Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Cahaya Edukasi International Journal of Educational Narratives
Eva Syafaah Hasanah
Sekolah Tinggi Agama Islam Alif Laam Miim Surabaya
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
PERAN PEMBELAJARAN PAI DALAM MENCEGAH  RADIKALISME  DINI PADA SISWA  MADRASAH  TSANAWIYAH Eva Syafaah Hasanah; Murtiani; M. Fajar Mulyo; Dzurrotun Nafisah; Irma Izza Nurul Faizah
Jurnal Cahaya Edukasi Vol 3 No 1 (2026): Jurnal Cahaya Edukasi
Publisher : Cahaya Smart Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63863/jce.v3i1.289

Abstract

Pendidikan agama Islam (PAI) di madrasah memiliki kiprah strategis dalam menghasilkan pemahaman keagamaan yg moderat dan inklusif Kata kunci—komponen, pemformatan, gaya, sisipan, lembaga pendidikan memegang peran penting dalam melindungi generasi muda asal dampak paham radikal. Penelitian ini menggunakan jenis penelitian kualitatif-Deskriftif analistis yaitu studi Pustaka, hasil penelitian ini menyimpulkan bahwa Radikalisme ialah pandangan ekstrem yang menolak istiadat-istiadat sosial, politik, atau religius yang berlaku. Pembelajaran PAI yg moderat berperan krusial dalam menanamkan nilai-nilai toleransi, keadilan, dan kemanusiaan. Strategi mencegah radikalisme: satu) Transformasi kerangka berpikir asal Menuju Tekstual-Dogmatis, Dua) Internalisasi Nilai Islam Wasathiyah (Moderasi Beragama), Tiga) Rekonstruksi Pedagogis: Mengasah Berpikir Kritis (Berpikir Kritis) Empat) Literasi Digital dan Konsep Peran Sentral Pendidik sebagai Role model dan Integrator Kebangsaan Faktor penentu terakhir artinya kompetensi serta kepribadian pendidik. pengajar PAI tidak hanya berperan menjadi mualaf (muallim), tetapi jua pendidik karakter ( murabbi ).
Embedding Qur’anic Values into Student-Centered Learning: A Framework for Character Education in Contemporary Classrooms Eva Syafaah Hasanah
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2934

Abstract

Background. Contemporary education often emphasizes cognitive achievement and 21st-century skills, while character formation and spiritual values receive limited attention, particularly within Muslim educational contexts. This imbalance highlights the need for pedagogical frameworks that integrate academic learning with moral and spiritual development rooted in Islamic values. Purpose. This research aimed to formulate and examine a character education framework that internalizes Qur’anic values within student-centered learning practices in modern classrooms. Method. The study employed a qualitative approach through literature review and conceptual analysis. Data sources included curriculum documents, theoretical studies on character education, principles of student-centered learning, and Qur’anic verses emphasizing values such as honesty, responsibility, cooperation, empathy, and critical thinking. Results. The findings suggest that Qur’anic values can be effectively internalized through active learning strategies, including reflective discussions, project-based learning, contextual problem-solving, and authentic assessment. These strategies promote active student engagement, independence, and the practical application of character values in daily life. Conclusion. The study concludes that integrating Qur’anic values into student-centered learning offers a relevant and sustainable framework for holistic character education. This approach not only enhances academic participation but also strengthens moral and spiritual development, making it a contextual pedagogical model for modern classrooms.
Co-Authors Dzurrotun Nafisah Irma Izza Nurul Faizah M. Fajar Mulyo Murtiani