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All Journal Ta´dib International Journal of Islamic Educational Psychology Cendikia : Media Jurnal Ilmiah Pendidikan PEDAMAS (Pengabdian Kepada Masyarakat)
Afifah, Ni'mah
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Religion Humanities Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Design of an Islamic religious education curriculum supporting religious moderation in the digital era Ihwanah, Al; Elhefni, Elhefni; Afifah, Ni'mah; Syarifuddin, Ahmad; Husni, Miftahul
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 15 No 3 (2025): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v15i3.5963

Abstract

This study examines the design of an Islamic Religious Education (PAI) curriculum that promotes religious moderation in the digital era through a comprehensive literature review. The research aims to explore theoretical foundations, principles, and practical approaches for integrating religious moderation values into the PAI curriculum while addressing the challenges and opportunities presented by technological advancements. Using a qualitative approach, the study relies on primary and secondary literature, including academic books, journal articles, policy documents, and relevant educational research. Data were collected through systematic searches in academic databases using keywords such as "Islamic Religious Education curriculum," "religious moderation," "digital era," and "curriculum design." Content analysis was employed to identify key themes, including principles of religious moderation, curriculum development strategies, and the integration of digital tools in teaching and learning. The findings highlight the importance of embedding religious moderation values, such as tolerance, inclusivity, and respect for diversity, into the curriculum to foster harmonious interfaith relations. The study also emphasizes the critical role of digital technology in enhancing interactive and accessible learning experiences. Based on the analysis, a framework for designing a PAI curriculum that integrates religious moderation and digital competencies is proposed. This research contributes to the discourse on curriculum development by offering insights and practical recommendations for policymakers, educators, and curriculum designers. The proposed model seeks to prepare students to navigate the complexities of the digital era while upholding the principles of religious moderation.
Character Building Through Differentiated Learning of Islamic Religious Education in the Digital Era Ihwanah, Al; Idi, Abdullah; Karoma, Karoma; Afifah, Ni'mah; Diana
Ta'dib Vol 29 No 2 (2024): Ta'dib: Jurnal Pendidikan Islam
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v29i2.24890

Abstract

This study aims to explore the implementation of differentiated learning in Islamic Religious Education (PAI) as a means of character development in the digital era at MI Al-Khoiriyah Banyuasin, South Sumatra. This study employs a descriptive qualitative approach aimed at analyzing the processes and dynamics of implementing differentiated learning in building students' character through Islamic Religious Education (PAI) in the digital era. This study employs a case study design to examine the implementation of differentiated learning in elementary schools. Data were collected through classroom observations, in-depth interviews with teachers, school principals, and students, as well as document analysis, including lesson plans and student work. The data were analyzed using Miles and Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. This study concludes that the implementation of differentiated learning in Islamic Religious Education (PAI), supported by digital technology, effectively enhances students' character development. For example, through personalized learning tasks and digital platforms, students demonstrate improved discipline, responsibility, and collaboration skills, reflecting stronger character values. The use of digital media, such as educational apps and videos, enhances the understanding of religious values and fosters positive attitudes, such as discipline, empathy, and tolerance. This approach allows students to develop according to their potential, making character internalization more effective and relevant.
GERAKAN MENGAJAR DESA PENGABDIAN KEPADA MASYARAKAT MELALUI KEGIATAN BIMBINGAN BELAJAR Wulandari, Rita; Sukati, Sukati; Rouzi, Kana Safrina; Putri, Mufida Awalia; Badriah, Laelatul; Ardiyaningrum, Martalia; Arifin, Ahmad Syamsul; Maksum, Khanif; Afifah, Ni'mah
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 3 No. 01 (2025): JANUARI 2025
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Program Gerakan Mengajar Desa (GMD) dilaksanakan sebagai bentuk pengabdian kepada masyarakat melalui bimbingan belajar di Dusun Lodoyong, Sleman. Kegiatan ini bertujuan untuk membantu siswa TK dan SD/MI dalam meningkatkan pemahaman materi pelajaran, menyelesaikan tugas sekolah, serta memotivasi mereka untuk belajar lebih aktif. Metode yang digunakan meliputi pendampingan belajar dengan pendekatan motivasi, penyampaian materi, sesi tanya jawab, dan bimbingan belajar. Hasilnya menunjukkan peningkatan motivasi dan pemahaman siswa terhadap materi, serta dampak positif pada pola belajar mereka di rumah. Program ini memberikan kontribusi signifikan terhadap peningkatan kualitas pendidikan di tingkat lokal.
The Role of Parenting in Developing Self-Resilience and Self-Regulated Learning: An Islamic Educational Psychology Perspective Rouzi‬, ‪Kana Safrina; Bin Husen Ismail, Faisal; Afifah, Ni'mah; Rochaendi, Endi; Musyrifah, Farida; Khauro’, Ma’nusatul
International Journal of Islamic Educational Psychology Vol. 6 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i1.26037

Abstract

The frequent changes in learning modalities, especially during the post-pandemic period, have required students to adapt continuously. This study explores the role of parenting in cultivating students’ self-resilience and self-regulated learning (SRL) through the lens of Islamic educational psychology. Applying Fazlur Rahman's Double Movement Hermeneutic, the study offers a contextual interpretation of Qur’anic principles that emphasize ethical, reflective, and autonomy-supportive parenting. Through a systematic literature review, the study synthesizes interpretations of the Qur’an, Islamic parenting models, and psychological theories—particularly those of Baumrind—on resilience and SRL. Qualitative content analysis reveals key themes connecting Islamic parenting values—moral responsibility, sincere intention, and spiritual trust—with enhanced student resilience and self-regulation. The findings indicate that parenting practices rooted in Islamic teachings—moral responsibility, intention, and spiritual reliance—significantly foster resilience and SRL. This integrative approach contributes a faith-informed framework to psychological development and educational transformation in Muslim contexts.
Co-Authors Abdullah Idi Ahmad Syarifuddin Ardiyaningrum, Martalia Aulia, Desi Sekar Fitri bin Husen Ismail, Faisal Diana Elhefni Elhefni Endi Rochaendi Ihwanah, Al Karoma, Karoma Khauro’, Ma’nusatul Laelatul Badriah, Laelatul Maksum, Khanif Miftahul Husni Musyrifah, Farida Novita Pancaningrum Putri, Mufida Awalia Rita Wulandari Rouzi, Kana Safrina Rouzi‬, ‪Kana Safrina Sari, Rika Iuriana Sukati Sukati Syamsul Arifin