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All Journal Psikologi Prima Islamika : Jurnal Agama, Pendidikan dan Sosial Budaya JPLED
Amellia Putri Syahrani
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Constructivist and Humanistic Learning Theories in Islamic Religious Education (IRE): Student-Centered Learning Approaches Dinda Jumiati; Amellia Putri Syahrani; Salmaini Yeli
Psikologi Prima Vol. 8 No. 2 (2025): Psikologi Prima
Publisher : unprimdn.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/psychoprima.v8i2.7689

Abstract

This study examines the application of constructivist and humanistic learning theories in Islamic Religious Education (IRE) through a student-centered learning approach. Constructivist theory posits that knowledge is actively constructed by learners through experience, reflection, and environmental interaction, while humanistic theory emphasizes the holistic development of human potential encompassing cognitive, affective, and psychomotor domains, aligned with the Islamic concept of humans as vicegerents on earth. The integration of these theories in IRE pedagogy creates an interactive and meaningful learning environment that honors individual uniqueness. Within this framework, teachers function as facilitators, mediators, and motivators who guide students toward self-actualization through contextual and collaborative learning activities. The constructivist-humanistic approach demonstrates significant advantages in enhancing learner autonomy, critical thinking skills, and the formation of religious character. However, its implementation faces substantial challenges, including limitations in teacher competency, instructional time constraints, and availability of contextual learning resources. Therefore, professional development initiatives for educators and the development of adaptive IRE curricula are essential to ensure effective implementation of both theoretical frameworks in learning practice.
Challenges and Opportunities in Teaching Hadith in the Digital Era: A Case Study of MTs Mahadurrokan Sekeladi Amellia Putri Syahrani; Dinda Jumiati; Zarkasih
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.585

Abstract

This research examines the challenges and opportunities in learning hadith in the digital era through a case study at MTs Mahadurrokan Sekeladi, Riau. Digital transformation has brought significant changes in the methods of teaching religious sciences, including hadith as the second source of Islamic law after the Qur'an. This study used a qualitative approach with an in-depth interview method with hadith teachers at the local school. The results of the study show that the digital era provides great opportunities in the accessibility of hadith sources, learning efficiency, and innovation in teaching methodologies. However, the main challenges include the validity of digital sources, the lack of digital literacy of teachers, and the risk of reduced personal interaction in traditional learning. This study recommends a planned integration of digital technologies while maintaining traditional values in hadith teaching.
JENIS JENIS PENELITIAN DENGAN PENDEKATAN KUALITATIF Dinda Jumiati; Amellia Putri Syahrani; Zamsiswaya
ISLAMIKA Vol. 19 No. 2 (2025): Juli-Desember 2025
Publisher : Universitas Islam Syekh-Yusuf

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/islamika.v19i2.7821

Abstract

This article aims to identify, describe, and analyze four types of qualitative research approaches along with their characteristics and implementation procedures, specifically in the context of Islamic Religious Education. The method used is a literature study by reviewing various relevant sources on qualitative research methodology. The results of the study show that there are four main approaches in qualitative research, namely ethnography, grounded theory, case studies, and phenomenology. Ethnography focuses on understanding group culture through long-term participant observation. Grounded theory aims to develop substantive theories rooted in empirical data through multi-level analysis. Case studies conduct in-depth investigations of a case in a real-life context with data triangulation. Phenomenology seeks to capture the essence of human experience of a particular phenomenon. Each approach has different characteristics, advantages, and procedures, so the selection of the appropriate approach depends heavily on the research questions, research objectives, and characteristics of the phenomenon being studied. This article also discusses the application of these four approaches in Islamic Religious Education research, including studies on pesantren culture, religious learning processes, Islamic education programs, and the experience of religiosity. A comprehensive understanding of these four approaches is important for researchers to produce valid, credible, and meaningful qualitative research in the field of Islamic Religious Education.
Co-Authors Dinda Jumiati Zamsiswaya Zarkasih