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All Journal Jurnal Mu'allim Ana Bulava Jurnal Pendidikan Anak Journal of Contemporary Islamic Education
Gusnarib
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Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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CREATIVE ISLAMIC TEACHING: A CPSS AND SOCIAL LEARNING APPROACH: English Nur Intan; Arief Sah, Moh.; Syahid, Ahmad; Gusnarib
Mu'allim Vol 7 No 2 (2025): JULI 2025
Publisher : Fakultas Agama Islam Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/jvne7h94

Abstract

This study examines the teaching creativity of Islamic Religious Education (IRE) teachers at State Senior High School 4 Palu, specifically the teachers’ ability to generate novel ideas that are surprising yet comprehensible, and hold value in various aspects, using the Creative Product Semantic Scale (CPSS) framework and Albert Bandura’s social learning theory. Using a qualitative case study approach, data was collected through participatory observation, in-depth interviews with IRE teachers, the school principal, and document analysis. The data was analyzed interactively and validated through triangulation methods. The findings show that IRE teachers apply three CPSS indicators; novelty through innovative methods such as drill, gallery walk, number heads together, and the use of multimedia in the Tora Yaku and Ulul Albab IRE laboratories; problem-solving with collaborative projects and curriculum adjustments based on student needs; and elaboration and synthesis through the integration of Islamic concepts with real-life contexts. Additionally, institutional support, such as laboratory facilities and technology training, strengthens the teacher’s creative teaching practices. Bandura’s observational learning theory is evident in the modeling of teacher creativity, where students adopt innovative behaviors through observation, retention, and reproduction. Students’ self-efficacy increases through participatory methods like Numbered Heads Together and interactive discussions.
INTERNALISASI NILAI-NILAI PENDIDIKAN KARAKTER DALAM FILM ANIMASI NUSSA DAN RARA PADA PENDIDIKAN ANAK USAI DINI Zulfa Khairati; Gusnarib; Hikmatur Rahmah
Ana' Bulava: Jurnal Pendidikan Anak Vol. 6 No. 2 (2025)
Publisher : Program Studi Pendidikan Anak Usia Dini (PIAUD), Instutut Agama Islam Negeri (IAIN) Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/abulava.Vol6.Iss2.215

Abstract

Studi penelitian ini dilatar belakangi pilihan konten dalam media elektronik memiliki dampak signifikan pada perkembangan moral dan karakter anak. Film animasi Nussa dan Rara hadir sebagai respons terhadap kebutuhan akan konten edukatif yang menghibur dan memberikan nilai-nilai positif. Dirancang sesuai dengan pemahaman psikologi anak, animasi ini menjadi instrumen efektif dalam pendidikan karakter anak usia dini. Pendidikan karakter pada anak usia dini sangat penting karena pada masa ini anak mengalami perkembangan yang signifikan yang akan mempengaruhi kehidupannya di masa depan. Jenis penelitian yang digunakan dalam penelitian ini yakni kepustakaan dengan metode analisis isi. Peneliti menganalisis lima episode dari Nussa dan Rara: Episode Eksperimen, Episode Toleransi, Episode Tetanggaku Hebat, Episode Marah Nih, dan Episode Ayo Olahraga. Hasil yang diperoleh dalam penelitian bahwa film animasi Nussa dan Rara menggunakan elemen visual dan audio untuk menyampaikan nilai-nilai karakter sesuai teori Kerucut Pengalaman Edgar Dale Dale yang menekankan pentingnya pengalaman langsung dan nyata dalam proses pembelajaran. Sepuluh nilai karakter yang diidentifikasi meliputi religius, jujur, disiplin, toleransi, rasa ingin tahu, bersahabat/komunikatif, kerja keras, peduli lingkungan, peduli sosial, dan tanggung jawab. Konsep internalisasi nilai-nilai tersebut menggunakan enam metode: pembiasaan dan keteladanan, cerita dan diskusi, kegiatan budaya dan sosial, bermain dan proyek, rutinitas harian, serta penghargaan dan konsekuensi.
A Conceptual Analysis of the Interconnection between Neuroscience and Spirituality in Islamic Religious Education Qurrata A’yun; Hamka; Gusnarib
Journal of Contemporary Islamic Education Vol. 6 No. 1 (2026): Journal of Contemporary Islamic Education
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

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Abstract

The 21st century is marked by a moral crisis, technological disruption, and the fragmentation of meaning that challenge Indonesian education towards the Golden Generation of 2045; Islamic Religious Education needs to integrate scientific rationality and transcendental spirituality based on neuroscience and spirituality. This study aims to conceptually and comparatively analyze scientific findings related to the relationship between neuroscience and spirituality and its relevance in Islamic Religious Education learning, as well as to formulate theoretical contributions for the development of an integrative paradigm. This study uses a qualitative approach with a conceptual A Conceptual Analysis-based literature study. The data sources come from reputable journal articles, academic books, and relevant research results published in the last ten years. The data collection technique was carried out through documentation and scientific database searches, while data analysis used content analysis and thematic synthesis techniques. Data validity was maintained through source triangulation and referential credibility tests. The results of the study indicate that the integration of neuroscience and spirituality strengthens the understanding of the mechanisms of religious consciousness formation, empathy, and emotional regulation in learning. Conceptually, this interconnection encourages the transformation of Islamic Religious Education towards a holistic-inclusive approach based on brain development and spiritual experience. The implications affirm the theoretical contribution to the development of an integrative paradigm as well as the practical contribution to a more reflective, humanistic, and transformative learning design.
Co-Authors Ahmad Syahid Arief Sah, Moh. Hamka Hikmatur Rahmah Nur Intan Qurrata A’yun Zulfa Khairati