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All Journal TAZKIYA JOURNAL OF PSYCHOLOGY J-PAI: Jurnal Pendidikan Agama Islam Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Pratiwi, Risa
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Economics, Econometrics & Finance Education Environmental Science Public Health Social Sciences

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Ketangguhan mental siswa sma negeri atlet ragunan jakarta Pratiwi, Risa; Lutfi, Ikhwan
‎‎‎TAZKIYA: Journal of Psychology Vol 2, No 2 (2014): TAZKIYA Journal of Psychology
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (511.655 KB) | DOI: 10.15408/tazkiya.v2i2.10774

Abstract

Ketangguhan mental sebagai kesanggupan untuk bertahan dan mengatasi segala hambatan, kesulitan, atau tekanan serta tetap konsentrasi untuk bertanding menjadi hal yang sangat penting bagi atlet. Penelitian ini bertujuan untuk menguji pengaruh motivasi, strategi coping dan optimisme terhadap ketangguhan mental. Uji multiple regresi dilakukan dengan data 210 orang siswa sekolah atlet membuktikan bahwa secara bersama-sama ketiga variable memiliki pengaruh yang signifikan. Dimensi independen variable, yang memiliki pengaruh signifikan adalah berfikir positif dan harapan
Diseminasi Filsafat Pendidikan Islam Berdasarkan Pengalaman Praktis di Indonesia pada Forum Internasional di KIDU Malaysia Fahri Hidayat; Binti Khairuddin, Haniza; Sumarto, Sumarto; Syafryadin, Syafryadin; Yahya, Slamet; Pratiwi, Risa
KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 4 No 4 (2025): November
Publisher : PELITA NUSA TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60004/komunita.v4i4.332

Abstract

Malaysia is one of the countries with the largest Muslim population in Southeast Asia after Indonesia. Kedah, often referred to as the “Serambi Makkah,” has a strong tradition of Islamic education. However, modernization requires institutions such as Kolej Islam Darul Ulum (KIDU) to renew their curricula to stay relevant to contemporary scientific development. The main challenge faced by the partner institution is designing an integrated curriculum that connects Qur’anic sciences with modern disciplines. Indonesia has extensive experience in knowledge integration through conceptual frameworks and institutional practices. This dissemination program aims to provide academic insights on democracy, the philosophical framework of Islamic education, and integrated curriculum development relevant to KIDU’s needs. The method used is collaborative and participatory through academic lectures, dialogic forums, and institutional exchange. The program began with the signing of a Memorandum of Understanding (MoU) between the Postgraduate School of UIN Prof. K.H. Saifuddin Zuhri (UIN SAIZU) and KIDU as a basis for strengthening the tridharma collaboration. KIDU presented its current academic policy through the development of an integrated curriculum based on a scientific exegesis of Juz 30. The presenter delivered three key themes: democracy and Islamic education in post-reform Indonesia, integrative curriculum characteristics, and the religious-nationalist orientation of Indonesian Islamic education. The results show strategic contributions to institutional capacity building, academic networking, and collaborative research prospects. The program implies the applicability of integrative models and the sustainability of transnational academic dialogue. In conclusion, this dissemination successfully created an exchange platform for developing modern Islamic curricula in Southeast Asia.
Bridging East and West: A Comparative Study of Pragmatism of Ibn Khaldun and John Dewey in the Philosophy of Education Pratiwi, Risa; Hidayat, Fahri; Siswadi, Siswadi
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 1 Juli-Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i1.37893

Abstract

This study is motivated by contemporary challenges in adaptive and context responsive Islamic Education. This research aims to analyze and compare the educational philosophies of John Dewey and Ibn Khaldun as a basis for developing such a model. Although John Dewey and Ibn Khaldun both emphasize that knowledge must have practical implications and be based on real experiences, research linking their ideas in the context of contemporary Islamic education reform remains limited. Therefore, a comparative analysis is needed to provide a conceptual basis for the renewal of Islamic education in the modern era. This study uses a qualitative approach with a comparative study of the two figures and relevant academic literature. The results of the analysis show that Dewey and Ibn Khaldun have major conceptual similarities, both criticize purely theoretical education and emphasize experiential and practice-based learning as the foundation of meaningful education. Dewey viewed education as a means of continuous social reconstruction as well as a way to shape democratic citizens. Meanwhile, Ibn Khaldun sees education as the foundation for moral formation, social welfare, and the advancement of civilization. The fundamental difference between the two lies in their philosophical foundations. Dewey's thinking is built on secular rationalism and democratic values, while Ibn Khaldun's ideas stem from Islamic moral and spiritual values. The integration of their two schools of thought provides a new framework for the development of an Islamic education paradigm that is pragmatic, contextual, and oriented towards social change. This research also enriches the discourse on Islamic education by connecting the ethical-spiritual dimensions and the practical needs of today's society.
Co-Authors Binti Khairuddin, Haniza Fahri Hidayat Hidayat, Fahri Lutfi, Ikhwan Siswadi Siswadi Sumarto Sumarto Syafryadin, Syafryadin Yahya, Slamet