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All Journal Research Journal on Teacher Professional Development Social Journal of Studies in Education
Gusrina Fadhila
UIN Mahmud Yunus Batusangkar
Religion Education Social Sciences Other

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Integrating Maqashid Shari’a on Cultural Responsiveneness to Constructing Academic Culture Syahrur Ramli; Gusrina Fadhila; Ramza Husmen; Aidil Darmawan
Social Journal of Studies in Education Vol. 2 No. 01 (2026): June
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/sjse.v2i01.54

Abstract

This study aims to develop a culturally responsive instrument based on the principles of Maqashid Syariah to address the cultural identity crisis among students at the State Islamic University of Indonesia. Focusing on the integration of five essential safeguards (faith, life, reason, progeny, and wealth) with a hierarchical culturally responsive model, this study specifically examines how the levels of needs, requirements, and embellishments (tahsiniyyah) can map the inclusive attitudes of students. Using the Systematic Literature Review (SLR) methodology, this study synthesizes existing literature to build a comprehensive framework. The results of the study indicate successful integration, where Maqashid Syariah provides a strong ethical and transcendental foundation for measuring cultural responsiveness, going beyond mere social skills to embody the practice of universal Islamic values such as compassion and modesty. This instrument offers a nuanced and spiritually grounded alternative to conventional secular scales, allowing for a more holistic evaluation of how students navigate cultural plurality while remaining rooted in their religious and local wisdom.
Enhancing Divergent Thinking Skills through Video Assisted Problem Based Learning in Islamic Cultural History at Junior High School Gusrina Fadhila; Demina Demina; Syahrur Ramli; Eliwatis Eliwatis; Raudatul Hafiza; Natasya Aprilia Putri
Research Journal on Teacher Professional Development Vol. 3 No. 02 (2025): Geographical distribution of the author: Indonesia, Malaysia, Australia, and T
Publisher : FITK UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/rjtpd.v3i02.33625

Abstract

This study examines the effectiveness of video assisted Problem Based Learning (PBL) in improving students’ divergent thinking skills in Islamic Religious Education (IRE) subject, focusing on Islamic Cultural History at Junior High School 4 Batusangkar. Traditional PBL often struggles to engage students in exploring diverse perspectives and problem sources, which limits their ability to generate various, original, and flexible ideas regarding historical Islamic events. If not addressed, students may find it difficult to develop critical and creative solutions. To overcome this, the research introduces a video-assisted PBL model designed to support divergent thinking. The study uses a quantitative, quasi-experimental method involving 126 seventh-grade students divided into experimental and control groups. Data collection involved pretests, posttests, observation, and documentation. Analyses included normality and homogeneity tests, paired sample t-tests, independent sample t-tests, and N-Gain analysis using SPSS 26. The paired sample t-test showed a significance of 0.00<0.05, indicating an improvement in divergent thinking. The independent sample t-test resulted in a significance of 0.017<0.05, showing a significant difference between groups, while the N-Gain score was 0.75. This study contributes to SKI education by showing that the use of video within PBL can provide a practical approach to strengthening students’ fluency, flexibility, originality, and elaboration. It also broadens the role of PBL in Islamic Cultural History learning by moving beyond content understanding and creating learning experiences that encourage students to develop divergent thinking through active, contextual, and collaborative activities
Co-Authors Aidil Darmawan Demina Demina Eliwatis Eliwatis Natasya Aprilia Putri Ramza Husmen Raudatul Hafiza Syahrur Ramli