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All Journal Jurnal AL-Muta`aliyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan dan Kebudayaan
Muhamad Amin
Universitas Sunan Giri Surabaya
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Paradigma Integratif-Holistik sebagai Model Transdisipliner Pendidikan Islam Abad ke-21: Kritik atas Keterbatasan Islamisasi Pengetahuan Muhamad Amin; Hanik Yuni Alfiyah; Febriarsita Eka Sasmita
Jurnal al Muta'aliyah: Pendidikan Guru Madrasah Ibtidaiyah Vol 6 No 1 (2026): Jurnal AL-Muta`aliyah
Publisher : LP2M STAI Darul Kamal NW Kembang Kerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51700/mutaaliyah.v6i1.1419

Abstract

Islamic education in Indonesia is still hindered by the dichotomy of knowledge and a lack of integration between modern science and Islamic values. This study aims to analyze the direction of educational reform through a synthesis of the Islamization of knowledge and the integrative-holistic paradigm. Employing a qualitative library research method, it evaluates the thoughts of al-Faruqi, al-Attas, Fazlur Rahman, and Seyyed Hossein Nasr. The conceptual findings indicate that the integrative-holistic paradigm transcends the limitations of Islamization by offering a transdisciplinary framework that balances revelation, reason, and empiricism. Epistemological reconstruction based on tawḥīd is identified as the primary catalyst for transforming curricula and institutional governance. This study asserts that this model is more contextually relevant for Indonesia as it fosters a rational, spiritual, and contextual educational system. The research concludes that transitioning toward a value-oriented, transdisciplinary system is a vital instrument for the reconstruction of modern Islamic civilization.
Model Integratif Literasi Asesmen Guru melalui Participatory Action Research di Madrasah Ibtidaiyah Muhamad Amin; Febriarsita Eka Sasmita
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 3 No. 3 (2023): November : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v3i3.11314

Abstract

This study aims to reconstruct teacher assessment literacy in Islamic Elementary Schools (Madrasah Ibtidaiyah) through a Participatory Action Research (PAR) approach by developing an integrative and contextual capacity-building model. The research locus was conducted at MI Toriqussalam and MI NU Kureksari, involving teachers as subjects and collaborative partners in three action cycles, including planning, implementation, observation, and reflection. The research findings show a significant transformation in the implementation of teacher assessment, characterized by increased ability to develop operational indicators, the development of authentic assessments, the use of learning outcome data as a basis for learning decision-making, and the integration of Islamic values ​​in assessment instruments. The reflective and collaborative process in PAR has been shown to shift the assessment paradigm from merely administrative to diagnostic and transformative. Furthermore, this study produces an integrative literacy model for teacher assessment that combines the dimensions of authentic assessment, data literacy, and the internalization of Islamic values ​​as a conceptual contribution to the development of learning evaluation practices in Islamic elementary education.
Model Integratif Literasi Asesmen Guru melalui Participatory Action Research di Madrasah Ibtidaiyah Muhamad Amin; Febriarsita Eka Sasmita
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 3 No. 3 (2023): November : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v3i3.11314

Abstract

This study aims to reconstruct teacher assessment literacy in Islamic Elementary Schools (Madrasah Ibtidaiyah) through a Participatory Action Research (PAR) approach by developing an integrative and contextual capacity-building model. The research locus was conducted at MI Toriqussalam and MI NU Kureksari, involving teachers as subjects and collaborative partners in three action cycles, including planning, implementation, observation, and reflection. The research findings show a significant transformation in the implementation of teacher assessment, characterized by increased ability to develop operational indicators, the development of authentic assessments, the use of learning outcome data as a basis for learning decision-making, and the integration of Islamic values ​​in assessment instruments. The reflective and collaborative process in PAR has been shown to shift the assessment paradigm from merely administrative to diagnostic and transformative. Furthermore, this study produces an integrative literacy model for teacher assessment that combines the dimensions of authentic assessment, data literacy, and the internalization of Islamic values ​​as a conceptual contribution to the development of learning evaluation practices in Islamic elementary education.
Co-Authors Febriarsita Eka Sasmita Hanik Yuni Alfiyah