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All Journal IQRO: Journal of Islamic Education al-Iltizam: Jurnal Pendidikan Agama Islam Atthulab: Islamic Religion Teaching and Learning Journal Jurnal Kajian Ilmu Pendidikan (JKIP)
Inas Dhia Fauziah
UIN Sunan Gunung Djati Bandung
Religion Decision Sciences, Operations Research & Management Education Library & Information Science Social Sciences Other

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Inquiry Learning as a Manifestation of Hadith Reception on Questioning in Islamic Religious Education Ela Nurlela; Inas Dhia Fauziah; Hikmal Alfiyansyah; Ahmad Nazar Fakhury; Maslani
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i2.54586

Abstract

Islamic Religious Education often relies on a one way teaching pattern that significantly limits student participation and questioning, despite the Islamic scholarly tradition highly valuing questioning as mandated in the hadith of the Prophet Muhammad. Therefore, this study aims to describe the practice of inquiry learning in Islamic Religious Education and analyze these pedagogical practices as a practical reception of the hadith regarding questioning. Utilizing a qualitative field study design, data were collected through classroom observations and in-depth interviews with teachers, which were subsequently analyzed using a living hadith perspective. The findings reveal that inquiry learning serves as a transformative mechanism, shifting the hadith on questioning from a mere normative text into a tangible cultural behavior of dialectical questioning within the classroom. Teachers effectively act as mediators who enliven the hadith’s mandate by facilitating problem-based stimuli and dialogue spaces. As a contribution, this study offers a practical pedagogical model for educators to seamlessly integrate fundamental Islamic scholarly values into daily teaching. Furthermore, the findings imply a critical need for a paradigm shift in religious education methodology, moving from dogmatic-reproductive transmission toward an inquiry-based framework to foster a dynamic learning environment.
KETELADANAN SEBAGAI METODE PENDIDIKAN ISLAM DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK Inas Dhia Fauziah; Fathiyah Nikmah; Nafisatussa’adah; Opik Taupik Kurahman
al-Iltizam: Jurnal Pendidikan Agama Islam Vol. 10 No. 2 (2025): Pendidikan dan Pembelajaran
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v10i2.12079

Abstract

Artikel ini berupaya menganalisis signifikansi perilaku teladan sebagai pendekatan fundamental dalam pendidikan Islam, khususnya dalam membentuk karakter moral dan spiritual siswa dalam menanggapi tantangan pendidikan kontemporer. Pembahasannya menekankan bagaimana sikap dan perilaku guru menjadi media praktis untuk mentransmisikan nilai-nilai etika, spiritual, dan sosial kepada peserta didik dalam konteks era digital. Penelitian ini mengadopsi pendekatan kualitatif berbasis pustaka, memanfaatkan literatur, artikel jurnal, dan penelitian terdahulu yang relevan yang mengkaji penerapan praktik teladan dalam lingkungan belajar Islam. Temuan penelitian menunjukkan bahwa meneladani perilaku baik tetap menjadi salah satu pendekatan paling berpengaruh terhadap pembentukan karakter, karena menyelaraskan dimensi kognitif, emosional, dan perilaku melalui keteladanan hidup pendidik. Pemodelan pribadi semacam itu tidak hanya memupuk kesadaran moral siswa tetapi juga mendorong motivasi internal yang tulus untuk mewujudkan prinsip-prinsip Islam dalam kehidupan sehari-hari. Keberhasilan metode ini sangat bergantung pada ketulusan, konsistensi tindakan, dan kedalaman kualitas kesadaran spiritual pendidik yang harus terlihat jelas baik di dalam kelas maupun dalam ranah publik digital yang lebih luas. Oleh karena itu, perilaku teladan muncul sebagai strategi pedagogis yang vital dalam pendidikan Islam, yang berfungsi untuk menghubungkan ilmu pengetahuan dengan penerapan etika dan menumbuhkan peserta didik yang beriman, bermoral kokoh, dan mampu beradaptasi dengan dunia modern.
Analisis Literatur Peran Asesmen Otentik dalam Mendorong Sikap Inklusif dan Toleran pada Pembelajaran PAI Inas Dhia Fauziah; Irawan Irawan
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1908

Abstract

Penelitian ini bertujuan untuk menganalisis prinsip, bentuk, dan kontribusi asesmen otentik dalam pembelajaran Pendidikan Agama Islam (PAI) yang berorientasi pada peserta didik serta mendukung penguatan nilai inklusif dan toleran. Penelitian ini menggunakan pendekatan analisis literatur dengan menelaah artikel ilmiah, laporan penelitian, dan sumber akademik lain yang relevan. Data dianalisis melalui teknik analisis isi secara tematik untuk mengidentifikasi pola, kecenderungan, dan temuan penting terkait penerapan asesmen otentik dalam PAI. Hasil penelitian menunjukkan bahwa asesmen otentik mampu menggambarkan perkembangan peserta didik secara komprehensif melalui tugas-tugas bermakna yang menilai pengetahuan, keterampilan, dan sikap secara terpadu. Pendekatan ini selaras dengan pembelajaran berpusat pada peserta didik, karena memberi ruang bagi partisipasi aktif, ekspresi pemahaman yang beragam, serta penghargaan terhadap perbedaan. Selain sebagai alat evaluasi, asesmen otentik terbukti berfungsi sebagai sarana pembinaan nilai inklusif dan toleran melalui pengalaman belajar yang reflektif dan kolaboratif. Penelitian ini menegaskan perlunya penguatan kapasitas guru serta pengembangan instrumen penilaian yang adaptif agar asesmen otentik dapat diterapkan secara optimal dalam pembelajaran PAI.
The Effectiveness of Problem-Based Learning in Improving Students' Digital Tabayyun Attitudes: Evidence from Islamic Religious Education Classrooms Inas Dhia Fauziah; Ela Nurlela; Hikmal Alfiyansyah; Rahayu Kariadinata; Elis Ratna Wulan
IQRO: Journal of Islamic Education Vol. 9 No. 2 (2026): AGUSTUS 2026
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v9i2.11340

Abstract

The rapid development of digital technology makes it easier to access and share information. However, this also brings various problems, such as the spread of hoaxes, cyberbullying, and online gossip, which often involve teenage students. Therefore, cultivating a digital tabayyun attitude needs to be instilled through Islamic Religious Education (PAI) lessons. This study aims to determine the effectiveness of the Problem-Based Learning (PBL) method in improving the digital tabayyun attitude of seventh-grade students. The study uses a quantitative approach and an experimental method, employing a One-Group Pretest-Posttest Design. Data were collected through a pre-test, implementation of PAI learning using the PBL method, and a post-test administered with a digital tabayyun attitude scale instrument. The results showed that the average digital tabayyun attitude score of students increased from 76.91 in the pre-test to 84.00 in the post-test. The paired sample t-test results showed a significance value of < 0.001, indicating a significant difference between the conditions before and after applying the PBL method. Meanwhile, the N-Gain test results had an average of 29.78%, which falls into the low category. These findings suggest that the Problem Based Learning method can have a positive and significant impact on improving students' digital tabayyun attitudes, even though the level of effectiveness is still considered low. Therefore, a more continuous implementation is needed so that the development of the digital tabayyun character can grow optimally.
Co-Authors Ahmad Nazar Fakhury Ela Nurlela Elis Ratna Wulan Fathiyah Nikmah Hikmal Alfiyansyah Irawan Irawan Kurahman, Opik Taupik Maslani, Maslani Nafisatussa’adah Rahayu Kariadinata