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All Journal Jurnal Konseling Pendidikan Islam
Yelna Septiana
UIN Raden Fatah Palembang
Education Other

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DYNAMICS OF SOCIAL INTERACTION IN LEARNING ISLAMIC RELIGIOUS EDUCATION BASED ON SOCIO-CULTURAL THEORY AT SMA NEGERI 1 RANTAU BAYUR BANYUASIN Fitriyanti Fitriyanti; Leni Misdiyanti; Yelna Septiana; Kasinyo Harto; Irja Putra Pratama
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1240

Abstract

This study aims to analyze the dynamics of social interaction in Islamic Religious Education (PAI) learning based on socio-cultural theory at SMA Negeri 1 Rantau Bayur Banyuasin. The focus of this research is to explore how Islamic education teachers act as mediators in shaping religious social interactions that reflect the cultural context of the school environment. This research employs a descriptive qualitative approach, using observation, in-depth interviews, and documentation as data collection techniques. The participants consist of Islamic education teachers, students, and the school principal, selected through purposive sampling. Data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion verification. The findings reveal that PAI learning at SMA Negeri 1 Rantau Bayur is deeply rooted in local social and cultural values such as mutual cooperation, tolerance, and social awareness. Islamic education teachers play a crucial role as facilitators who integrate Islamic values into students’ daily lives through interactive and collaborative learning. These social interactions not only enhance students’ religious understanding but also strengthen their moral and social character. The implication of this study emphasizes the importance of applying socio-cultural theory in Islamic education to create a collaborative, contextual, and transformative learning environment. The unique value of this research lies in its contribution to enriching the discourse on socially grounded models of religious education in secondary schools.
THE STUDENT-CENTERED LEARNING APPROACH AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS Yelna Septiana; Hafizh Maulana Nugraha; Muhammad Sirozi
Jurnal Konseling Pendidikan Islam Vol. 7 No. 2 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i2.1702

Abstract

This study aims to analyze the urgency of appropriate learning approaches, the relevance of the Student-Centered Learning (SCL) approach, and its advantages in developing 21st-century skills. The transformation of 21st-century education requires a shift from teacher-centered learning to student-centered learning, emphasizing the 4C skills (critical thinking, creativity, collaboration, and communication). This research employs a qualitative approach using a literature review method by examining 23 relevant scientific sources, including national journals, books, and proceedings. Data analysis was conducted through content analysis involving data reduction, categorization, synthesis, and conclusion drawing. The findings indicate that appropriate learning approaches play a fundamental role in improving the quality of learning processes and outcomes. The SCL approach demonstrates strong theoretical and practical alignment with the 21st-century skills framework by promoting active engagement, independence, and critical and collaborative thinking. Furthermore, SCL offers advantages in creating meaningful, contextual, and flexible learning while supporting authentic assessment practices. Therefore, SCL is an effective approach for developing adaptive competencies aligned with global demands.
Co-Authors Fitriyanti Fitriyanti Hafizh Maulana Nugraha Kasinyo Harto Leni Misdiyanti Muhammad Sirozi Pratama, Irja Putra