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All Journal Journal of Education, Cultural, and Politics
Vivi Andriani
UIN Syech M Djamil Djambek Bukittinggi
Education Social Sciences

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Strategi integrasi teori belajar dan kaitannya dengan pengembangan kurikulum Pendidikan Islam Vivi Andriani; Iswantir Iswantir
Journal of Education, Cultural and Politics Vol. 6 No. 2 (2026): Sixteenth Edition
Publisher : Departemen Pendidikan Kewarganegaraan dan Ilmu Hukum Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jecco.v6i2.1012

Abstract

This study aims to analyze the dominance of the behaviorist approach in the implementation of the Islamic Education curriculum, identify the impacts of the imbalance in the application of learning theories on the quality of learning, and formulate strategies for integrating behaviorist, cognitive, constructivist, and humanistic learning theories into Islamic Education curriculum development. The study employed a qualitative approach using a library research design. Data were collected from accredited scientific journals, relevant reference books, and official curriculum documents and analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings indicate that the dominance of behaviorist theory is influenced by the normative characteristics of Islamic Education content, teacher-centered instructional practices, limited pedagogical competence among teachers, and assessment systems that primarily emphasize cognitive achievement. This imbalance has resulted in limited development of students' higher-order thinking skills, active learning engagement, internalization of Islamic values, and intrinsic learning motivation. Therefore, integrating behaviorist, cognitive, constructivist, and humanistic learning theories across all curriculum components is a strategic approach to developing a holistic, contextual, and student-centered Islamic Education curriculum. Such integration is expected to produce graduates who are intellectually competent, spiritually grounded, morally upright, and capable of adapting to the challenges of the digital era.
Studi komparatif pengaruh kunjungan industri terhadap budaya kerja siswa SMK Vivi Andriani; Wetria Wetria; Chika Falda Pasaribu; Darul Ilmi
Journal of Education, Cultural and Politics Vol. 6 No. 2 (2026): Sixteenth Edition
Publisher : Departemen Pendidikan Kewarganegaraan dan Ilmu Hukum Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jecco.v6i2.1021

Abstract

This study aims to describe students’ work culture based on their experiences participating in DUDI visits and to understand the significance of these experiences in shaping the work readiness of students at SMK Negeri 1 Baso. This study employed a qualitative approach with a descriptive research design. The research informants consisted of 11th-grade students who had and had not participated in DUDI visits, the Vice Principal for Industry Relations, guidance counselors, and the heads of vocational programs. Data were collected through observation, semi-structured interviews, documentation, and open-ended questionnaires, then analyzed using the Miles, Huberman, and Saldaña interactive model through the stages of data condensation, data presentation, and conclusion drawing and verification. Data validity was ensured through source triangulation, methodological triangulation, and member checking. The research results indicate that students who participated in DUDI visits demonstrated a better understanding of work culture values, including discipline, responsibility, cooperation, communication, integrity, initiative, and professionalism. Hands-on learning experiences in an industrial setting help shape work ethic, boost motivation to learn, and better prepare students for the workforce. This study concludes that the DUDI visit program is an effective experience-based learning strategy for instilling a work ethic and supporting the implementation of the “link and match” policy in vocational education. Therefore, the DUDI visit program needs to be implemented on an ongoing basis and integrated into the learning process, while strengthening partnerships between schools and the business and industrial sectors.
Co-Authors Chika Falda Pasaribu Darul Ilmi Iswantir M Wetria Wetria