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All Journal Psikologi Prima JPLED
Amellia Putri Syahrani
Universitas Islam Negeri Sultan Syarif Kasim Riau
Humanities Education Languange, Linguistic, Communication & Media Mathematics Neuroscience 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.
Co-Authors Dinda Jumiati Zarkasih