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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Tadrib: Jurnal Pendidikan Agama Islam Al-Wijdan : Journal of Islamic Education Studies Tadarus: Jurnal Pendidikan Islam Dinamika Ilmu Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman PARAMUROBI Jurnal Basicedu AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan DAYAH: Journal of Islamic Education EDUKATIF : JURNAL ILMU PENDIDIKAN Literasi : Jurnal Ilmu Pendidikan Ta'dib: Jurnal Pendidikan Islam Edunesia : jurnal Ilmiah Pendidikan At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam Jurnal Tarbiyatuna : Kajian Pendidikan Islam Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Jurnal Studi Islam dan Kemuhammadiyahan (JASIKA) DINAMIKA ILMU: Jurnal Pendidikan HEUTAGOGIA: Journal of Islamic Education Jurnal Al-Qayyimah Jurnal Basicedu Jurnal Pemberdayaan Masyarakat Muslim Education Review Tadris: Jurnal Pendidikan Islam Edukasia Islamika: Jurnal Pendidikan Islam Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global PAEDAGOGIE
Hamami, Tasman
Unknown Affiliation
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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Pengarusutamaan Meaningful Learning Melalui Pendidikan Agama Islam Kontekstual Ichsan, Yazida; Nuryana, Zalik; Hamami, Tasman; Sukiman, Sukiman
Jurnal Studi Islam dan Kemuhammadiyahan (JASIKA) Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jasika.v5i2.195

Abstract

Nowadays, along with the dynamics of the times, education is required to transform the learning process, including Islamic religious education. Sharp criticism of the development of epistemology and learning processes that are less reflective and progressive has caused Islamic religious education to be considered to have no significant impact on developing the potential of students in realizing perfect human beings. Based on these problems, academics conduct discourse and evaluation related to multi-perspective Islamic religious education, one of which is through the medium of implementing contextual Islamic religious education. The study entitled Mainstreaming Meaningful Learning Through Contextual Islamic Religious Education basically aims to describe the concept of meaningful, contextual learning and its actualization in Islamic religious education. This study is a library research conducted by writing, clarifying, reducing and presenting data from various documents. The results of the study indicate that contextual learning as an approach in learning is one of the most important aspects in instilling and actualizing meaningfulness in learning. Through four main characteristics activating knowledge, understanding knowledge, applying knowledge, and reflecting knowledge, students are expected to not only understand knowledge but also implement and reflect on it, ensuring it is appropriate and meaningful. Contextual learning can be implemented in three main domains: first, through contextual learning; second, through the development of contextual Islamic religious education materials; and third, through curriculum development that emphasizes contextual aspects.
Pola Pembinaan Religiusitas Anak dalam Keluarga Muslim (Studi Kasus di Kampung Kesisih Desa Bangunsari, Pageruyung, Kendal, Jawa Tengah) Fahlevie, Iqbal Rezza; Hamami, Tasman
Literasi: Jurnal Ilmu Pendidikan Vol. 12 No. 1 (2021)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2021.12(1).12-22

Abstract

Penelitian ini bertujuan untuk melihat kondisi psikologi keluarga muslim dan kesulitan yang muncul dalam proses pembinaan religiusitas anak, serta menemukan pola pembinaan religiusitas anak dalam keluarga muslim. Penulis menggunakan penelitian kualitatif dengan pendekatan etnografi. Pengumpulan data dilakukan dengan teknik observasi, wawancara, dan dokumentasi. Analisis data kualitatif dalam penelitian ini dilakukan secara simultan dengan proses data. Analisis data yang digunakan dalam penelitian ini adalah Analisis Model Interaktif dari Miles dan Huberman. Langkah-langkah dalam kegiatan analisis data termasuk: menarik data (data), reduksi data (reduksi data), penyajian data (data), dan penarikan atau pengungkit (kesimpulan).Hasil penelitian ini adalah: orang tua tunggal , kondisi kemiskinan; dan jarak lokasi perkerjaan yang jauh dengan keluarga. (2) kesulitan-kesulitan yang muncul dalam proses pembinaan religiusitas anak termasuk bagian dari kebersamaan orang tua dan anak, adanya pegaruh lingkungan sekitar dan pergaulan teman sebaya, serta tidak adanya sesosok ayah sebagai panutan dalam keluarga. (3) pola pembinaan religiusitas anak di dalam keluarga muslim yang lazim diterapkan adalah: (1) pola pembinaan demokrasi (2) pola pembinaan otoriter (3) pola pembinaan permisif.
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

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (922.706 KB) | DOI: 10.19105/tjpi.v16i1.4109

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Co-Authors Adistiana, Olianda ALBAR, MAWI KHUSNI Ardani, Muhammad Izudin Asy’ari, Ari Asy’ari, Ary Azhar, Chusnul Dhobith, Anwar Ekawati, Melinda Nur Elysa, Ratianarimamy Niriko Fahira, Ade Fahlevie, Iqbal Rezza 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 Muyassaroh, Iffah Khoiriyatul Nur Syamsiah, Peni Nurdiana, Whan Nurlitasari, Amalia Nurrohmah, Nisa Nuryana, Zalik Nushrotin Wafiroh Onilivia, Viva Fadma Putri, Luqyana Azmiya Qoyimah, Durotul Rahmah, Rafiqah Dwi Riski, Samsu Roja Badrus Z, Akhmad Saidi, Musdar Saripudin Saripudin Sihono Sihono Sofwatun Nida, Sofwatun Sri Sumarni Sukiman Sukiman Sutarman Sutarman Suwanto, Eko Wijayanti, Nur Hanifah Wildan, Syakur Yamin, M Nurul