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All Journal Jurnal Ilmu Pendidikan Dasar Indonesia Indonesian Journal of Islamic Educational Review Journal of Islamic Education and Pedagogy Akhlak: Journal of Education Behavior and Religious Ethics
Anggi Nurmalita
UIN Sunan Gunung Djati Bandung
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrasi Teori Perilaku Belajar dan Rekonstruksi Penguatan dalam Pembelajaran Pendidikan Agama Islam Anggi Nurmalita; Lutfi Arif Abdurohman
Journal of Islamic Education and Pedagogy Vol 3 No 2 (2026): Agustus
Publisher : Universitas Al Falah As Sunniyah Kencong Jember (UAS Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/jiep.v3i2.3331

Abstract

In educational psychology, the theory of student learning behavior is one of the most important topics. The diversity of theories on this subject demonstrates the numerous ways teachers can easily understand students’ conditions and master how to teach the lessons they will teach. The purpose of this study is to focus on explaining the nature, definition, and principles of learning, the theory of learning behavior, the relationship between learning and teaching, and the application of learning principles in Islamic Religious Education (PAI) learning. The method used in this study was a literature review with a qualitative approach. The research findings indicate that behavioral theories, particularly the Contiguity theory, Connectionism theory, Classical Conditioning theory, Operant Conditioning theory, and Social Learning theory, can be easily applied to various aspects of Islamic Education learning by creating conducive associations and positive reinforcement. In PAI learning, the application of learning principles is crucial to increasing learning effectiveness, particularly in achieving one of the goals of Islamic religious education, namely shaping student behavior in accordance with religious teachings.
Analisis Capaian Pembelajaran PAI Kurikulum Merdeka dalam Perspektif Outcome-Based Education (OBE): Kajian Islamic Education Curriculum Development Anggi Nurmalita; Yoga Kurniawan; Agung Purnomo; Yudhy Ariyanto; Ainul Mardhiyyah; Ahmad Muflihin
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.651

Abstract

Penerapan Kurikulum Merdeka menuntut reorientasi pembelajaran Pendidikan Agama Islam (PAI) dari model konvensional berbasis materi menjadi model berorientasi luaran kompetensi. Penelitian ini bertujuan untuk menganalisis secara kritis keterukuran, struktur, dan keselarasan dokumen Capaian Pembelajaran (CP) PAI Kurikulum Merdeka pada jenjang pendidikan dasar dalam perspektif Outcome-Based Education (OBE) dan Islamic Education Curriculum Development. Penelitian kualitatif non-lapangan ini menggunakan metode analisis isi (qualitative content analysis) terhadap dokumen resmi Naskah Akademik dan Keputusan BSKAP No. 033/H/KR/2022. Hasil penelitian menunjukkan bahwa dokumen CP PAI secara konseptual mengindikasikan  prinsip-prinsip OBE, khususnya pada kejelasan fokus kompetensi fase (Clear Focus) dan fleksibilitas diferensiasi pembelajaran (Expanded Opportunity). Namun, analisis dokumen mengungkap adanya kesenjangan pada aspek keterukuran, di mana penggunaan Kata Kerja Operasional (KKO) pada indikator sikap dan spiritual masih didominasi istilah abstrak seperti "memahami" dan "menginternalisasi". Penelitian ini menyimpulkan pentingnya rekonstruksi Islamic Value-Based OBE untuk merasionalkan evaluasi karakter keagamaan peserta didik tanpa mereduksi dimensi spiritualitas. Implikasi penelitian ini merekomendasikan penerbitan suplemen panduan KKO operasional bagi guru PAI dalam merumuskan Alur Tujuan Pembelajaran (ATP) dan asesmen otentik.
A Social-Emotional Learning Approach to Addressing Academic Burnout in Elementary School: Systematic Literature Review Anggi Nurmalita; Hanifah Rizki Mubarokah; Roik Hatul Anna Syiriyah; Husna Robbi Radhiyya; Ratih Nurhidayah; Rian Zuangsyah
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 5 No 2 (2026): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v5i2.5720

Abstract

Academic burnout has increasingly become a critical issue among elementary school students due to rising curriculum demands and competitive learning environments. This study aims to analyze the implementation of the Social-Emotional Learning (SEL) approach and evaluate its effectiveness in mitigating academic burnout in primary education through a systematic literature review. The research method employed the Systematic Literature Review (SLR) framework guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. Literature was systematically gathered from reputable international and national databases, including Scopus, ERIC, ScienceDirect, DOAJ, SINTA, and Google Scholar, covering peer-reviewed empirical studies published between 2016 and 2026. A total of 18 eligible articles were analyzed using thematic synthesis to identify core intervention patterns and behavioral outcomes. The results demonstrate that structured SEL interventions especially those focusing on self-awareness, emotion regulation (self-management), and relationship skills significantly reduce emotional exhaustion, prevent school cynicism, and foster academic self-efficacy in primary school students. However, the success of SEL integration relies heavily on teacher emotional competence, a psychologically safe classroom climate, and supportive family engagement. This study recommends incorporating routine micro-SEL practices into the primary curriculum and providing sustainable professional training for elementary educators to ensure student psychological well-being.
Strategi Interdisipliner Guru PAI Dalam Membentuk Penalaran Logis Siswa Kelas 7 di SMP GPI Solokan Jeruk   Anggi Nurmalita; Muhammad Luthfi Dzulfikar; Hasan Basri; A. Heris Hermawan
Akhlak: Journal of Education Behavior and Religious Ethics Vol. 2 No. 1 (2026)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jebg.v2i1.405

Abstract

Dikotomi antara ilmu agama dan ilmu umum seringkali membuat siswa kesulitan memahami materi Pendidikan Agama Islam (PAI) secara rasional. Pembelajaran PAI kerap terjebak pada transfer dogma tanpa melatih daya kritis siswa. Penelitian ini bertujuan untuk menganalisis strategi guru PAI dalam menerapkan pendekatan interdisipliner guna membentuk kemampuan penalaran logis siswa kelas 7 di SMP GPI Solokan Jeruk. Metode yang digunakan dalam riset ini adalah kualitatif deskriptif dengan pendekatan studi kasus. Teknik pengumpulan data meliputi observasi partisipatif di kelas, wawancara mendalam dengan guru mata pelajaran, serta analisis dokumentasi modul ajar. Hasil penelitian menunjukkan bahwa guru PAI mengimplementasikan strategi interdisipliner dengan cara mengontekstualisasikan materi akidah dan fikih melalui fakta sains serta logika sosial. Temuan ini menegaskan bahwa siswa menjadi lebih aktif bertanya dan mampu membangun argumen logis terhadap dalil-dalil agama yang dipelajari. Dapat disimpulkan bahwa pendekatan interdisipliner efektif dalam meruntuhkan sekat pemahaman antara wahyu dan akal. Implikasi penelitian ini merekomendasikan pentingnya guru PAI memperluas wawasan keilmuan umum untuk mendukung proses pembelajaran yang holistik dan menumbuhkan nalar kritis siswa
Co-Authors Ade Jaya Sutisna Agung Purnomo Ahmad Muflihin Ainiyatul Latifah Ainul Mardhiyyah Hanifah Rizki Mubarokah Hasan Basri Hermawan, A. Heris Husna Robbi Radhiyya Lutfi Arif Abdurohman Muhammad Furqan Muhammad Luthfi Dzulfikar Ratih Nurhidayah Rian Zuangsyah Roik Hatul Anna Syiriyah Yoga Kurniawan Yudhy Ariyanto