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All Journal EduInovasi: Journal of Basic Educational Studies Al-Munawwarah : Jurnal Pendidikan Islam
Ni’matuz Zuhroh
UIN Maulana Malik Ibrahim Malang
Religion Education Social Sciences Other

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Model Pendidikan Transformatif dalam Rekonstruksi Pembelajaran Pendidikan Islam di Era Digital Sifaul Khusnah; Annisa Nuril Faradisa; Moh Padil; Ni’matuz Zuhroh
Al-Munawwarah : Jurnal Pendidikan Islam Vol. 18 No. 1 (2026): Al-Munawwarah : Jurnal Pendidikan Islam
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Agama Islam Nahdlatul Wathan Samawa Sumbawa Besar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35964/almunawwarah.v18i1.543

Abstract

This study examines the transformative education model in the reconstruction of Islamic education learning in the digital era. The main issue in this study is the continued dominance of conventional teaching methods, which are less cap able of adapting to the development of digital technology and changes in student characteristics. This situation necessitates a renewal of learning approaches so that Islamic education remains relevant to the needs of the digital generation. This study aims to analyze the concept of transformative education and to explain the urgency of reconstructing Islamic education learning in the digital era. The method used is library research with a qualitative approach through the analysis of various books and relevant scholarly journal articles.The results of the study indicate that the transformative education model emphasizes critical reflection, active student participation, and changes in perspectives in understanding social and religious realities. The reconstruction of Islamic education learning also needs to be carried out through the utilization of digital technology, the development of dialogue and critical discussion methods, and the integration of interactive learning media to make the learning process more contextual and engaging. Furthermore, transformative education encourages students to develop critical thinking skills, digital literacy, and awareness of Islamic values in dealing with various information in the digital era. Thus, the implementation of the transformative education model can serve as a relevant approach in building Islamic education learning that is adaptive, participatory, and contextual. Keywords: Transformative Education, Learning Reconstruction, Islamic Education, Digital Era.
Internalisasi Environmental Awareness dalam Mata Pelajaran IPA melalui Model Pembelajaran Radec pada Sekolah Dasar Shofwatul Abidah; Langgeng Budianto; Ni’matuz Zuhroh
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.10087

Abstract

This study aims to analyze in depth the process of internalizing Environmental Awareness (EA) in elementary school students through the implementation of the RADEC (Read, Answer, Discuss, Explain, Create) Learning Model in the Science Curriculum. The background of the problem is the gap between students' environmental knowledge (cognitive) and minimal daily pro-environmental actions (behavior). The study used a qualitative case study method implemented at SDNU Gurah Kediri. Data were collected through participant observation, in-depth interviews with teachers and key students, and analysis of student artifacts during the Create phase. The findings indicate that the RADEC Model is effective as a pedagogical vehicle that facilitates the internalization of EA by transforming passive awareness into active action. The strongest internalization mechanisms occur in the Discussion Phase, which encourages the strengthening of affective values ​​and social responsibility, and the Create Phase, which bridges science knowledge with conative behavior through the creation of concrete solutions (e.g., simple recycling or renewable energy projects). Significant improvements were found in the dimensions of students' attitudes and behaviors, where students began to view pro-environmental actions as a personal moral responsibility, not just a school assignment. It can be concluded that the RADEC Model provides a superior structured framework for simultaneously integrating science education and ecological character building in elementary schools.
Co-Authors Annisa Nuril Faradisa Langgeng Budianto Mohammad Padil Shofwatul Abidah Sifaul Khusnah