Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal EDUKASI Jurnal Paedagogy PERMAI: Jurnal Pendidikan dan Literasi Madrasah Ibtida'iyah At Turots: Jurnal Pendidikan Islam
Muhamad Syaifudin Ahyar
UIN Salatiga
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Inovasi Media, Sumber Belajar, dan Alat Peraga Pembelajaran SKI MI-MTs nisrina; Muhamad Syaifudin Ahyar; Badrus Zaman
PERMAI: Jurnal Pendidikan dan Literasi Madrasah Ibtida'iyah Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Muhammadiyah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63889/permai.v5i1.345

Abstract

Innovation in learning media, learning resources, and teaching aids plays a crucial role in improving the quality of Islamic Cultural History (Sejarah Kebudayaan Islam/SKI) learning at Madrasah Ibtidaiyah (MI) and Madrasah Tsanawiyah (MTs). This study aims to analyze concepts and forms of innovation in media, learning resources, and teaching aids used in SKI learning and their contribution to creating effective and meaningful learning experiences. This research employed a library research method by examining relevant books and scientific journals related to educational innovation and SKI learning. The findings indicate that the integration of various media, diverse learning resources, and contextual teaching aids can enhance students’ understanding, learning motivation, and appreciation of Islamic historical values. Therefore, innovation in SKI learning is essential to support contextual, interactive, and value-based education in the digital era.
Deep Learning Strategies for Integrating Character Education in Aqidah Akhlak Learning: Advancing SDG 4.7 in Indonesian Islamic Secondary Education Muhamad Syaifudin Ahyar; Nisrina; Widyastuti
Jurnal Paedagogy Vol. 13 No. 4 (2026): October (IN PRESS)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i4.21466

Abstract

This study aims to describe the implementation of deep learning strategies integrated with character education in Aqidah Akhlak learning at MTs Negeri Salatiga and examine their relevance to the Sustainable Development Goals (SDGs), particularly SDG 4.7 on quality education. The study employed a descriptive qualitative approach, with participants selected through purposive sampling and comprising two teachers and ten students. Data were collected through observations, in-depth interviews, and documentation of teaching modules and other learning materials. The data were analyzed using an interactive model involving data condensation, data display, and conclusion drawing and verification. Data trustworthiness was enhanced through triangulation and participant feedback. The findings indicate that the implementation was systematically carried out through three stages: planning, which integrated meaningful learning objectives with the dimensions of the Pancasila Student Profile; implementation, which employed project-based learning and problem-solving activities with teachers serving as facilitators; and authentic assessment covering cognitive, affective, and psychomotor aspects. Most students demonstrated greater engagement, deeper conceptual understanding, and stronger internalization of Islamic character values, including religiosity, responsibility, honesty, cooperation, and social concern, as reflected in their active participation in discussions, collaborative activities, and projects. However, a smaller number of students demonstrated more varied responses regarding the adequacy of digital media, classroom atmosphere, and the extent to which engagement translated into confidence and mastery. These variations suggest that the implementation was not entirely uniform and was partly dependent on the quality of teacher facilitation. Overall, the findings highlight the strategic relevance of integrating deep learning strategies with character education in supporting SDG 4.7, while emphasizing the need for teachers to accommodate individual differences when fostering holistic, reflective, and globally competitive student character.
Model Problem-Based Learning Berbasis Isu Kontemporer untuk Meningkatkan Berpikir Kritis Mahasiswa dalam Perkuliahan SK Sutrisna; Muhamad Syaifudin Ahyar; Ramadhan Bayu Giriansyah; Robbi Ziedni Fawas; Nisrina
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 2 Desember (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i2.1668

Abstract

This study examines the implementation of contemporary issue-based Problem-Based Learning (PBL) in Islamic Cultural History (ICH) courses and its contribution to the development of critical thinking skills among Islamic Education students. The study aims to describe the implementation process of PBL and analyze the development of students’ critical thinking skills in the dimensions of interpretation, analysis, evaluation, inference, and explanation. A descriptive qualitative approach with a field research design was employed. The participants were sixth-semester students of the Islamic Education Study Program who attended ICH classes for fourteen meetings. Data were collected through observations, in-depth interviews, and documentation and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that the implementation of contemporary issue-based PBL through problem orientation, investigation, source analysis, presentation, and reflection enhanced student engagement in the learning process. Critical thinking skills developed across all dimensions, reflected in the shift from descriptive understanding to more analytical, reflective, and evidence-based reasoning. The integration of contemporary issues, including misinformation, radicalism, Islamophobia, and religious moderation, served as a catalyst for connecting historical knowledge with present-day realities. The study concludes that contemporary issue-based PBL is effective in fostering critical thinking skills and increasing the relevance of Islamic Cultural History learning in higher education.
IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BAGI MURID INTELLECTUAL DEVELOPMENTAL DISORDER (IDD) DI SMP NEGERI 7 SALATIGA Nisrina Nisrina; Muhamad Syaifudin Ahyar; Purnomo Purnomo
EDUKASI Vol 24 No 2 (2026): EDISI OKTOBER 2026
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v24i2.12599

Abstract

Students with Intellectual Developmental Disorder (IDD) are increasingly enrolled in Indonesian regular inclusive schools, yet limited research has examined how Islamic Religious Education (IRE), which involves abstract concepts, is adapted throughout the instructional cycle. This study describes and analyzes the planning, implementation, and evaluation of IRE learning for students with IDD at SMP Negeri 7 Salatiga, Indonesia. Using a qualitative descriptive design, data were collected from five purposively selected participants: the principal, a Special Assistance Teacher (Guru Pendamping Khusus/GPK), an IRE teacher, and two students with IDD. Data were obtained through passive participant observation, semi-structured interviews, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña and verified through source and technique triangulation. The findings indicate that (1) planning was conditional and selective, involving modifications to regular lesson plans while retaining alignment with national learning outcomes (CP), learning objectives (TP), and learning objectives flow (ATP); (2) implementation used regular classroom instruction with situational pull-out support from the GPK and varied teaching methods, although individual preferences were only partially accommodated; and (3) evaluation employed adapted assessments, with content coverage and scores adjusted through teacher–GPK collaboration, followed by alternative assignments and repetition. Effective IRE learning for students with IDD requires responsive and individualized teacher–GPK collaboration, which remains largely reactive and undocumented. The study contributes to inclusive religious education by highlighting the need for individualized learning and assessment frameworks.
Co-Authors Badrus Zaman nisrina Nisrina Nisrina Purnomo Purnomo Ramadhan Bayu Giriansyah Robbi Ziedni Fawas Sutrisna Widyastuti