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Hamami, Tasman

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Author-ID : 1204705

Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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Kepemimpinan Transformasional Pada Lembaga Pendidikan Islam di Indonesia Ekawati, Melinda Nur; Hamami, Tasman
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16189

This study aims to analyze the implementation of transformational leadership in Islamic educational institutions in Indonesia, focusing on pesantren and madrasah. Transformational leadership is considered an approach that can drive positive change in an institution or organization, achieved through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This research analyzes how the transformational leadership style is implemented in two Islamic educational institutions that have opposing educational systems: the non-formal education system of pesantren, which is based on religious traditions, and the formal education system of madrasah, which is more structured in curriculum and administration. This study uses a qualitative approach with a literature review method. The findings show that the principles of transformational leadership can be applied in both Islamic educational institutions, albeit through different approaches. In pesantren, the central figure is the Kiai, who holds a central role with his spiritual and charismatic power, while in madrasah, transformational leadership emphasizes professional management and systematic institutional administration. This study contributes to the development of leadership theory in Islamic educational institutions and provides practical strategies for improving the quality of educational institutions and the development of student character.

Pengembangan Kurikulum Pendidikan Agama Islam 2013 Integratif dalam Menghadapi Era Society 5.0 Khoirin, Dalila; Hamami, Tasman
TADRIS: Jurnal Pendidikan Islam Vol 16 No 1 (2021)
Publisher : State Islamic Institute of Madura

This study aims to develop the 2013 PAI curriculum through the integration of all curriculum components with the abilities needed in the era of society 5.0. The potentials required at the period of society 5.0 are the ability to solve problems, think critically and creatively, which will help humans to be able to take advantage of innovations in the industrial era 4.0. These abilities will be more optimal if accompanied by good manners. Therefore the 2013 PAI curriculum has a principal role in making it happen. Qualitative approaches and types of literature research are using in this study. Hence the data sources are taken from library sources. Research data were collected using documentation techniques, then analyzed by reading, understanding, examining, connecting, and concluding. From this research, it can be seen that the integration of society 5.0 era capabilities into the 2013 PAI curriculum will help educators to form a generation of nations who are ready to compete in the era of society 5.0 by mastering good character-based science and technology.Penelitian ini bertujuan mengembangkan kurikulum PAI 2013 melalui integrasi semua komponen kurikulum dengan kemampuan yang dibutuhkan di era society 5.0. Kemampuan yang dibutuhkan di era society 5.0 adalah kemampuan dalam menyelesaikan masalah, berpikir kritis dan kreatif, yang akan membantu manusia untuk bisa memanfaatkan inovasi yang ada di era industry 4.0. Kemampuan-kemampuan tersebut akan lebih optimal jika disertai dengan budi pekerti yang baik, oleh karena itu kurikulum PAI 2013 memiliki peran penting dalam mewujudkannya. Pendekatan kualitatif dan jenis penelitian kepustakaan yang digunakan dalam penelitian ini, oleh karena itu, sumber data diambil dari sumber pustaka. Data-data penelitian dikumpulkan dengan teknik dokumentasi, kemudian dianalisis dengan membaca, memahami, memeriksa, menghubungkan dan menyimpulkannya. Dari penelitian ini dapat diketahui bahwa pengintegrasian kemampuan era society 5.0 ke dalam kurikulum PAI 2013 akan membantu pendidik untuk membentuk generasi bangsa yang siap bersaing di era masyarakat 5.0 dengan menguasai ilmu pengetahuan dan teknologi berbasis budi pekerti yang baik.

Study on Optimizing Islamic Education Learning Through the Implementation of Fink’s Taxonomy Nushrotin Wafiroh; Sumarni, Sri; Hamami, Tasman
Tadrib: Jurnal Pendidikan Agama Islam Vol 12 No 1 (2026): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tadrib.v12i1.33807

In religious education, evaluation only focuses on answering questions, and once again, it only focuses on the cognitive domain. Fink’s taxonomy was chosen because it integrates cognitive, affective, metacognitive aspects (learning how to learn), social dimensions, and caring in a balanced way to produce a meaningful, applicable PAI learning experience, and is able to measure not only knowledge, but also students’ caring, interaction, and reflection. The purpose of this research and article writing is to explore the development patterns of Fink’s taxonomy specifically in Islamic Religious Education (PAI) learning. This research uses the literature study method, with data sources being secondary data in the form of research results such as books, journals, articles, websites, and, other relevant materials. The data analysis technique in this research uses content analysis. The research results show that in PAI learning, Fink’s taxonomy is an innovative and highly relevant approach. This approach not only emphasizes mastery of the material cognitively but also integrates affective and metacognitive aspects so that students can learn more actively and meaningfully. This taxonomy refers to six aspects of learning, namely foundational knowledge, application, integration, human dimension, caring, learning how to learn, along with examples of its implementation in PAI learning. The limitation of this research is the still general focus on applying Fink’s taxonomy in PAI learning, resulting in general findings as well. Recommendations for future research include refining the study by referring to specific schools in various regions to obtain a more comprehensive picture of the effectiveness of implementing Fink’s taxonomy in PAI learning.

Integration of Learning Outcome Taxonomy with the Objectives of Islamic Religious Education in the Era of Society 5.0 Suwanto, Eko; Hamami, Tasman
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 23 No. 1 (2026): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2026.vol23(1).26935

This article aims to conceptually analyze the integration of the learning outcomes framework with the orientation of Islamic Religious Education in responding to the dynamics of a digital society oriented toward human-centered development. Technological advancement requires religious education to emphasize not only knowledge mastery but also the formation of moral attitudes, spiritual values, and practical competencies of students. This study employs a qualitative approach through library research by analyzing academic books, national and international journal articles, and relevant educational policy documents. Data were analyzed using content analysis to examine the relationship between cognitive, affective, and psychomotor dimensions within a holistic Islamic education framework. The findings indicate that the integration of learning outcomes taxonomy (cognitive, affective, psychomotor) strengthens Islamic Religious Education learning systematically and holistically. The cognitive domain builds understanding of Islamic teachings, the affective domain internalizes spiritual-moral values, and the psychomotor domain actualizes practice in real life. In the context of Society 5.0, Islamic Religious Education plays a strategic role in fostering digital literacy based on Islamic values, technology ethics, and humanistic awareness. This integration has implications for formulating holistic objectives, participatory teaching strategies, and comprehensive, authentic assessment, enabling Islamic Religious Education to develop a generation that is faithful, morally noble, and wise in utilizing technology.

Integrasi Asas Psikologi dalam Pengembangan Kurikulum Pendidikan Agama Islam Sihono, Sihono; Hamami, Tasman
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 22 No. 1 (2025): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2025.vol22(1).21245

The development of Islamic Religious Education curriculum in Indonesia increasingly emphasizes the integration of psychological principles to address the mental, emotional, and social needs of students. This approach aims to create a balanced learning experience that not only imparts knowledge but also fosters holistic character development. Research reveals that an academically focused curriculum often neglects students' psychological well-being, leading to decreased motivation and limited character formation. This research uses the literature study method by analysing various literatures related to developmental psychology, learning psychology, and the humanistic approach in education. Findings from this study highlight three key results: first, the relevance of psychological principles in bridging cognitive and emotional aspects of education; second, the practical strategies for embedding psychological frameworks into curriculum design to encourage student engagement and empathy; and third, the measurable impact on students’ moral development and interpersonal skills. Through a responsive curriculum aligned with Indonesia's educational goals, educators can foster an environment conducive to the intellectual, moral, and emotional growth of students. Therefore, through a qualitative literature study, this article provides conceptual insights and recommendations for the implementation of a psychologically enriched curriculum framework in Islamic Religious Education.

Integrating Ecotheology into Islamic Religious Education: A Systematic Literature Review on Students’ Spiritual, Social, and Cognitive Character Development Sapitri, Elfira Yunita; Hamami, Tasman; Muttakin, Khaerul
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.34136

The global ecological crisis demands an educational response that is not only technical but also ethical and spiritual. This study systematically reviews the integration of ecotheology into Islamic Religious Education (IRE) and synthesizes evidence on its effects on students’ spiritual, social, and cognitive character development. Using a Systematic Literature Review design guided by PRISMA 2020, we searched Scopus and Google Scholar for peer-reviewed studies published between 2020 and 2025 using Boolean combinations of eco-theology/Islamic environmental ethics, Islamic education/IRE, and character-related outcomes. After identification, deduplication, screening, and full-text eligibility assessment, 33 studies met the inclusion criteria and were analyzed through thematic narrative synthesis. The findings show that ecotheology is integrated into IRE through three main pathways: (1) curriculum strengthening (learning objectives, content, and materials grounded in Islamic ecological principles), (2) contextual–reflective pedagogies (including problem-based, experiential, and project-based learning), and (3) authentic assessment (e.g., reflective journals, portfolios, and behavior-based observation). Across the reviewed literature, ecotheology integration tends to enhance students’ spiritual awareness, strengthen socio-ecological responsibility and solidarity, and foster critical and reflective thinking about sustainability. However, a key limitation across studies is the lack of standardized learning-outcome indicators and validated evaluation instruments for ecotheology within IRE. This review highlights the need for a structured pedagogical framework and an assessment system to support consistent implementation and measurable outcomes in ecotheology-oriented Islamic education. Abstrak Krisis ekologi global menuntut respons pendidikan yang tidak hanya bersifat teknis, tetapi juga etis dan spiritual. Penelitian ini menyajikan tinjauan literatur sistematis mengenai integrasi ekoteologi dalam Pendidikan Agama Islam (PAI) serta mensintesis temuan-temuan empiris terkait dampaknya terhadap pengembangan karakter spiritual, sosial, dan kognitif peserta didik. Penelitian menggunakan desain Systematic Literature Review (SLR) dengan panduan PRISMA 2020. Proses penelusuran dilakukan melalui basis data Scopus dan Google Scholar terhadap artikel ilmiah yang dipublikasikan antara tahun 2020 hingga 2025, menggunakan kombinasi Boolean yang mencakup konsep ekoteologi/etika lingkungan Islam, pendidikan Islam/PAI, serta dimensi karakter. Setelah melalui tahap identifikasi, eliminasi duplikasi, penyaringan, dan evaluasi kelayakan teks penuh, sebanyak 33 artikel memenuhi kriteria inklusi dan dianalisis melalui pendekatan sintesis naratif tematik. Hasil kajian menunjukkan bahwa integrasi ekoteologi dalam PAI berlangsung melalui tiga jalur utama: (1) penguatan kurikulum (perumusan tujuan pembelajaran, materi, dan konten berbasis prinsip ekologi Islam), (2) penerapan pedagogi kontekstual-reflektif (termasuk problem-based learning, experiential learning, dan project-based learning), serta (3) penggunaan asesmen autentik (seperti jurnal reflektif, portofolio, dan observasi perilaku). Secara umum, integrasi ekoteologi berkontribusi pada peningkatan kesadaran spiritual peserta didik, penguatan tanggung jawab sosial-ekologis, serta pengembangan kemampuan berpikir kritis dan reflektif terhadap isu keberlanjutan. Namun demikian, keterbatasan utama yang teridentifikasi adalah belum tersedianya indikator capaian pembelajaran yang terstandar serta instrumen evaluasi yang tervalidasi untuk ekoteologi dalam PAI. Kajian ini menegaskan urgensi pengembangan kerangka pedagogis dan sistem asesmen yang sistematis guna mendukung implementasi yang konsisten dan terukur dalam pendidikan Islam berbasis ekoteologi.

Co-Authors Adistiana, Olianda ALBAR, MAWI KHUSNI Ardani, Muhammad Izudin Asyâ€™ari, Ari Asy’ari, Ary Azhar, Chusnul Dhobith, Anwar Ekawati, Melinda Nur Elysa, Ratianarimamy Niriko Fahira, Ade Firmansyah Firmansyah Handayani, Ilham Putri Heru Kurnianto Tjahjono Hidayat, Yusron Ichsan, Yazida Khamim, Siti Khoirin, Dalila Khoiriyatul Muyassaroh, Iffah Kiryakova, Gabriela Kusumawati, Herlina Arum Lutfiyani, Aisyah Daffa Muhammad Yusuf Mukholik, Idghom Muttakin, Khaerul Muyassaroh, Iffah Khoiriyatul Nur Syamsiah, Peni Nurdiana, Whan Nurlitasari, Amalia Nurrohmah, Nisa Nuryana, Zalik Nushrotin Wafiroh Onilivia, Viva Fadma Putri, Luqyana Azmiya Qoyimah, Durotul Riski, Samsu Roja Badrus Z, Akhmad Saidi, Musdar Sapitri, Elfira Yunita Saripudin Saripudin Sihono Sihono Sofwatun Nida, Sofwatun Sri Sumarni Sukiman Sukiman Sutarman Sutarman Suwanto, Eko Wijayanti, Nur Hanifah Wildan, Syakur Yamin, M Nurul

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