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Religious Moderation, Five Loves, and National Values in Islamic Religious Education Learning Alim Bakhri; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1545

This study aims to reconstruct the integration of religious moderation, Panca Cinta (Love), and national values in Islamic Religious Education (PAI) learning. The background of this study is based on the still partial approach to PAI learning that tends to separate the spiritual, social, and national dimensions. This study uses a qualitative approach with library research, which analyzes various primary and secondary sources related to religious moderation, the concept of mahabbah in Islam, and national values in the Indonesian context. The results show that religious moderation functions as an epistemological framework, Panca Cinta as an ontological-axiological foundation, and national values as an orientation for social praxis. These three concepts have an interdependent relationship that can be constructed in an integrative learning model based on ontology-epistemology-axiology. This model produces transformative, inclusive, and contextual PAI learning, and is able to shape the religious-national character of students. This study provides a theoretical contribution to the development of PAI learning designs based on value integration that is relevant to the challenges of the plurality of Indonesian society.

Comparative Analysis of the Role of Social Environment (Bandura) and Cultural Mediation (VYGOTSKY) in Character Education Literature Musfirah Nadjamuddin; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1567

This Study aims to conduct a theoretical deconstruction of the mechanisms of student discipline formation by comparing two major perspectives: Albert Bandura's Social Learning Theory and Lev Vygotsky's Socio-Cultural Theory. The research method used is library research with a qualitative descriptive approach. Data analysis was conducted through content analysis techniques on primary and secondary works relevant to both figures. The results of the study indicate that, according to Bandura, discipline is constructed through modeling and vicarious reinforcement mechanisms that culminate in the formation of self-efficacy. Meanwhile, Vygotsky emphasized that discipline is a product of the internalization of cultural values mediated by language and scaffolding within the Zone of Proximal Development (ZPD). The conclusion of this study confirms that ideal student discipline is the result of a synergistic combination of imitation of appropriate role models and conscious internalization of cultural values. The implications of this study offer a framework for educational institutions to integrate aspects of the visual environment (role models) and dialogic interaction (interpretation of rules) in character education curricula

KEPEMIMPINAN INKLUSIF: STRATEGI RESPONSIF GENDER DALAM PENDIDIKAN ISLAM DENGAN PENDEKATAN FIQH AL-HADIS Dewi Ratnawati; Muhammad Anshori; Dika Tripitasari
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2288

The purpose of this research is to create an inclusive educational environment as mentioned in the Hadith and the Word of God, protecting and supporting the realization of the rights of every individual within an educational institution, eliminating claims (of institutions belonging to one group), and ensuring the freedom to enjoy educational facilities without discrimination based on background. The reason for this research is that inclusive leadership in Islamic-based educational institutions has not been optimally implemented. This is evidenced by several previous studies that have addressed some of these issues, but they cannot yet be categorized as alternative solutions for creating inclusive educational leadership, especially in Islamic-based educational institutions. The previous research reviewed focuses on universal inclusive leadership and women's leadership from the perspective of the Hadith and the Quran. This research uses a qualitative approach with literature-based methods based on the texts of the Prophet's Hadith and the Quran. The research results are divided into three aspects. First, the principle of naqli evidence as the basis for strategies, including equality in creation, equality in self-development (seeking knowledge, and equality of rights and obligations/justice). Second, the inclusive leadership strategy includes establishing an anti-discriminatory environment and decision-making through holistic deliberation. Third, gender-based curriculum revitalization includes the reconstruction of biased texts and the strengthening of women's roles.

Religious Moderation, Five Loves, and National Values in Islamic Religious Education Learning Alim Bakhri; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1545

This study aims to reconstruct the integration of religious moderation, Panca Cinta (Love), and national values in Islamic Religious Education (PAI) learning. The background of this study is based on the still partial approach to PAI learning that tends to separate the spiritual, social, and national dimensions. This study uses a qualitative approach with library research, which analyzes various primary and secondary sources related to religious moderation, the concept of mahabbah in Islam, and national values in the Indonesian context. The results show that religious moderation functions as an epistemological framework, Panca Cinta as an ontological-axiological foundation, and national values as an orientation for social praxis. These three concepts have an interdependent relationship that can be constructed in an integrative learning model based on ontology-epistemology-axiology. This model produces transformative, inclusive, and contextual PAI learning, and is able to shape the religious-national character of students. This study provides a theoretical contribution to the development of PAI learning designs based on value integration that is relevant to the challenges of the plurality of Indonesian society.

Comparative Analysis of the Role of Social Environment (Bandura) and Cultural Mediation (VYGOTSKY) in Character Education Literature Musfirah Nadjamuddin; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1567

This Study aims to conduct a theoretical deconstruction of the mechanisms of student discipline formation by comparing two major perspectives: Albert Bandura's Social Learning Theory and Lev Vygotsky's Socio-Cultural Theory. The research method used is library research with a qualitative descriptive approach. Data analysis was conducted through content analysis techniques on primary and secondary works relevant to both figures. The results of the study indicate that, according to Bandura, discipline is constructed through modeling and vicarious reinforcement mechanisms that culminate in the formation of self-efficacy. Meanwhile, Vygotsky emphasized that discipline is a product of the internalization of cultural values mediated by language and scaffolding within the Zone of Proximal Development (ZPD). The conclusion of this study confirms that ideal student discipline is the result of a synergistic combination of imitation of appropriate role models and conscious internalization of cultural values. The implications of this study offer a framework for educational institutions to integrate aspects of the visual environment (role models) and dialogic interaction (interpretation of rules) in character education curricula

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