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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 Jurnal Pendidikan Islam 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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Project-Based Islamic Education Learning to Increase Students' Creativity Qoyimah, Durotul; Hamami, Tasman
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol 14, No 3 (2025): (On Progress) Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v14i3.14945

Abstract

Project-Based Learning (PjBL) is an innovative approach that fosters the creativity and skills of students within Islamic education. This study examines the implementation of PjBL strategies in the context of Islamic education as an effort to enhance students’ creativity. Employing a qualitative approach through library research, this study reviews relevant literature. The findings reveal that PjBL is not only effective in cultivating students’ creativity and active engagement but also strengthens spiritual, moral, and social dimensions through the integration of contextual projects. The implementation of PjBL highlights the shift in the teacher’s role from being a source of information to a facilitator, thereby promoting learning that is more participatory, collaborative, and connected to real-life contexts. Despite challenges such as limited resources, teacher readiness, and curriculum support, this study affirms that PjBL has the potential to serve as a strategic model for shaping visionary, adaptive, and ethically grounded Muslim generations. Thus, this research contributes theoretically by integrating Islamic values into the PjBL framework, and practically by offering guidance for educators in designing meaningful learning experiences that nurture both creativity and noble character.
Pembelajaran Melalui Video Proyek Islami di Madrasah Aliyah: Membangun Kreativitas dan Pemahaman Islam Holistik Muyassaroh, Iffah Khoiriyatul; Khamim, Siti; Hamami, Tasman
HEUTAGOGIA: Journal of Islamic Education Vol. 3 No. 1 (2023)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2023.31-03

Abstract

Penelitian ini bertujuan untuk mendeskripsikan model pembelajaran berbasis proyek (PBjL) dalam konteks Pendidikan Agama Islam (PAI), yang diterapkan melalui Video Project Islami di Madrasah Aliyah (MA). Tujuannya adalah untuk menumbuhkan kreativitas holistik dan pemahaman mendalam tentang Islam. Melalui Metode Tinjauan Pustaka, penelitian ini memeriksa berbagai sumber literatur relevan terkait topik, dengan identifikasi dan evaluasi berdasarkan kriteria yang jelas dan objektif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran video berbasis proyek dalam PAI dapat membantu meningkatkan kreativitas siswa dan pemahaman mereka tentang Islam. Konteks proyek yang diberikan melibatkan pembuatan video Islami yang estetis, bermakna, dan informatif. Siswa secara intensif memanfaatkan internet untuk mengumpulkan informasi dan bahan yang diperlukan dalam produksi video, serta untuk menyimpan dan mendistribusikan video Islami hasil proyek tersebut. Diharapkan, temuan ini dapat memberikan kontribusi yang signifikan terhadap peningkatan kualitas pembelajaran PAI di Madrasah Aliyah. Ini juga dapat memfasilitasi peserta didik dalam mengembangkan pemahaman konseptual tentang agama dan penerapan nilai-nilai Islam dalam konteks sosial dan budaya.
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): (Issue in progress)
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.
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.
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 Heru Kurnianto Tjahjono, Heru Hidayat, Yusron Ichsan, Yazida Khamim, Siti Khoirin, Dalila Khoiriyatul Muyassaroh, Iffah Kiryakova, Gabriela Kusumawati, Herlina Arum Lutfiyani, Aisyah Daffa M. Suud, Fitriah Mirawati 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 Wijayanti, Nur Hanifah Wildan, Syakur Yamin, M Nurul