Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal IQRO: Journal of Islamic Education Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Era Mutiara Pratiwi
Universitas Islam Negeri Mataram
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Konsep Rote Learning dan Meaningfull Learning alam Pendidikan Islam Istikazah Martiana; Moh. Saleh; Era Mutiara Pratiwi; Gazi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1921

Abstract

This study aims to analyze the concepts of rote learning and meaningful learning from an Islamic perspective and to examine the integration of both approaches in contemporary Islamic education. Islamic education faces challenges in creating learning processes that emphasize not only memorization but also understanding and reflection on Islamic values. Learning practices that are overly oriented toward memorization may result in superficial knowledge, while meaningful learning has not been optimally implemented. This study employs a qualitative approach using library research. The findings reveal that rote learning has legitimacy within the Islamic tradition, particularly in the practice of Qur’anic memorization (tahfidz Al-Qur’an) as an effort to preserve the authenticity of revelation. However, this approach needs to be balanced with meaningful learning, which aligns with the concepts of tafakkur and tadabbur. The integration of these two approaches represents an ideal model in Islamic education, where memorization serves as the foundation while understanding develops critical, reflective, and applicative thinking skills in real-life contexts.
Analisis Konsep Belajar dalam Institusi Islam pada Era Klasik M. Khaerul Majid H; Muh. Hirkan; Era Mutiara Pratiwi; Gazi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1959

Abstract

This article examines the concept of learning in classical Islamic institutions from the perspective of Islamic educational psychology. This study aims to determine how the concept of learning is applied in various classical Islamic educational institutions such as kuttab (Islamic boarding schools), mosques, madrasas, and Islamic libraries, and its relevance to modern education. The research method used is library research, collecting data from various books, journals, and scientific sources related to the history of Islamic education and Islamic educational psychology. The results show that the concept of learning in classical Islamic institutions is not solely oriented towards mastering knowledge but also emphasizes the development of students' morals, spirituality, and discipline. Learning methods used include memorization, halaqah (Islamic gatherings), discussions, scientific debates, and teacher role models. The relationship between teacher and student is built on respect, compassion, and sincerity. Classical Islamic institutions have succeeded in creating a religious, humanistic, and character-building learning environment, thus producing many prominent scholars and scientists in Islamic history. The concept of learning in classical Islamic institutions remains relevant in modern education, particularly in efforts to develop an education that emphasizes not only intellectual aspects but also moral and spiritual aspects.
Konsep Psikologi Pendidikan Islam Menurut Malik Badri dan Syed Naquid Al-Atthas Zohdi Halil; Muhammad Yani; Era Mutiara Pratiwi; Gazi
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1963

Abstract

This study aims to analyze the concept of Islamic educational psychology from the perspective of contemporary scholars, particularly the thoughts of Syed Muhammad Naquib al-Attas and Malik Badri. The background of this study is based on the dominance of Western educational psychology which tends to be secular and materialistic, thus less accommodating the spiritual dimension in Islamic education. Therefore, it is necessary to reconstruct the concept of educational psychology based on the values of monotheism and human nature. This study uses a qualitative approach with a library research method. Data were obtained from various sources such as books, scientific journals, and relevant documents, then analyzed descriptively and analytically to find the main concepts related to Islamic educational psychology. The results show that Malik Badri emphasizes a holistic and psychospiritual psychological approach through the concept of tazkiyah al-nafs, with an integration of scriptural, philosophical, and Sufism approaches. Meanwhile, Syed Muhammad Naquib al-Attas emphasizes the importance of an Islamic worldview framework centered on monotheism through the concept of ta'dib as the basis for the formation of civilized humans. Both figures share a similar view of education as a process of developing a perfect human being encompassing intellectual, emotional, and spiritual aspects. However, they differ in their emphasis, with Badri's approach being more practical and applied, and al-Attas's more philosophical-epistemological. This study concludes that the integration of the thoughts of Malik Badri and Syed Muhammad Naquib al-Attas can provide a strong conceptual foundation for developing Islamic educational psychology relevant to the challenges of the modern era.
Implementation of the Concept of Islamic Educational Psychology of Contemporary Scholars through the Deep Learning Approach Muhammad Efendi; Saparudin Saparudin; Emawati Emawati; Era Mutiara Pratiwi; Gazi Gazi
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.10543

Abstract

This study examines the implementation of the concept of Islamic educational psychology from the perspective of contemporary scholars through the deep learning approach in improving the quality of learning. The study employed a qualitative approach using library research by reviewing various relevant literature sources, including scientific books, journal articles, and previous studies. Data were analyzed descriptively and analytically through the processes of reviewing, comparing, and synthesizing concepts related to Islamic educational psychology and the deep learning approach. The findings indicate that Islamic educational psychology emphasizes the holistic development of students’ potential, encompassing cognitive, affective, and spiritual dimensions. Therefore, education is not only oriented toward the mastery of knowledge but also toward the formation of morals and personality. Furthermore, the deep learning approach has proven effective in encouraging active student engagement, enhancing conceptual understanding, and developing critical, reflective, and creative thinking skills. This approach is aligned with constructivist principles that position students as active subjects in the learning process, making learning more meaningful and contextual. However, the implementation of this integration still faces several challenges, including limited teacher competence and a learning culture that remains oriented toward memorization. Therefore, strategic efforts are required through improving educator capacity, developing adaptive curricula, and strengthening innovative educational policies. In conclusion, the integration of Islamic educational psychology concepts with the deep learning approach has significant potential to create meaningful and high-quality learning and to produce students who are intellectually, spiritually, and emotionally developed.
Co-Authors Emawati Emawati Gazi Gazi Gazi Istikazah Martiana M. Khaerul Majid H Moh. Saleh Muh. Hirkan Muhammad Efendi Muhammad Yani Saparudin Saparudin Zohdi Halil