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All Journal International Journal of Geography, Social, and Multicultural Education (IJGSME) TARBAWIYAT: Jurnal Kependidikan Islamicate Futures: Knowledge, Ethics, and Muslim Societies
Firdah Nailil Karimah
Universitas Nahdlatul Ulama Bangil
Humanities Earth & Planetary Sciences Education Environmental Science Social Sciences Other

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Eksplorasi Penerapan Problem Based Learning dalam Mendorong Berfikir Kritis Siswa pada Pembelajaran Matematika Sekolah Dasar Nurul Aulia; Riza Rahmatin; Afiah Zahra; Firdah Nailil Karimah
TARBAWIYAT Vol 5 No 1 (2026): Juni
Publisher : Prodi PGMI STAI Al-Akbar Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62589/tarbawiyat.v5i1.347

Abstract

This study aims to explore the application of Problem-Based Learning (PBL) in fostering critical thinking skills in elementary school students. The research approach used was qualitative with a descriptive approach. Data were collected through learning observations, interviews with teachers and students, and documentation of classroom activities. Data analysis was conducted through interactive data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of PBL in the classroom proceeds through the stages of contextual problem formulation, group discussions, information seeking, and solution presentation. This process creates an active, collaborative, and student-centered learning environment. Field findings also revealed that PBL can foster the development of students' critical thinking, as evidenced by their increased ability to identify problems, provide logical reasoning, ask questions, and evaluate their solutions. This study confirms that PBL has strong potential as an effective learning strategy in developing elementary school students' critical thinking skills, while also providing implications for teachers to continue optimizing problem-based learning in daily classroom practice.
Implementation of the Panca Cinta Integrated Teaching Module in an Effort to Form Student Character in Elementary Madrasahs Fina Atifatul Husna; Firdah Nailil Karimah; Mudayanah; Ahmad Jauharul Wadud
International Journal of Geography, Social, and Multicultural Education Vol. 4 No. 2 (2026): 1 October 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v4n2.p1-10

Abstract

The progress of a nation depends heavily on the quality of its human resources, with basic education playing a crucial role as the primary foundation for character development. However, the tide of globalization often triggers moral degradation and traps education in a purely cognitive orientation. In response to these challenges, this study aims to describe the implementation of an integrated teaching module based on the Panca Cinta concept which encompasses love for Allah SWT, the Prophet Muhammad SAW, the homeland, fellow human beings, and the natural environment as an effort to foster character development among students at Madrasah Ibtidaiyah Wali Songo Sumberrejo in Bojonegoro. Using a descriptive qualitative approach, data collection was conducted through observation, in-depth interviews, and documentation, and analyzed using the Miles, Huberman, and Saldana model. The research results show that the implementation of the integrated “Panca Cinta” teaching module was carried out in a structured manner through intracurricular and cocurricular activities in relevant subjects by applying systematic learning stages. The character-building process was carried out through three phases of value internalization, namely transformation, transaction, and transinternalization of values, which were integrated with the Contextual Teaching and Learning (CTL) approach and daily habit-forming methods. The success of this program was supported by the quality of the materials, teacher competence, student motivation, and synergy between the madrasah and parents.
From Turāth to Digital Knowledge: Islamic Intellectual Traditions and the Future of Religious Learning Firdah Nailil Karimah; Ahmad Luthvan Habiburrahman; Warda Mardiana Tambunan; Jesimawati Jesimawati
Islamicate Futures: Knowledge, Ethics, and Muslim Societies Vol. 1 No. 1 (2026): Islamicate Futures: Knowledge, Ethics, and Muslim Societies
Publisher : Bahtera Al Fikr Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68051/ifkems.v1i1.40

Abstract

The study responds to the problem that Islamic knowledge is now accessed through digital libraries, online courses, social media platforms, mobile applications, searchable databases, and artificial intelligence-assisted tools, yet the epistemic and pedagogical consequences of this shift remain insufficiently theorized. Using a qualitative conceptual-interpretive design, the article combines conceptual analysis, hermeneutic textual interpretation, digital content analysis, and comparative media analysis of publicly accessible Islamic learning materials, digital platforms, and relevant scholarly literature. The findings show four main transformations. First, digital platforms re-mediate turāth into searchable, modular, and platform-dependent knowledge infrastructures. Second, digital learning environments reshape the classical relationship between text, teacher, learner, and institution by redistributing pedagogical authority across platforms, applications, learners, and digital publics. Third, digital Islamic knowledge expands access while also producing epistemic risks, including fragmentation, simplification, decontextualization, and weakened interpretive depth. Fourth, artificial intelligence-assisted religious learning raises future-oriented questions about source transparency, scholarly supervision, privacy, accountability, and ethical governance. The article contributes theoretically by integrating Islamic intellectual history, Islamic education, digital religion, mediatization theory, platform studies, and artificial intelligence ethics into a framework for understanding the future of religious learning. It argues that digital Islamic learning must be governed in ways that expand access while preserving the depth, plurality, discipline, and ethical responsibility of turāth.
Co-Authors Afiah Zahra Ahmad Jauharul Wadud Ahmad Luthvan Habiburrahman Fina Atifatul Husna Jesimawati Jesimawati Mudayanah Nurul Aulia Riza Rahmatin Warda Mardiana Tambunan