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All Journal International Journal of Multidisciplinary Research of Higher Education (IJMURHICA) Ahlussunnah: Journal of Islamic Education MAUIZHAH JURNAL KAJIAN KEISLAMAN
Rifadlin Amin
Institut Agama Islam Negeri Ternate, Indonesia
Religion Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Strengthening Teachers’ Pedagogical Understanding of Love-Based Curriculum in Islamic Education Contexts Rifadlin Amin; Samlan Ahmad; Muhammad Zein; Hujaima Konoras; Nur Rahmah Asnawi; Agus Agus
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 1 (2026): April
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i1.595

Abstract

This study is motivated by the need for a more humanistic educational approach in responding to students’ social dynamics within Islamic education settings. Existing curricula tend to emphasize cognitive aspects and have not fully integrated affective dimensions based on values of compassion and love. This study aims to analyze the improvement of teachers’ understanding and pedagogical competence in implementing a love-based curriculum. A qualitative approach with a case study design was employed in this research. Data were collected through observations of training activities, analysis of teachers’ lesson plans, and documentation of limited implementation practices. The data were then analyzed using a descriptive-interpretive technique. The findings indicate an improvement in teachers’ conceptual understanding of the love-based curriculum, reflected in their ability to design more empathetic, participatory, and positive reinforcement-oriented learning activities. Teachers also demonstrated a shift toward more reflective pedagogical practices, emphasizing warm and meaningful educational relationships. These findings suggest that a love-based curriculum has the potential to serve as a strategic approach in strengthening character education and fostering more meaningful pedagogical relationships within Islamic education contexts.
Online Learning Evaluation of Islamic Education Using Context, Input, Process, Product Model Rifadlin Amin; Dewi Ratna Bian; Nuruh Fathina F. Hamid; Nurasma Ila Ismail; Nurfitri Salamah; Samlan Ahmad; Abdurahman Hi Usman
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.641

Abstract

The digital transformation in higher education has driven a paradigm shift from conventional learning models to the integration of information technology, including Islamic Education courses. This study aims to evaluate the implementation of online learning in Islamic Education at universities by applying Stufflebeam’s evaluation model of Context, Input, Process, and Product. A mixed-methods approach was employed, involving lecturers and students as research participants. Data were collected through questionnaires, in-depth interviews, observations, and document analysis. The findings indicate that online learning in Islamic Education is considered effective in terms of context and input, yet faces significant challenges in process and product. Student participation levels are relatively high but remain suboptimal, with major obstacles including technological access gaps, diverse digital competencies among lecturers, and the reduction of affective values in learning. Cognitive learning outcomes were achieved satisfactorily, while affective and psychomotor domains showed declining quality compared to face-to-face learning. The study recommends strengthening lecturers’ digital literacy, developing blended learning models, and reformulating evaluation systems capable of measuring competencies holistically. These findings contribute to the development of adaptive and meaningful Islamic Education policies in the digital era.
Psychopedagogical Frameworks in Islamic Educational Psychology and Their Implications for Learning Rifadlin Amin; Muhammad Amri; Muhlis Malaka
Mau'izhah: Jurnal Kajian Keislaman Vol. 24 No. 1 (2026): Regular Issue
Publisher : Mau'izhah: Jurnal Kajian Keislaman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55936/mauizhah.v24i1.260

Abstract

This study analyzes the concepts of Islamic educational psychology and their implications for the learning process through a literature-based inquiry. The study is motivated by the need for an educational psychology approach that addresses not only cognitive and behavioral aspects but also the spiritual, moral, and fundamental potential of learners from an Islamic perspective. It aims to analyze concepts of Islamic educational psychology relevant to the learning process and to examine their application in the design of learning grounded in Islamic values. The study employs a qualitative approach using content analysis of literature derived from the Quran, Hadith, and academic literature on Islamic educational psychology. The analysis identifies five key psychopedagogical frameworks: fitrah, Islamic motivation, exemplary conduct (uswah hasanah), habituation (ta'dib and riyadhah), and the development of ‘aql and qalb. These frameworks indicate that learning from the perspective of Islamic educational psychology is directed toward the holistic development of learners through the integration of knowledge, motivation, habit formation, value internalization, and the strengthening of moral and spiritual dimensions. The application of these frameworks positions teachers as both facilitators and role models, while the learning process is directed toward the integrated development of learners’ intellectual, moral, and spiritual potential. This study provides a conceptual framework for developing learning approaches that integrate psychological principles with Islamic values.
Co-Authors Abdurahman Hi Usman Agus Agus Dewi Ratna Bian Hujaima Konoras Muhammad Amri Muhammad Zein Muhlis Malaka Nur Rahmah Asnawi Nurasma Ila Ismail Nurfitri Salamah Nuruh Fathina F. Hamid Samlan Ahmad