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All Journal Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Isnaeni Isnaeni
Pascasarjana Universitas Islam Negeri Alauddin Makassar, Indonesia
Religion Other

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Hak-Hak Peserta Didik Perspektif Hasan Langgulung: Kajian Kritis dalam Konteks Pendidikan Islam Isnaeni Isnaeni; Andi Abdul Hamzah; Nuryamin Nuryamin
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4036

Abstract

This article examines the concept of student rights in Islamic education from the perspective of Hasan Langgulung's thinking. Using a qualitative descriptive analysis method through literature study, the study in this article aims to analyze Hasan Langgulung's contribution in formulating fundamental rights for students that integrate the principles of educational psychology with Islamic values. The results of the study formulate the fundamental rights of students according to Hasan Langgulung: (1) the right to obtain holistic education, (2) the right to be treated according to individual characteristics, (3) the right to obtain a conducive educational environment, (4) the right to obtain an integrated curriculum, and (5) the right to participate in the learning process. These concepts are relevant to the development of contemporary Islamic education, despite facing implementation challenges including the dichotomy of education, the quality of educators, limited infrastructure, and evaluation systems. This study contributes to the development of a humanistic and holistic Islamic education theory that respects student rights comprehensively.
Problem-Based Learning dalam Pembelajaran Pendidikan Agama Islam: Sintesis Konseptual untuk Pengembangan Pembelajaran Abad ke-21 Isnaeni Isnaeni; Muhammad Nur Yahya; Besse Marjani Alwi; Ridwan Idris
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4344

Abstract

Islamic Religious Education (IRE) in the 21st century requires instructional approaches that integrate knowledge acquisition, value internalization, and contextual problem-solving. This study aims to analyze the theoretical foundations, relevance, and implementation challenges of Problem-Based Learning (PBL) in IRE through a library research approach using a conceptual literature review. Data were collected from scholarly books and journal articles indexed in Google Scholar, Scopus, ERIC, and Crossref and analyzed using content analysis. The synthesis indicates that PBL is grounded in constructivism, experiential learning, and self-directed learning, which are conceptually aligned with the epistemological principles of Islamic education, particularly tafakkur (critical reflection), tadabbur (contemplation), and ta'aqqul (reasoning). The reviewed literature also suggests that PBL provides a meaningful framework for connecting normative Islamic teachings with contemporary social issues through problem-oriented learning that promotes critical thinking, reflection, collaboration, and value internalization. Furthermore, its implementation is influenced by teachers' pedagogical readiness, curriculum support, authentic assessment practices, and students' learning readiness. These findings offer a conceptual framework to support the development of more contextual, reflective, and student-centered Islamic Religious Education.
Co-Authors Andi Abdul Hamzah Besse Marjani Alwi Muhammad Nur Yahya Nuryamin Nuryamin Ridwan Idris