Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Riset dan Inovasi Pembelajaran Indonesian Journal of Research and Educational Review (IJRER)
Harling Danil
Universitas Islam As’adiyah Sengkang
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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

Found 2 Documents
Search

 1 
Mahabbah as Curriculum: Actualizing a Love-Based Framework for Cultivating Intellectual-Ulama in Indonesian Islamic Boarding Schools Baso Syafaruddin; Harling Danil; M. Sarda; Ahmad Rahanyaan
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.4934

Abstract

Contemporary Islamic education confronts a persistent epistemological dichotomy between religious and secular knowledge, producing graduates who are intellectually competent yet morally underdeveloped, or ritually observant yet socially disengaged. This study investigates how a mahabbah-based (love-based) curriculum is actualized at the As’adiyah Sengkang Islamic Boarding School (pesantren), Indonesia, aiming to reconstruct an intellectual-ulama profile that integrates revelatory and rational knowledge within a holistic educational paradigm. An intrinsic qualitative case study design was employed. Data were generated through twelve months of participatory observation, purposively sampled in-depth interviews with 18 participants (leaders, curriculum specialists, and students), and systematic document analysis. Thematic analysis followed the interactive model of Miles, Huberman, and Saldaña. Trustworthiness was established through source/methodological triangulation, member checking, and prolonged engagement. The findings reveal that five interconnected dimensions of mahabbah—transcendental, humanistic, intellectual, ecological, and civic—function as the ontological and epistemological spine of the curriculum. Each dimension features discernible curricular, pedagogical, and evaluative manifestations that collectively reinforce the intellectual-ulama profile. This mahabbah-based curriculum represents a theoretically grounded and practically viable model for resolving the knowledge dichotomy in Islamic education. It advances a holistic curriculum paradigm wherein love operates as a transformative educational force, offering a replicable framework for pesantren and broader Islamic educational institutions globally.
Data Literacy and Logical Reasoning: A New Foundation for STEM Education in the Age of Information Abundance Muhammad Hasbi; Harling Danil; Sri Verlin; Hardi Yanti
Jurnal Riset dan Inovasi Pembelajaran Vol. 6 No. 2 (2026): May - August 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the era of information abundance, students frequently encounter “cognitive disruptions” or logical fallacies when synthesizing scientific conclusions. This challenge is particularly pronounced within the Madrasah educational environment, where a critical need exists to bridge traditional verification values with contemporary data literacy. This study evaluates the effectiveness of synergizing data literacy and logical reasoning as a foundational framework for STEM education at Madrasah As’adiyah Pompanua, aiming to enhance students’ cognitive capacity in formulating valid scientific arguments. Employing a quantitative quasi-experimental design, this research involved two student cohorts. Data were collected through assessments of data literacy and the Test of Logical Thinking (TOLT), then analyzed using descriptive statistics, ANCOVA, and Normalized Gain (N-Gain) analysis. The findings demonstrate that integrating data literacy and logical reasoning significantly improves STEM educational outcomes. The experimental group attained a mean score of 81.30, substantially outperforming the control group’s 62.55. Data literacy was found to sharpen cognitive acuity by establishing an empirical foundation that minimizes logical gaps. The model’s high efficacy is evidenced by an N-Gain value of 0.71, signifying a pedagogical shift from passive knowledge acquisition to critical analysis. This research contributes to the evolution of STEM models in Islamic educational settings by demonstrating that indigenous values, such as the principle of verification (tabayyun), serve as potent catalysts for adopting data literacy. Practically, this study provides a strategic framework for educators to implement evidence-based learning, ensuring students possess the essential analytical competencies required to navigate the complexities of the digital age.
Co-Authors Ahmad Rahanyaan Baso Syafaruddin Hardi Yanti M. Sarda Muhammad Hasbi Sri Verlin