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All Journal TA'LIM : Jurnal Studi Pendidikan Islam International Journal of Pedagogy and Teacher Education PeTeKa El-Ghiroh : Jurnal Studi Keislaman Edification Journal : Pendidikan Agama Islam Hutanasyah : Jurnal Hukum Tata Negara Bouseik: Jurnal Pendidikan Islam Anak Usia Dini Indonesian Journal for Islamic Studies Indonesian Journal of Interdisciplinary Islamic Studies (IJIIS)
Helandri, Joni
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Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Reform And Westernization During The Ottoman Empire Azman, Zainal; Supriadi; Helandri, Joni
El-Ghiroh : Jurnal Studi Keislaman Vol. 24 No. 1 (2026): Maret
Publisher : Sekolah Tinggi Agama Islam (STAI) Bumi Silampari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37092/el-ghiroh.v24i1.1529

Abstract

The trajectory of reform and Westernization in the Ottoman Empire reflects a complex and gradual transformation shaped by internal challenges and external pressures. This study examines the dynamics of reform initiatives from the Tanzimat period under Sultan Mahmud II to their culmination in the era of Mustafa Kemal Atatürk. The introduction situates Ottoman reform within the broader context of imperial decline and modernization, emphasizing leadership-driven change as a critical catalyst. Particular attention is given to the Tanzimat era, marked by the promulgation of the Gülhane Edict (1839) and the Hatt-i Hümayun (1856) under Sultan Abdülmecid, which sought to restructure governance, legal systems, and civil rights in line with modern state principles. This research employs a qualitative library-based method, drawing on primary historical documents, classical Ottoman sources, and contemporary scholarly works in Islamic and Middle Eastern studies. Data were analyzed through historical-comparative and interpretative approaches to identify patterns of reform and ideological contestation within Ottoman society. The discussion highlights that Westernization in the Ottoman context generated ideological fragmentation, represented by three dominant currents: Islamism, Westernism, and Nationalism. These competing perspectives shaped both the direction and limitations of reform, demonstrating that modernization in the Ottoman Empire was characterized by negotiation rather than wholesale adoption of Western models. This study concludes that Ottoman reform and Westernization constituted a transformative yet contested process that fundamentally redefined state, society, and identity in the late Islamic empire.
Enhancing Learning Outcomes and Creative Thinking through Project-Based Learning Modules in Fourth Grades Satria, Tio Gusti; Sapriya, Sapriya; Sa’ud, Udin Syaefudin; Riyana, Cepi; Syamsijulianto, Tri; Helandri, Joni
International Journal of Pedagogy and Teacher Education Vol 8, No 2 (2024): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v8i2.89320

Abstract

The study aimed to determine the improvement of learning outcomes and creative thinking through project-based learning modules in fourth graders. The research method used was a pre-experimental design with a one-group pretest-posttest design. The research subjects were fourth-grade students from an Islamic elementary school in Lubuklinggau city with a population of as many as two classes with a random sampling technique and obtained class IVA. The research instrument used was an objective test consisting of 10 essay questions with material on cultural diversity, local wisdom, history, and culture, and rubrics to assess students' creative thinking skills, including fluency, flexibility, originality, and elaboration. Based on the hypothesis testing on the cognitive aspect of learning outcomes using the t-test, it shows a significant impact on students' learning outcomes in classes that use project-based learning models in IPAS learning with an increase in the difference score of 24.77. Creative thinking skills, assessed based on the rubric for assessing students' creative thinking skills, showed that there was a significant development of student's creative thinking skills in classes that used a significant project-based learning model with an increase in the difference score of 17.32, at the basic stages of development that occurred in the preparation, implementation, and presentation of results from not creative (level 1) to creative (level 2). The implications of this study extend to future research to support the improvement of students' learning outcomes and creative thinking skills.
Co-Authors - Sapriya Abdillah Jaya Achmad, Ghazimin Afiani, Utiyah Alensi, Debi Alexander, Ongky Alexander Amirudin, Muhammad Faizul Arikarani, Yesi Arikarani, Yesi Artika, Hodijah Asmara, Rika Azman, Zainal Bobi Susanto Bukhori, Nabil Al Cepi Riyana, Cepi Dinanti, Riska Destri Fadillah, Aisyah Raihan Fatih6, M. Syahdan Al fitriyani fitriyani Fitriyani Fitriyani Gazela, Rifki Harseto, Anggi Hasani, Muhammad Indika, Puspa Lusia, Yuyun Cahyani M TAUFIQ Mawardi, Anjali Fitrah Melina, Vinny MUCHAMMAD FAIZIN Muhammad Yunus Muhtadi Muhtadi Munandar, Agung Aris Munawaroh, Serli Muzanni, Muzanni Nasri, Halik Prabu, Rama Pusfitasari, Yuni Putra, Trio Rahman, Syahri Rinaldi Efendi Rismanda Septri Giyanti Sahary, Athika Nur Aulia Saputra, Muhammad Leo Sari, Juliah Indah Sari, Reni Aria Sa’ud, Udin Syaefudin Setiawan, Alpat Reza Siti Helmyati Sobari, Alwan Supriadi Supriadi Supriadi Syamsijulianto, Tri Syefi Aulia Agustiani Syifa Aulia Agustiana Tio Gusti Satria Yanti, Leni Yuliansa, Dobi