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Religious Moderation, Five Loves, and National Values in Islamic Religious Education Learning Alim Bakhri; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1545

This study aims to reconstruct the integration of religious moderation, Panca Cinta (Love), and national values in Islamic Religious Education (PAI) learning. The background of this study is based on the still partial approach to PAI learning that tends to separate the spiritual, social, and national dimensions. This study uses a qualitative approach with library research, which analyzes various primary and secondary sources related to religious moderation, the concept of mahabbah in Islam, and national values in the Indonesian context. The results show that religious moderation functions as an epistemological framework, Panca Cinta as an ontological-axiological foundation, and national values as an orientation for social praxis. These three concepts have an interdependent relationship that can be constructed in an integrative learning model based on ontology-epistemology-axiology. This model produces transformative, inclusive, and contextual PAI learning, and is able to shape the religious-national character of students. This study provides a theoretical contribution to the development of PAI learning designs based on value integration that is relevant to the challenges of the plurality of Indonesian society.

Comparative Analysis of the Role of Social Environment (Bandura) and Cultural Mediation (VYGOTSKY) in Character Education Literature Musfirah Nadjamuddin; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1567

This Study aims to conduct a theoretical deconstruction of the mechanisms of student discipline formation by comparing two major perspectives: Albert Bandura's Social Learning Theory and Lev Vygotsky's Socio-Cultural Theory. The research method used is library research with a qualitative descriptive approach. Data analysis was conducted through content analysis techniques on primary and secondary works relevant to both figures. The results of the study indicate that, according to Bandura, discipline is constructed through modeling and vicarious reinforcement mechanisms that culminate in the formation of self-efficacy. Meanwhile, Vygotsky emphasized that discipline is a product of the internalization of cultural values mediated by language and scaffolding within the Zone of Proximal Development (ZPD). The conclusion of this study confirms that ideal student discipline is the result of a synergistic combination of imitation of appropriate role models and conscious internalization of cultural values. The implications of this study offer a framework for educational institutions to integrate aspects of the visual environment (role models) and dialogic interaction (interpretation of rules) in character education curricula

Religious Moderation, Five Loves, and National Values in Islamic Religious Education Learning Alim Bakhri; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1545

This study aims to reconstruct the integration of religious moderation, Panca Cinta (Love), and national values in Islamic Religious Education (PAI) learning. The background of this study is based on the still partial approach to PAI learning that tends to separate the spiritual, social, and national dimensions. This study uses a qualitative approach with library research, which analyzes various primary and secondary sources related to religious moderation, the concept of mahabbah in Islam, and national values in the Indonesian context. The results show that religious moderation functions as an epistemological framework, Panca Cinta as an ontological-axiological foundation, and national values as an orientation for social praxis. These three concepts have an interdependent relationship that can be constructed in an integrative learning model based on ontology-epistemology-axiology. This model produces transformative, inclusive, and contextual PAI learning, and is able to shape the religious-national character of students. This study provides a theoretical contribution to the development of PAI learning designs based on value integration that is relevant to the challenges of the plurality of Indonesian society.

Comparative Analysis of the Role of Social Environment (Bandura) and Cultural Mediation (VYGOTSKY) in Character Education Literature Musfirah Nadjamuddin; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1567

This Study aims to conduct a theoretical deconstruction of the mechanisms of student discipline formation by comparing two major perspectives: Albert Bandura's Social Learning Theory and Lev Vygotsky's Socio-Cultural Theory. The research method used is library research with a qualitative descriptive approach. Data analysis was conducted through content analysis techniques on primary and secondary works relevant to both figures. The results of the study indicate that, according to Bandura, discipline is constructed through modeling and vicarious reinforcement mechanisms that culminate in the formation of self-efficacy. Meanwhile, Vygotsky emphasized that discipline is a product of the internalization of cultural values mediated by language and scaffolding within the Zone of Proximal Development (ZPD). The conclusion of this study confirms that ideal student discipline is the result of a synergistic combination of imitation of appropriate role models and conscious internalization of cultural values. The implications of this study offer a framework for educational institutions to integrate aspects of the visual environment (role models) and dialogic interaction (interpretation of rules) in character education curricula

Analysis of the Implementation of Behavioristic Learning Theory in the Transformation of Student Discipline Ammi Rahmi Ramadani; Dika Tripitasai; Muhdin Muhdin
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.364

This study addresses the growing challenge of student discipline and moral development in contemporary education, where discipline is viewed not merely as rule compliance but as a structured behavioral outcome shaped through learning processes. The purpose of this research is to describe efforts to form students’ discipline character through the implementation of behaviorism theory in the learning process at MTs Raodhatut Thalibin Tohri Mamuju. This study employs a qualitative method with a literature study approach combined with systematic observation, involving teachers and students as research subjects. Data were collected through literature review, classroom observation, and documentation, and analyzed using content analysis focusing on stimulus-response patterns, reinforcement, habituation, and punishment strategies. The findings reveal that the implementation of behaviorism theory through structured classroom management, consistent reinforcement (rewards), habituation practices, and non-physical sanctions effectively fosters students’ discipline. Furthermore, this approach contributes significantly to the development of students’ responsibility, self-regulation, and awareness within a child-friendly and non-violent educational framework, although careful application is required to avoid overdependence on external rewards.

Religious Moderation, Five Loves, and National Values in Islamic Religious Education Learning Alim Bakhri; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1545

This study aims to reconstruct the integration of religious moderation, Panca Cinta (Love), and national values in Islamic Religious Education (PAI) learning. The background of this study is based on the still partial approach to PAI learning that tends to separate the spiritual, social, and national dimensions. This study uses a qualitative approach with library research, which analyzes various primary and secondary sources related to religious moderation, the concept of mahabbah in Islam, and national values in the Indonesian context. The results show that religious moderation functions as an epistemological framework, Panca Cinta as an ontological-axiological foundation, and national values as an orientation for social praxis. These three concepts have an interdependent relationship that can be constructed in an integrative learning model based on ontology-epistemology-axiology. This model produces transformative, inclusive, and contextual PAI learning, and is able to shape the religious-national character of students. This study provides a theoretical contribution to the development of PAI learning designs based on value integration that is relevant to the challenges of the plurality of Indonesian society.

Comparative Analysis of the Role of Social Environment (Bandura) and Cultural Mediation (VYGOTSKY) in Character Education Literature Musfirah Nadjamuddin; Dika Tripitasari; Muhdin Muhdin
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1567

This Study aims to conduct a theoretical deconstruction of the mechanisms of student discipline formation by comparing two major perspectives: Albert Bandura's Social Learning Theory and Lev Vygotsky's Socio-Cultural Theory. The research method used is library research with a qualitative descriptive approach. Data analysis was conducted through content analysis techniques on primary and secondary works relevant to both figures. The results of the study indicate that, according to Bandura, discipline is constructed through modeling and vicarious reinforcement mechanisms that culminate in the formation of self-efficacy. Meanwhile, Vygotsky emphasized that discipline is a product of the internalization of cultural values mediated by language and scaffolding within the Zone of Proximal Development (ZPD). The conclusion of this study confirms that ideal student discipline is the result of a synergistic combination of imitation of appropriate role models and conscious internalization of cultural values. The implications of this study offer a framework for educational institutions to integrate aspects of the visual environment (role models) and dialogic interaction (interpretation of rules) in character education curricula

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