87% for
content feasibility and 92.85% for integration, both categorized as very valid. Design experts rated
the presentation component at 90.62% (very valid) and the graphic element at 82.14% (valid).
Language experts assessed the language aspect at 92.5%, categorizing it as very valid. Overall, the
average validation score from the three expert groups was 90.99%, classified as very valid. In terms
of practicality, teacher responses yielded an average score of 91.67%, categorized as very practical,
while student responses averaged 97.99%, also categorized as very practical. Based on these results,
it can be concluded that the developed E-module for Theme 4, grounded in multicultural education
values, is both highly valid and highly practical, making it suitable for use in classroom learning.
Future researchers are encouraged to develop e-learning modules incorporating character education
values for other learning materials..
Keywords: E-Modules, Multicultural Education Values, Primary School
https://doi.org/10.31538/munaddhomah.v5i4.1511
How to Cite
Azkiya, H., WS, H., & Hayati, Y. (2024). E-Module Based on Multicultural Values: Development
Strategy for Islamic Primary Education. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(4),
421–434.
INTRODUCTION
This study aims to revolve around developing and evaluating the effectiveness of an e-
module based on multicultural education values in elementary schools, specifically at SD IT
Permataku Padang. This quantitative research builds on a prior study conducted at SDN 20 Bungo
Pasang Padang, which was limited to assessing the validity and practicality of the e-module. The
current study extends this work by focusing on its effectiveness in improving student learning
outcomes. Utilizing the 3D Page Flip Professional application, the e-module is designed to make
learning more engaging through interactive features like animations and audiovisuals while
embedding values such as tolerance, democracy, equality, and justice within the theme "Types of
Occupations." The research aims to enhance the learning process by offering teachers a dynamic
teaching tool and fostering students' understanding and application of multicultural values in their
daily lives.
Previous studies have explored the incorporation of multicultural education values into
learning modules, such as research at sdn 20 bungo pasang Padang, which focused on designing
Hidayati Azkiya*1, Hasanuddin WS*2, Yenni Hayati3
422 Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
and validating an e-module to include multicultural values, emphasizing its validity and practicality.
Sari highlighted the effectiveness of e-modules as student-centered tools, demonstrating their
adaptability from print to digital formats (Laraphaty et al., 2021; Oktavia et al., 2021; Sari et al.,
2024; Zulkhi et al., 2022) . Other research has underscored the potential of e-modules to enhance
learning processes through interactive features and alignment with technological advancements
(Arifin et al., 2023; Fitriani & Indriaturrahmi, 2020; Laraphaty et al., 2021; Permata & Mustaji, 2021;
Rismen et al., 2024; Sechandini et al., 2023; Supriyadi & Sari, 2022; Wahyuni, 2023). However, these
studies have primarily concentrated on the initial stages of development, leaving a gap in evaluating
the impact of e-modules on measurable learning outcomes, which this study aims to address.
This research focuses on evaluating the effectiveness of an e-module based on multicultural
education values in enhancing student learning outcomes at SD IT Permataku Padang. Building on
a previous study that addressed only the validity and practicality of the e-module, this study aims
to advance its development to the effectiveness stage. The e-module, designed using the 3D Page
Flip Professional application, incorporates interactive features such as animations, videos, and
audiovisual elements to create an engaging learning experience. Centered on the theme "Types of
Occupations," the e-module integrates key multicultural values, including tolerance, democracy,
equality, and justice, to foster both academic achievement and character development. This study
seeks to determine how effectively the e-module supports student understanding of
multiculturalism while improving learning outcomes in both online and offline learning
environments.
This research aims to develop an e-module based on multicultural education values for
elementary schools, specifically at SD IT Permataku Padang, with a focus on enhancing the
effectiveness of learning. Previously, research related to multicultural values at SDN 20 Bungo
Pasang Padang only reached the stages of validity and practicality of the e-module, without
comprehensively measuring its effectiveness. This study will continue that development by
evaluating the effectiveness of the e-module in improving student learning outcomes. The e-
module, designed using the 3D Page Flip Professional application, will cover the theme "Types of
Occupations" with values of diversity that support students' multicultural understanding. By using
the e-module as an interactive and engaging tool, it is expected that both online and offline learning
processes will become more effective, and students will be able to internalize multicultural values
in their daily lives.
METHOD
Research and Development (R&D) is a methodology aimed at creating and validating new
products or tools , often used in educational contexts to develop instructional materials, curricula,
or learning resources (Kleinheksel et al., 2020; Prasetyo, 2014; Wahyuningsih et al., 2021; Zakariah
et al., 2020). In this study, the 4-D model was employed, which includes four distinct stages: define
(identifying the needs and problems) , , design (developing prototypes or instructional designs) ,
development (producing and testing the materials) , and disseminate (implementing and sharing
the final product) . The research focused on fourth-grade students at SD Islam Terpadu Permataku
Padang and spanned from March to May 2024, aiming to address educational needs specific to this
group within the academic year 2023/2024.
In the define stage, the learning requirements were established by analyzing factors related
to the development of the e-module, such as curriculum analysis, needs analysis, learner analysis,
and concept analysis. The design stage involved planning the module and research instruments.
This stage began after the specific learning objectives were determined. The activities in this stage
included: (1) selecting media, which involved determining the appropriate media for presenting
Indonesian language learning materials, tailored to the material analysis and the facilities available
at the school, and (2) choosing a format based on the factors outlined in the learning objectives.
The selected format was based on Herawati & Ali. The next step was to design an e-module based
Hidayati Azkiya, Hasanuddin WS, Yenni Hayati
Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
423
on multicultural education values under the specified indicators and learning objectives. The design
activities included selecting an appropriate writing format, using suitable and correct colors in the
e-module, and ensuring that the e-module format met the necessary requirements.
The development stage involved creating or developing the teaching materials and validating
them. The researcher used software to create the e-module. The final product was then validated
by experts in media, teaching materials, and content. The purpose of the validation process was to
refine the e-module so that it could be effectively used in the learning process.
RESULT AND DISCUSSION
Findings
The development model used is the 4-D model, which consists of four stages: define,
design, develop, and disseminate. This model is also adapted into the 4-P model, which stands for
pendefinisian (definition), perancangan (design), pengembangan (development), and penyebaran
(dissemination). However, in this study, the process is limited to the development stage.
The development process of the electronic module (e-module) also follows the procedures
and steps of the 4-D Development Model by Herawati(Herawati & Muhtadi, 2018), with some
modifications. The 4-D model includes four stages: define, design, develop, and disseminate. In
this study, however, the development of the electronic module is limited to the develop stage. This
limitation is due to the fact that the study does not aim to measure the effectiveness of the
developed learning activities, so the final stage, dissemination, is not carried out.
The supporting factors behind the development of this interactive e-module are based on
observations, interviews, and needs analysis, as well as results from previous studies and several
theories that serve as the foundation for its development.
Define
In the define stage, the goal is to establish and define the learning requirements. The steps
involved in this stage include: 1) Curriculum Analysis, this involves analyzing the Learning
Outcomes related to the material. This is done to understand the curriculum demands, the scope
of learning materials, and the concepts or knowledge that students need to comprehend, especially
considering the characteristics of fourth-grade elementary school students. 2) Student Analysis, the
purpose here is to analyze student characteristics in relation to the design of the learning modules.
Important characteristics to consider include age, academic abilities (knowledge or achievements),
and the attitudes of the students. The e-module to be developed will incorporate educational values
to align with the students' needs during the learning process. Understanding these characteristics
will facilitate the design of a suitable e-module. 3) Concept Analysis, this step aims to determine
the content of the lesson "Types of Jobs" needed for the development of the e-module. The lesson
content is created based on the learning objectives that have been formulated, using an appropriate
teaching approach.
Design
This design stage involves creating a learning tool in the form of an e-module based on
multicultural educational values, aligned with the predetermined learning indicators and objectives.
Hidayati Azkiya*1, Hasanuddin WS*2, Yenni Hayati3
424 Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
The design of the e-module is carried out by selecting an appropriate format that aligns with the
writing format and ensuring the correct use of colors in the e-module. The format of the e-module
is tailored to the specific requirements.
The initial e-module was designed using Microsoft Word 2010, with Times New Roman as
the primary font and Agency FB for the e-module cover. The final design of the Indonesian
language learning e-module includes a cover, preface, table of contents, e-module content, usage
instructions, core competencies and basic competencies, learning indicators and objectives,
material, summary, evaluation questions, and a bibliography. Finally, the e-module was converted
into a digital format using the Hanzine Flipbook application.
Figure 1. E-Module Cover on Multicultural Educational Values
Hidayati Azkiya, Hasanuddin WS, Yenni Hayati
Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
425
Figure 2. Material in the E-Module on Multicultural Educational Values
Development
The development stage consists of expert validation and testing of the e-module. The
validation of the instruments is conducted to obtain valid and reliable tools for assessing the e-
module product. The components evaluated in the research instrument include the alignment of
statements with the instrument grid, the appropriateness of content/material, and the suitability
with the learning objectives.
The purpose of this development stage is to produce an e-module that will then be
transformed into an e-module based on multicultural educational values. This stage involves several
activities, such as turning the product design into a finished product and testing its validity to ensure
it meets the desired specifications. The goal is to develop an e-module that is both valid and
practical, incorporating multicultural educational values.
The development process includes using additional software to create a complete e-module.
The stages of e-module development are as follows:
Validation Stage
The learning e-module to be used by teachers and students is first validated, covering
content or material, design or appearance, and language. The e-module validation is conducted
by education experts according to their area of expertise. The purpose of this validation is to
ensure that the content of the e-module aligns with the curriculum and to verify the accuracy
of the concepts, design, and language used in the e-module. The validators consist of a team
of expert lecturers. After creating the e-module, the product is validated in three aspects:
content/material, language, and design/appearance.
Hidayati Azkiya*1, Hasanuddin WS*2, Yenni Hayati3
426 Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
The results of the validation of the e-module based on Multicultural Educational
Values are summarized in a score table provided by the validators. The findings are briefly
presented in Table 4 as follows:
Table 1. Validation Results of the E-Module Based on Multicultural Education Values
No.
Type of
Validator
Aspect Evaluated
Score
Category
1
Content
Content Feasibility
90,85%
Very Valid
Integration
90,14%
Very Valid
2
Design
Presentation
Components
88,62%
Very Valid
Graphics
86,14%
Very Valid
3
Language
Linguistic Quality
92,45%
Very Valid
Average
89,64%
Very Valid
Based on Table 1, it can be seen that the average score for the e-module based on
multicultural educational values is 89.64%, which falls into the "very valid" category and is
deemed suitable for use in the learning process.
Practicality Stage
The results of the practicality test for the e-module based on multicultural educational
values, as assessed by educators, were obtained using a practicality questionnaire. The results
of the practicality test can be seen in Table 2 below.
Table 2. Practicality Result of the E-Module Based on Multicultural Education Values
by Educators
No.
Evaluation Aspect
Total
Practical
Criteria
1
1
Ease to Use
28
86,5%
Very Practical
2
2
Effectiveness of Learning Time
7
87,5%
Very Practical
3
3
Benefits
20
100%
Very Practical
Average
91,33%
Very Practical
Based on Table 2, it can be observed that the practicality of the e-module based on
multicultural educational values, as assessed by educators, received an average score of 91.33%,
which falls into the "very practical" category.
The practicality data from students were obtained using a practicality test
questionnaire, which is briefly presented in table 3 below.
Tabel 3. Practicality Result of the E-Module Based on Multicultural Education Values by
Students
No.
Evaluation
Aspect
Total Score
Maximum
Score
Percentage
Category
1
1
Student Interest
52
60
86,66%
Very Practical
2
2
Module Usege
Process
109
120
95,83%
Very Practical
Hidayati Azkiya, Hasanuddin WS, Yenni Hayati
Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
427
3
3
Creativity
Improvement
54
60
90%
Practical
4
4
Benefits
38
40
95%
Very Practical
5
5
Evaluation
20
20
100%
Very Practical
Average
93,49%
Very Practical
Based on Table 6, the responses from five fourth-grade students at SD Islam Terpadu
regarding the e-module based on Multicultural Educational Values show an average practicality
score of 97.99%, placing it in the "very practical" category.
Effectiveness Stage
After conducting the practicality test, an effectiveness test was carried out using data
obtained from the students' learning outcomes. The data were collected from the students'
scores before and after participating in the learning process using the e-module based on
multicultural values, specifically through pre-test and post-test results.
The developed product is considered effective if the students' learning outcomes
achieve a minimum mastery level of 80% or exceed the Learning Goal Achievement Criteria
(KKTP). To determine whether the e-module based on multicultural values had an impact on
learning outcomes, the researcher conducted pre-tests and post-tests with the subject class.
Based on the comparison of pre-test and post-test results, the average score increased
from 70.72 in the pre-test to 92.45 in the post-test after using the developed product. This
average indicates an improvement in student learning outcomes after using the e-module based
on multicultural values in the fourth grade at SD Islam Terpadu Permataku Padang.
Discussion
In analyzing the development of the e-module based on multicultural educational values
from the perspective of Islamic Education Management (IEM), several key aspects can be
explored. Islamic Education Management (IEM) emphasizes the integration of educational goals
with religious and cultural values (Abou Jaoude et al., 2024; Pangalila & Rumbay, 2024; Siyal et al.,
2024; Yasmadi et al., 2024), ensuring that educational practices align with both academic and moral
principles (Amin, 2024; Elkaleh, 2019; Istiyani et al., 2024; Manan et al., 2024; Salleh, 2018). The
results of this research, particularly the improvement in student learning outcomes, are directly
related to IEM’s core focus on character development and holistic education. The use of a
multicultural e-module supports the broader goal of fostering understanding (Alazeez et al., 2024;
Muid et al., 2024, 2024; Sutisna & Khori, 2024), respect, and tolerance (Rohmah et al., 2023; Syarif
et al., 2024), which are essential components of Islamic education (Arief et al., 2023; Fitriadi et al.,
2024). The development of such e-modules can be seen as an innovative approach to adapting
Islamic values in modern educational settings while remaining rooted in the principles of inclusivity
and equality.
This study developed an e-module based on multicultural educational values using the 4-D
Development Model, focusing on defining, designing, and developing stages. The e-module
underwent validation by experts and achieved an average validity score of 89.64%, categorized as
"very valid." Practicality tests showed that educators rated the module with an average score of
Hidayati Azkiya*1, Hasanuddin WS*2, Yenni Hayati3
428 Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
91.33%, while students gave it an average score of 97.99%, both categorized as "very practical."
Furthermore, the e-module's effectiveness was evident in the increase in students' learning
outcomes, with average scores rising from 70.72 in the pre-test to 92.45 in the post-test. These
results suggest that the integration of multicultural values in educational tools can enhance both
the practical use and the academic performance of students.
This study highlights the importance of incorporating multicultural values to foster
inclusive and diverse learning environments from an Islamic education management perspective.
The e-module aligns with the principles of Islamic education, which emphasize tolerance, respect
for diversity, and the development of holistic learners. Integrating such values through technology-
based learning tools can support Islamic educational institutions in addressing the challenges of
globalization and cultural diversity (Aryati & Suradi, 2022; Daheri et al., 2023). The findings also
underscore the need for effective management strategies to disseminate and implement innovative
teaching resources, ensuring that they reach a broader audience and contribute to the overall
improvement of Islamic education quality.
The success of this e-module, as indicated by the improvement in student learning
outcomes (from 70.72 in the pre-test to 92.45 in the post-test), can be analyzed through the lens
of the Islamic education principle of tazkiyah the cultivation of knowledge and character. IEM
stresses the importance of not only imparting academic knowledge but also nurturing the students'
moral and spiritual growth (Hanif, 2024; Lahmar, 2020). The e-module, incorporating values like
tolerance, democracy, equality, and justice, aligns with this principle by promoting moral education
in addition to cognitive learning (Huda et al., 2020; Paul-Mgbeafulike, 2023; Timidi, 2024). In
Islamic education, such values are crucial for the development of balanced individuals who
contribute positively to society (Haddar et al., 2023; Jamilah, 2021; Mujahid, 2021). By integrating
multicultural educational values, the e-module ensures that students are equipped with the tools to
engage harmoniously in a diverse world, which is a reflection of the broader Islamic principles of
mutual respect and peaceful coexistence.
From the perspective of IEM, the practical application of this e-module also supports the
principle of ibadah (worship) in learning. Islamic education views knowledge acquisition as a form
of worship when it is pursued with the right intentions—seeking to benefit oneself and others
while adhering to moral and ethical guidelines. The development and use of this e-module
demonstrate how modern tools can be used in alignment with Islamic values to enhance the
learning experience (Bunari et al., 2024; Yosef et al., 2023). The fact that the e-module integrates
engaging multimedia features to reinforce the learning process aligns with IEM’s focus on using
appropriate educational tools that resonate with students, thus making learning more effective and
meaningful (Apologia et al., 2024; Guiamalon & Camsa, 2021).
Furthermore, the inclusion of shura (consultation) and ijma’ (consensus)(Horrell, 2021;
Irama & AW, 2021; Maliki, 2023) in Islamic education management is also relevant to the
development of the e-module. The validation and practicality tests conducted with input from
educational experts and teachers reflect these principles by ensuring that the educational product
aligns with the needs of the students and the objectives of the curriculum. IEM emphasizes
collaboration and collective decision-making in educational practices, and the validation process
conducted for the e-module mirrors this approach. The feedback from teachers and students was
used to refine and perfect the e-module, ensuring that it meets the practical needs of the classroom
and enhances the teaching-learning process, which is a key tenet of Islamic education management.
Hidayati Azkiya, Hasanuddin WS, Yenni Hayati
Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
429
(Wahyuni, 2023), Islamic Education Management emphasizes the importance of social
responsibility in education, which is reflected in the multicultural values integrated into the e-
module. Islam teaches the importance of justice (Humaizi et al., 2024; Kalash, 2020),
equality(Evimalinda et al., 2023; Humaizi et al., 2024), and social harmony (Huda et al., 2020;
Humaizi et al., 2024; Kawangung, 2019; Musyaffa et al., 2024), which are essential elements of a
peaceful and productive society (Mentu et al., 2022). By incorporating these values into the e-
module, the study aligns with IEM’s goal of producing students who are not only academically
competent but also socially responsible and morally aware (Abidin & Sirojuddin, 2024; Basri et al.,
2024; J. Mark Halstead, 2007; Jannah et al., 2023). The improvement in students' understanding of
multiculturalism (Aderibigbe et al., 2023; Borge et al., 2020; Evimalinda et al., 2023; Mashuri et al.,
2024; Masykur et al., 2024) and their ability to internalize values such as tolerance and equality
showcases the potential of this educational tool to contribute positively to the character
development (Ibda et al., 2024; Mujahid, 2021; Sumayana, 2017) of students, preparing them to be
active, ethical members of society in line with Islamic teachings. This study demonstrates that
modern educational strategies can be effectively employed to promote Islamic values in a
contemporary classroom, ensuring that students not only excel academically but also grow as
individuals who embody the principles of Islam in their daily lives.
CONCLUSION
The most important finding of this study was the significant improvement in student
learning outcomes after using the e-module based on multicultural educational values. Specifically,
the students' average scores increased from 70.72 in the pre-test to 92.45 in the post-test. This
result was surprising, as it demonstrated a marked enhancement in understanding the lesson
content after using the developed e-module. This finding underscores the positive impact that
integrating multicultural educational values into learning modules can have on student engagement
and comprehension, especially in the context of a diverse learning environment.
This research contributes to the field by confirming the effectiveness of integrating
multicultural values into educational tools. The findings align with previous studies that emphasize
the importance of cultural inclusivity in education, but also offer a fresh perspective on how e-
modules, as a modern learning tool, can be developed to foster both academic achievement and
social values. By combining technology with the educational philosophy of multiculturalism, this
study offers a new model for creating interactive learning tools that cater to students’ diverse
cultural backgrounds while enhancing their academic performance.
However, the study has limitations that need to be addressed in future research. The sample
size was limited to a small group of fourth-grade students at one school, which may not represent
the broader student population. Additionally, the study focused only on the development stage of
the e-module and did not include a broader dissemination phase to evaluate the module’s long-
term effectiveness or applicability in different educational settings. Future studies should involve
larger and more diverse samples, across various grade levels and geographical locations, to provide
a more comprehensive understanding of the module's effectiveness. This would allow for more
generalized conclusions and the formulation of policies that could be applied to a wider educational
context.
Hidayati Azkiya*1, Hasanuddin WS*2, Yenni Hayati3
430 Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
REFERENCES
Abidin, Z., & Sirojuddin, A. (2024). Developing Spiritual Intelligence Through The Internalization
of Sufistic Values: Learning From Pesantren Education. Tafkir: Interdisciplinary Journal of
Islamic Education, 5(2), Article 2. https://doi.org/10.31538/tijie.v5i2.783
Abou Jaoude, J., Obeid, S., Malaeb, D., Sakr, F., Dabbous, M., El Khatib, S., Hallit, S., Fekih-
Romdhane, F., & Hallit, R. (2024). The moderating effect of religiosity between climate
change anxiety and death anxiety among a sample of Lebanese adults. BMC Psychology, 12(1).
https://doi.org/10.1186/s40359-024-01942-z
Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A.
(2023). Fostering Tolerance and Respect for Diversity through the Fundamentals of Islamic
Education. Religions, 14(212), 1–16. https://doi.org/10.3390/rel14020212
Alazeez, A. M. A., AL-Momani, M. O., & Rababa, E. M. (2024). The Role of The Teacher in
Promoting The Culture of Islamic Tolerance Among Tenth-Grade Students in Jordan
From The Students’ Point of View. Nazhruna: Jurnal Pendidikan Islam, 7(1), Article 1.
https://doi.org/10.31538/nzh.v7i1.4139
Amin, H. (2024). Value-based frameworks and peace education in faith-neutral, faith-based and
faith-inspired schools in Islamabad: A comparative analysis. Journal of Peace Education, 21(1),
54–81.
Apologia, M. A., Mas’od, M. M., Masykuri, A., Hidayati, A., & Putra, V. E. P. (2024). Child-Friendly
School Management: A Study of Ukhuwah Wathoniyah at Ma’arif Nahdlatul Ulama.
Dirasah International Journal of Islamic Studies, 2(2), Article 2.
https://doi.org/10.59373/drs.v2i2.28
Arief, N. F., Viono, T., & Tabrani, A. (2023). Promoting Religious Moderation Among Post-
Conflict Students’: A Need Analysis of Gamification Interactive Multimedia. The Asian
Institute of Research Education Quarterly Reviews, 6(3), 260–276. https://doi.org/DOI:
10.31014/aior.1993.06.03.780
Arifin, S., Sutama, S., Aryani, S. A., Prayitno, H. J., & Waston, W. (2023). Improving The
Professional Teacher Competence Through Clinical Supervision Based on Multicultural
Values in Pesantren. Nazhruna: Jurnal Pendidikan Islam, 6(3), Article 3.
https://doi.org/10.31538/nzh.v6i3.4037
Aryati, A., & Suradi, A. (2022). The Implementation of Religious Tolerance: Study on Pesantren
Bali Bina Insani with Bali Hindus Communities. Jurnal Ilmiah Peuradeun, 10(2), Article 2.
https://doi.org/10.26811/peuradeun.v10i2.646
Basri, B., Nasir, M., Fiqiyah, M., Rizal, S., & Zainuddin, Z. (2024). Dating Practices: A Moral
Negotiation in Pesantren. Jurnal Ilmiah Peuradeun, 12(2), Article 2.
https://doi.org/10.26811/peuradeun.v12i2.1167
Borge, M., Soto, J. A., Aldemir, T., & Mena, J. A. (2020). Building Multicultural Competence by
Fostering Collaborative Skills. Sage Journals Teaching of Psychology, 49(1), 85–92.
https://doi.org/10.1177/0098628320977421
Bunari, B., Setiawan, J., Ma’arif, M. A., Purnamasari, R., Hadisaputra, H., & Sudirman, S. (2024).
The influence of flipbook learning media, learning interest, and learning motivation on
learning outcomes. Journal of Education and Learning (EduLearn), 18(2), Article 2.
https://doi.org/10.11591/edulearn.v18i2.21059
Hidayati Azkiya, Hasanuddin WS, Yenni Hayati
Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
431
Daheri, M., Meliani, F., Putra, F. T., Saputra, N., & Syarifah, Z. (2023). The Effect of Principal
Leadership and Work Discipline on Teacher Performance. Nidhomul Haq : Jurnal Manajemen
Pendidikan Islam, 8(3), Article 3. https://doi.org/10.31538/ndh.v8i3.3937
Elkaleh, E. (2019). Leadership Curricula in UAE Business and Education Management
Programmes: A Habermasian Analysis within an Islamic Context. International Journal of
Educational Management, 33(6), 1118–1147.
Evimalinda, R., Dayanto Butar-Butar, R., Dusep Dongoran, E., Priscila Harahap, H., Siregar, V.
D., Nababan, Y., Lorena Hutagalung, N., Yohame, S., Romauli Nadapdap, D., Natalia
Siregar, K., Br. Sitepu, R., Br. Simbolon, E., Bitia Silsilia, S., & Angelyna Pakpahan, V.
(2023). Cultivating an Attitude of Religious Moderation for Students at SD Eppata II Batu
Aji Batam. GANDRUNG: Jurnal Pengabdian Kepada Masyarakat, 4(2), 1185–1194.
https://doi.org/10.36526/gandrung.v4i2.2922
Fitriadi, F., Sinaga, R. M., & Muhammad, R. R. (2024). A Literature Review on the Cultural
Perspective Study in Elementary School Education in Indonesia. Journal of Innovation in
Educational and Cultural Research, 5(1), 51–61. https://doi.org/10.46843/jiecr.v5i1.848
Fitriani, F., & Indriaturrahmi, I. (2020). Pengembangan e-modul sebagai Sumber Belajar Mata
Pelajaran Bahasa Indonesia Kelas X MAN 1 Lombok Tengah. Jurnal Penelitian Dan
Pengkajian Ilmu Pendidikan: E-Saintika, 4(1), 16. https://doi.org/10.36312/e-
saintika.v4i1.165
Guiamalon, T. S., & Camsa, S. U. (2021). Teacher Issues and Concerns on the Use of Modular
Learning Modality. IJASOS- International E-Journal of Advances in Social Sciences, 7(20), 457–
469.
Haddar, G. Al, Haerudin, Riyanto, A., Syakhrani, A. W., & Aslan, A. (2023). The Revolation of
Islamic Education Thought in the Era of Society 5.0: Corrections and Analysis of Studies
in Islamic Higher Education Institutiions in South Kalimantan. International Journal of
Teaching and Learning (INJOTEL), 1(4), 468–483.
Hanif, M. A. (2024). Effectiveness of Teaching-Learning Activities of Religious and Moral Education at
Secondary Level. University of Dhaka.
Herawati, N. S., & Muhtadi, A. (2018). Pengembangan modul elektronik (e-modul) interaktif pada
mata pelajaran Kimia kelas XI SMA. Jurnal Inovasi Teknologi Pendidikan, 5(2), 180–191.
https://doi.org/10.21831/jitp.v5i2.15424
Horrell, D. G. (2021). Religion, Ethnicity, and Way of Life: Exploring Categories of Identity. The
Catholic Biblical Quarterly, 82(1), 38–55. https://doi.org/10.1353/cbq.2021.0002
Huda, M., Muhamad, N. H. N., Isyanto, P., Muhamat, R., Marni, N., Kilani, M. A., & Safar, J.
(2020). Building Harmony in Diverse Society: Insights from Practical Wisdom. International
Journal of Ethics and Systems, 36(2), 149–165.
Humaizi, Hasan, N. N. N., Dalimunthe, M. A., & Ramadhani, E. (2024). Harmony in virtual space:
Forum Kerukunan Umat Beragama (FKUB) development communication in creating
digital literacy based on religious moderation. Journal of Infrastructure, Policy and Development,
8(7), 1–19. https://doi.org/10.24294/jipd.v8i7.4299
Ibda, H., Aniqoh, Muntakhib, A., Mar’atussolichah, Fadhilah, T. D., & Rakhmawati, N. F. (2024).
Simaksaja: Visual novel game with TyranoBuilder software for Islamic moderation in
elementary schools. International Journal of Electrical and Computer Engineering, 14(3), 2955–
2964. https://doi.org/10.11591/ijece.v14i3.pp2955-2964
Hidayati Azkiya*1, Hasanuddin WS*2, Yenni Hayati3
432 Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
Irama, Y., & AW, L. C. (2021). Moderasi Beragama dalam Perspektif Hadis. MUMTAZ: Jurnal Studi
Al-Quran Dan Keislaman, 5(1), 41–57. https://doi.org/10.36671/mumtaz.v5i01.144
Istiyani, D., Wibowo, A. M., Taruna, M. M., Rahmawati, T., & Atmanto, N. E. (2024). Challenges
and Opportunities in Early Childhood Religious and Moral Education: A Perspective from
the Evaluation of Logical Models. Nazhruna: Jurnal Pendidikan Islam, 7(2), Article 2.
https://doi.org/10.31538/nzh.v7i2.4843
J. Mark Halstead. (2007). Islamic values: A distinctive framework for moral education? Journal of
Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056
Jamilah, S. (2021). Moderate Islamic Education to Enhance Nationalism among Indonesian Islamic
Student Organizations in the Era of Society 5.0. Journal of Social Studies Education Research,
12(3), 79–100.
Jannah, I. N., Rodliyah, R., & Usriyah, L. (2023). Cultural Transformation in Religious Activities
Based on Ahlussunnah Wal Jama’ah Values in Islamic Boarding Schools. Nazhruna: Jurnal
Pendidikan Islam, 6(2), Article 2. https://doi.org/10.31538/nzh.v6i2.3404
Kalash, O. (2020). . Jurnal
Ilmiah Islam Futura, 20(1), 1. https://doi.org/10.22373/jiif.v20i1.6272
Kawangung, Y. (2019). Religious moderation discourse in plurality of social harmony in Indonesia.
International Journal of Social Sciences and Humanities, 3(1), 160–170.
https://doi.org/10.29332/ijssh.v3n1.277
Kleinheksel, A. J., Rookich-Winston, N., Tawfik, H., & Wyatt, T. R. (2020). Qualitative Research
in Pharmacy Education: Demystifying Content Analysis. American Journal of Pharmaceutical
Education, 84(1), 127. https://doi.org/10.5688/ajpe7113
Lahmar, F. (2020). Islamic Education: An Islamic “Wisdom-Based Cultural Environment” in a
Western Context. Religions, 11(409), 1–15. https://doi.org/10.3390/rel11080409
Laraphaty, N. F. R., Riswanda, J., Anggun, D. P., Maretha, D. E., & Ulfa, K. (2021). Review:
Pengembangan Media Pembelajaran Modul Elktronik (E-Modul). Seminar Nasional
Pendidikan Biologi, 145–156.
Maliki, I. A. (2023). Living Hadis Islam Wasathiyah: Analisis terhadap Konten Dakwah Youtube
“Jeda Nulis” Habib Ja’far. Tauhid Hidayat Nazar, 11(1), 75–78.
https://doi.org/10.32332/nizham.v11i01.6753
Manan, A., Rasyad, R., Saputra, I. R., Sa’i, S., Daud, A., Tuffahati, Z., & Champion, I. (2024).
Morality and Immorality in Politics in Aceh Post 2005 MoU Helsinki (A Case Study on the
Relevance of Actions Compared with Peace Promises). Jurnal Ilmiah Peuradeun, 12(3), Article
3. https://doi.org/10.26811/peuradeun.v12i3.1295
Mashuri, S., Futaqi, S., & Sulhan, A. (2024). Spiritual Base of Pesantren for Building Multicultural
Awarness in Indonesia Context. Jurnal Ilmiah Islam Futura, 24(1), 1–20.
http://dx.doi.org/10.22373/jiif.v24i1.17141
Masykur, Hermawanlla, M. A., Masruri, M., & Hasse, J. (2024). Reviving Religious Moderation for
World Peace from the Religious Moderation House in Indonesia. Journal of Ecohumanism,
3(3), 295–307. https://doi.org/10.62754/joe.v3i3.3343
Mentu, J. R. M., Azizah, R, D. D. Cahyani., Febriyana, M., & Nur Rahma. (2022). Pengembangan
E-Modul Seroid pada Materi Listrik bagi Siswa Sekolah Dasar. Scaffolding: Jurnal Pendidikan
Islam Dan Multikulturalisme, 4(3), 192–208.
Hidayati Azkiya, Hasanuddin WS, Yenni Hayati
Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
433
Muid, A., Shohib, M., & Askarullah, A. (2024). Character Development Strategy for Tolerance in
Islamic Boarding Schools. Tafkir: Interdisciplinary Journal of Islamic Education, 5(2), Article 2.
https://doi.org/10.31538/tijie.v5i2.833
Mujahid, I. (2021). Islamic Orthodoxy-Based Character Education: Creating Moderate Muslim in
a Modern Pesantren in Indonesia. 185Indonesian Journal of Islam and Muslim Societies, 11(2),
185–212. https://doi.org/10.18326/ijims.v11i2.185-212
Musyaffa, AA., Asiah, S., Rapiko, & Hasanah, D. (2024). Religious Moderation Through School
Culture. International Conference on Islam and EducatioN; Charting the Future of Islamic Education
for Global Harmony, 824–836.
Oktavia, A. S., Djumingin, S., & Munirah. (2021). Pengembangan E-Modul Bahasa Indonesia
Berbasis Web di SMK Negeri 2 Wajo. Jurnal Universitas Negeri Makasar, 1(1), 1–14.
Pangalila, T., & Rumbay, C. A. (2024). Multicultural relation between religious communities in
Indonesia. HTS Teologiese Studies / Theological Studies, 80(1), 1–7.
https://doi.org/10.4102/hts.v80i1.9645
Paul-Mgbeafulike. (2023). Discovering the Educational Foundations of Basic Values in Society:
The Pillars of Social Acceptability. Nnadiebube Journal of Education in Africa (NJEA), 8(2),
25–35.
Permata, A. W., & Mustaji. (2021). Pengembangan E-Modul Pembelajaran Untuk Meningkatkan
Hasil Belajar Materi Teks Eksposisi Mata Pelajaran Bahasa Indonesia Kelas VIII SMP
Negeri 2 Maospati Magetan. Jurnal Mahasiswa Teknologi Pendidikan, 11(4), 1–7.
Prasetyo, I. (2014). Teknik Analisis Data Dalam Research and Development. UNY: Fakultas Ilmu
Pendidikan, 6, 11.
Rismen, S., Fitri, D. J., Rahmi, & Selvia, J. (2024). Problem Based Learning E-Module Development
on Statistic Topics. International Journal of Multidisciplinary Research and Analysis, 7(7), 3231–
3240. https://doi.org/10.47191/ijmra/v7-i07-21
Rohmah, H., Rena, S., Pahrurraji, P., & Syarif, F. (2023). Implementation of Multicultural
Education Values in Senior High School. At-Tadzkir: Islamic Education Journal, 2(2), Article
2. https://doi.org/10.59373/attadzkir.v2i2.29
Salleh, M. J. (2018). Educational Leadership Model: An Islamic Perspective. Al-Shajarah: Journal and
Civilization (ISTAC), 49–70.
Sari, M. P., Muttaqin, A., Putri, R. E., & Octavia, R. (2024). Integrating Ethnoscience on Critical-
Thinking Oriented Web-Based E-Module of Secondary School Science. JPPIPA Jurnal
Penelitian Pendidikan IPA, 10(1), 371–384. https://doi.org/10.29303/jppipa.v10i1.5928
Sechandini, R. A., Ratna, R. D., Zakariyah, Z., & Na’imah, F. U. (2023). Multicultural-Based
Learning of Islamic Religious Education for the Development of Students’ Social Attitudes.
At-Tadzkir: Islamic Education Journal, 2(2), Article 2.
https://doi.org/10.59373/attadzkir.v2i2.27
Siyal, S., Ahmad, R., & Ali, S. (2024). Debt trap dynamics: The moderating role of convenience,
financial literacy, and religiosity in credit card usage. Journal of Open Innovation: Technology,
Market, and Complexity, 10(4), 100392. https://doi.org/10.1016/j.joitmc.2024.100392
Sumayana, Y. (2017). Pembelajaran Sastra Di Sekolah Dasar Berbasis Kearifan Lokal (Cerita
Rakyat). Mimbar Sekolah Dasar, 4(1), 21–28. https://doi.org/10.53400/mimbar-
sd.v4i1.5050
Hidayati Azkiya*1, Hasanuddin WS*2, Yenni Hayati3
434 Munaddhomah: Jurnal Manajemen Pendidikan Islam, Volume 5, Issue. 4, 2024, pp. 421-434
Supriyadi, A., & Sari, F. W. (2022). Pelatihan Pengembangan E-Modul Berbasis Kearifan Lokal
untuk Peningkatan Profesionalisme Guru di SMP Negeri 2 Kota Ternate. Jurnal
Kewarganegaraan, 6(2), 4306–4312.
Sutisna, & Khori, A. (2024). Communication Management in Diversity Tolerance to Maintain The
Unity of The People. Kharisma: Jurnal Administrasi Dan Manajemen Pendidikan, 3(1), Article 1.
https://doi.org/10.59373/kharisma.v3i1.46
Syarif, S., Abdullah, F., & Herlambang, S. (2024). Multiculturalism among Students in Madrasah:
Knowledge, Challenges, and Social Capital. Nazhruna: Jurnal Pendidikan Islam, 7(2), Article
2. https://doi.org/10.31538/nzh.v7i2.4710
Timidi, E. T. (2024). The Power of Education in Shaping Democratic Citizenship and Good
Governance. Studies in Humanities and Education, 5(2), 52–62.
https://doi.org/10.48185/she.v5i2.1295
Wahyuni, D. S. (2023). Proposing a web-based interactive module for education for sustainable
development in English for computer science. Register Journal, 16(1), 1–23.
Wahyuningsih, J., Anomeisa, A. B., & Rahmanisa, A. B. (2021). Strategy on The Effectiveness of
Learning Outcomes of Manufacturing Calculus Using Edlink in The Covid-19 Pandemic.
Eduma : Mathematics Education Learning And Teaching, 10(1), 39–48.
https://doi.org/10.24235/eduma.v8i2.8066
Yasmadi, Y., Husna, I., Arsya, F., Rahmah, A., Kustati, M., & Perrodin, D. D. (2024). Insights from
a State Islamic University on Arabic Education as a Catalyst for Religious Moderation in
Indonesia. International Journal of Language Education, 8(3), 533–549.
https://dx.doi.org/10.26858/ijole.v8i3.66496
Yosef, Y., Rozzaqyah, F., Rahmi, R., Marwah, A. S., & Vilala, V. (2023). Using E-Module in
Guidance Lessons to Enhance Multicultural Self-Efficacy of Islamic and Public High
School Students. Islamic Guidance and Counseling Journa, 6(2).
https://doi.org/10.25217/0020236374100
Zakariah, M. A., Afriani, V., & Zakariah, KH. M. (2020). Metodologi Penelitian Kualitatif, Kuantitatif,
Action Research, Research and Development (R and D).
Zulkhi, M. D., Rusyanti, & Astari, A. (2022). Pengembangan E-Modul Berbasis Kearifan Lokal
Balumbo Biduk Sarolangun Menggunakan Aplikasi 3D Pagelip Profesional Sekolah Dasar.
Jurnal Pendidikan Dan Konseling, 4(3), 866–873.
