Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal IQRO: Journal of Islamic Education Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Mehmet Cuma Tahiroglu
Kocaeli University
Education Languange, Linguistic, Communication & Media Mathematics Other

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

Found 2 Documents
Search

 1 
Exploring the Role of Problem-Based Learning in Fostering Social Literacy, Critical Thinking, and Religiosity in Social Studies Education Sulfiani; Amriani; Muhammad Aqsa; Mehmet Cuma Tahiroglu
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20171

Abstract

This study aims to examine in depth the implementation of Problem-Based Learning (PBL) in social studies education and its impact on the development of social literacy, critical thinking, and religiosity among junior high school students. The study employed a qualitative case study design conducted over a three-month period. Participants were selected through purposive sampling and consisted of social studies teachers and eighth-grade students. Data were collected through in-depth interviews, participant observation, and document analysis. The data were analyzed using thematic coding to identify recurring patterns and core themes. The analysis revealed four major themes: (1) the implementation of student-centered learning through group discussions, case studies, and reflective activities; (2) the integration of social care and responsibility values within real-life social contexts; (3) positive learning outcomes reflected in improved social literacy and critical thinking skills; and (4) learning constraints, particularly limited instructional time and uneven student participation. The findings indicate that contextual learning media such as presentations, videos, and authentic social issues effectively enhance students’ cognitive engagement and strengthen their religiosity in both affective and behavioral dimensions. However, structural limitations, including restricted technological access and limited instructional time, remain significant challenges. This study contributes to the growing discourse on integrative social studies pedagogy by demonstrating that PBL can simultaneously foster social literacy, critical thinking, and religiosity within a unified instructional framework. It also offers practical implications for curriculum adaptation, systematic teacher training, and the development of collaborative learning environments to optimize students’ holistic development.
Strengthening Students' Religious Character Through Basic Darul Arqam Training Using the MICAR Model Approach: A Case Study at Muhammadiyah University of Bandung Amriani Amriani; Amril Amril; Mehmet Cuma Tahiroglu; Abdul Kadir; Andi Achmad Syam
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.10078

Abstract

The development of religious character is a fundamental component of Muhammadiyah higher education. The Basic Darul Arqam Training (DAD) serves as a strategic leadership development tool for instilling Islamic values, yet its effectiveness is highly dependent on the pedagogical approach employed. This study aims to describe and analyze the process of strengthening students’ religious character through the application of the MICAR Model (Motivation, Interaction, Collaboration, Attention, Reflection) in DAD training at Muhammadiyah University of Bandung. The research method employs a qualitative approach with a case study design. Data collection techniques included participant observation, in-depth interviews with participants and instructors, document analysis, and participants’ written reflections. Data analysis was conducted using the Miles and Huberman technique: data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of the MICAR Model is capable of strengthening students’ religious character through increased spiritual motivation, intensive religious interaction among participants, collaboration in worship activities and Islamic discussions, deep attention to the values of Muhammadiyah teachings, and spiritual reflection that encourages attitudinal change. These findings confirm that the integration of MICAR into DAD training can serve as an effective and transformative strategy in the formation of students’ religious character.
Co-Authors Abdul Kadir Amriani Amril Amril Andi Achmad Syam Muhammad Aqsa Sulfiani