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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Perspektif Ilmu Pendidikan dan Keguruan
Imam Buchori
Universitas Islam Negeri Madura
Education Social Sciences Other

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THE ETHICS OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN FACING LEARNING IN THE DIGITAL ERA AT MTS MIFTAHUL ANWAR Enis Auliyaillah; Robiatul Adawiyah; Imam Buchori; Widiyana; Abd. Mukid
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8455

Abstract

The rapid advancement of digital-based tools has triggered fundamental and far‑reaching changes within the education system, including the way material is delivered in Islamic Religious Education (IRE). On one hand, these developments bring significant conveniences: access to knowledge has never been broader, various supporting learning resources are readily available, and the connection between educators and students has grown increasingly close. Yet, behind all these benefits lie considerable challenges most notably regarding the preservation of moral values and proper conduct. This reality demands that IRE teachers possess dual capabilities: they must be skilled in operating digital facilities, while also remaining adept at instilling noble principles aligned with Islamic teachings. This study aims to examine how professional ethics are viewed within the framework of Islamic education, identify measures that can be taken to strengthen these ethical standards in the modern era, and illustrate how they are practically implemented in teaching and learning activities at MTs Miftahul Anwar. The research adopts a qualitative approach with a descriptive design. All data were gathered through direct observation, in‑depth interviews, and document review, and subsequently processed using an interactive analysis model consisting of data reduction, report compilation, and conclusion drawing. The findings confirm that ethical standards for IRE educators essentially represent a balanced combination of noble personal character, professional responsibility, and firm religious commitment all rooted directly in Islamic teachings. Reinforcing this moral foundation can be achieved through several concrete steps: understanding the norms governing behavior in digital spaces, serving as a role model by using technology correctly and wisely, presenting relevant and educational content, and consistently encouraging students to act politely and ethically whenever engaging with online media. Implementing these values has proven to yield positive outcomes regarding students’ habits in using technology; they become more disciplined, capable of filtering information critically, thoughtful in their actions, and fully accountable for their conduct. Based on these results, it can be concluded that embedding strong ethical values within IRE instruction plays a decisive role in shaping the character and identity of the younger generation, even amid the rapid technological progress of today’s world.
Implementasi Teori Belajar Humanistik dalam Meningkatkan Hasil Belajar Peserta Didik di SD Negeri Bugih 3 Pamekasan Nurul Fitria Rahmadani; Imam Buchori; Emna Laisa; Luluk Ainiyah Ramadani; Sholehatus Sakdiyah
Jurnal Perspektif Ilmu Pendidikan dan Keguruan Vol. 1 No. 2 (2026)
Publisher : PT.Riset Anak Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66618/jpipk.v1i2.1066

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya penerapan pendekatan pembelajaran yang mampu membuka potensi siswa secara maksimal, mulai dari sisi kognitif, afektif, maupun sosial agar berkembang optimal. Salah satu pendekatan yang relevan adalah teori belajar humanistik, yang menekankan kebebasan individu dalam proses pengembangan potensi diri secara optimal, partisipasi aktif, serta pengembangan potensi individu. Penelitian ini bertujuan untuk mendeskripsikan implementasi teori belajar humanistik beserta dampaknya terhadap perkembangan potensi peserta didik secara optimal, khususnya pada hasil belajar peserta didik di SDN Bugih 3 Pamekasan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Data dikumpulkan melalui observasi, wawancara, serta dokumentasi, dengan pemilihan informan melalui purposive sampling. Temuan penelitian mengindikasikan bahwa ragam penerapan teori belajar humanistik meliputi penggunaan metode experiential learning dan role playing, model pembelajaran diskusi kelompok, pemanfaatan media pembelajaran kontekstual, serta interaksi pembelajaran yang aktif dan terbuka; strategi guru dalam menerapkan pembelajaran humanistik dilakukan dengan memposisikan diri sebagai fasilitator, membangun komunikasi terbuka, menggunakan pendekatan kontekstual, memberikan motivasi serta kebebasan kepada peserta didik untuk mengembangkan diri secara mandiri, kebebasan berpendapat; implementasi teori humanistik memberikan dampak positif terhadap hasil belajar peserta didik, yang tercermin melalui peningkatan keaktifan, pemahaman materi, kepercayaan diri, serta kemampuan sosial; dan faktor pendukung utama meliputi kompetensi guru yang mumpuni, lingkungan belajar yang kondusif, serta dukungan sekolah, sedangkan faktor penghambat yang mencakup perbedaan karakter peserta didik, keterbatasan waktu, serta jumlah siswa yang berlebih dalam satu kelas. Implementasi teori belajar humanistik terbukti mampu meningkatkan kualitas proses dan hasil pembelajaran secara menyeluruh.
Co-Authors Abd. Mukid Emna Laisa, Emna Enis Auliyaillah Luluk Ainiyah Ramadani Nurul Fitria Rahmadani Sholehatus Sakdiyah Widiyana