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All Journal Socius: Social Sciences Research Journal
Hartinawanti H
Universitas Muslim Buton
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Concepts of Learning and Instruction from the Perspective of Learning Theories and Islamic Education Hartinawanti H; Basri B; Yuspiani Y; M. Shabir U
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 11 (2026): June 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20361941

Abstract

Learning and instruction are two main concepts in the field of education that are interconnected yet have different characteristics. This article aims to analyze the influence of behaviorism, cognitivism, and constructivism theories on instructional design, explain the difference between learning as an individual activity and instruction as a social interaction from the perspective of Islamic education, and examine the role of intrinsic and extrinsic motivation in the effectiveness of project-based learning. This study uses a library research approach by analyzing various relevant scientific sources. The study results show that behaviorism emphasizes changes in behavior through stimulus and response, cognitivism focuses on mental processes in learning, while constructivism places learners as active subjects in constructing knowledge. In Islamic education, learning is seen as an individual activity that has the value of worship, whereas teaching is a social process that is filled with the values of exemplary conduct and educational interaction. In addition, intrinsic motivation has been proven to be more dominant in enhancing the effectiveness of project-based learning compared to extrinsic motivation. Therefore, the integration of modern learning theories with the values of Islamic education becomes important to create learning that is meaningful, humanistic, and relevant to the needs of the 21st century.
The Concept of Morality and Values Education in Islamic Education Hartinawanti H; Syahruddin Usman; Syarifuddin Ondeng
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 11 (2026): June 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20441824

Abstract

Islamic education has a strategic role in shaping the morality of individuals and society through the comprehensive internalization of Islamic values. The phenomenon of a moral crisis, characterized by increasing deviant behavior, low integrity, and weakening social values, has become a major challenge for today's educational world. This article aims to examine the concept of morality from the perspective of Islamic education, the nature of value education, strategies for implementing value education, as well as the challenges of value education in the modern era. The method used is a literature review with a descriptive-analytical approach. The study results show that morality in Islam is rooted in the concept of akhlak (character) derived from the Quran and Hadith. Values education in Islam is holistic, integrative, and transcendental, encompassing human relations with Allah, fellow humans, and the environment. The implementation of values education is carried out through role modeling, habituation, integration of values in learning, direct experience, moral reflection, strengthening of school culture, Islam-based digital literacy, as well as spiritual reinforcement. In the modern era, values education faces challenges such as cultural globalization, digital technology disruption, dominance of cognitive approaches, a crisis of role models, and weak synergy between family, school, and society. Therefore, an adaptive values education strategy is needed without losing the essence of Islamic values.
Co-Authors Basri B M. Shabir U Syahruddin Syarifuddin Ondeng Yuspiani Y