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All Journal INFERENSI Edukasi Islami: Jurnal Pendidikan Islam IJoASER (International Journal on Advanced Science, Education, and Religion) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Journal of English Language Teaching and Learning (JETLE) As Sibyan : Jurnal Kajian Kritis Pendidikan Islam dan Manajemen Pendidikan Dasar Journal of Instructional and Development Researches Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Kutubkhanah Jurnal Penelitian Sosial Keagamaan Jurnal Al-Qiyam Jurnal Tana Mana Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Mauriduna: Journal of Islamic Studies
Ruwandi, Ruwandi
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Dinamika Keimanan dan Ketakwaan dalam Kegiatan Keislaman di SMA Negeri 1 Getasan Perspektif Pembelajaran Mendalam Tsania, Farida Inayati; Kamala, Shinta Shofa; Idham, Muhamad Adib Al; Ruwandi, Ruwandi
Journal of Instructional and Development Researches Vol. 5 No. 6 (2025): December
Publisher : Yayasan Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jider.v5i6.640

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan prinsip-prinsip deep learning dalam kegiatan keagamaan Jumat sebagai sarana penguatan nilai-nilai spiritual dan karakter peserta didik. Penelitian ini menggunakan metode kualitatif melalui observasi, wawancara, dan dokumentasi. Teknik analisis data dilakukan secara deskriptif kualitatif dengan menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa implementasi prinsip deep learning dalam program keagamaan Jumat berpotensi signifikan dalam membentuk peserta didik yang beriman, bertakwa, dan kompeten secara global. Kegiatan keagamaan ini merepresentasikan pembelajaran bermakna, kolaboratif, reflektif, dan berorientasi nilai sebagaimana dikemukakan oleh Fullan dalam kerangka deep learning. Melalui keterlibatan aktif siswa dalam proses perencanaan, pelaksanaan, dan refleksi, kegiatan ini berhasil menguatkan enam kompetensi global (6C), yaitu berpikir kritis, kreativitas, kolaborasi, komunikasi, karakter, dan kewargaan. Keberhasilan penerapan deep learning dalam konteks keagamaan dipengaruhi oleh faktor internal, seperti peran guru sebagai fasilitator dan co-learner yang membangun kemitraan belajar yang egaliter serta budaya religius sekolah yang menumbuhkan keterlibatan aktif siswa, dan faktor eksternal, seperti dukungan kebijakan sekolah, partisipasi orang tua, serta kerja sama dengan lembaga keagamaan dan masyarakat yang memperkuat ekosistem pembelajaran kondusif. Temuan ini sejalan dengan teori Fullan yang menegaskan bahwa keberhasilan deep learning ditentukan oleh keterpaduan antara kemitraan, pedagogi, dan lingkungan belajar yang mendukung.
ISLAMIC EDUCATION IN THE DIGITAL ERA: AN INTEGRATIVE CONCEPTUAL STUDY OF THE TECH–TOUCH–TEACH PARADIGM Intania, Naila; Ruwandi, Ruwandi; Saerozi, Saerozi
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9627

Abstract

The rapid digital transformation of education presents both opportunities and challenges for Islamic Religious Education (IRE). While technological integration expands access and pedagogical innovation, it also risks ethical disorientation and spiritual detachment if not grounded in Islamic educational philosophy. This study aims to develop an integrative conceptual framework for reconstructing IRE in the digital era through the Tech–Touch–Teach model. Employing a qualitative library research design, this study analyzes classical Islamic educational thought and contemporary digital pedagogy literature to formulate a tauhidic integrative approach. The findings indicate that effective digital transformation in Islamic education must operate dialectically rather than additively: Tech expands epistemic possibilities, Touch ensures spiritual-humanistic depth, and Teach provides pedagogical intentionality. The synthesis of these three dimensions generates a Humanistic-Transcendental Learning Model oriented toward the formation of insan kamil—individuals who are intellectually competent, spiritually grounded, and ethically responsible. The study contributes theoretically by articulating a normative framework that reconciles technological modernity with Islamic educational philosophy, moving beyond technocentric adaptation and traditionalist resistance. Practically, the model implies the need for ethical digital governance, spiritually grounded digital literacy, and holistic assessment systems that integrate cognitive, affective, and moral dimensions. Future empirical research is recommended to validate and operationalize this framework across diverse Islamic educational contexts.
Toward National Harmonization: A Dialogue Between Islamic Education and Multiculturalism in Indonesia Maftuh, Hasan; Saerozi, Muh; Ruwandi, Ruwandi; Zaman, Badrus; Surjanto, Ana Nurkhasanah
Mauriduna : Journal of Islamic Studies Vol. 7 No. 1 (2026): Mauriduna : Journal of Islamic Studies, February 2026
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/mauriduna.v7i1.154

Abstract

This research aimed to examine the synergy between Islamic education and multicultural values as a strategic instrument for achieving national harmonization in Indonesia. Indonesia is a pluralistic nation rich in ethnic, cultural, and religious diversity, yet historically vulnerable to horizontal conflicts. Utilizing a qualitative method with a phenomenological approach, this study explored into the collective experiences of educators and students. Data analysis was grounded based on Talcott Parsons’ Structural Functionalism theory (AGIL) and James A. Banks’ dimensions of multicultural education. The results indicated that the integration of Islamic education and multiculturalism functioned as an ideological framework that shaped and transformed dogmatic worldviews into inclusive-humanist perspectives. Dialogue strategies implemented through religious moderation and a curriculum repositioning that emphasized equality and prejudice reduction serve as the primary keys to mitigating potential conflict. This study concluded that Islamic education played a vital role as a pillar of social integration in preserving Pancasila values amidst global dynamics and the challenges of the millennial era.
Co-Authors Alfarizi, Abdul Khakim Ashfiyah, Siti Aziz, Rizky Maulana Badrus Zaman Fatchurrohman Fatchurrohman, Fatchurrohman Idham, Muhamad Adib Al Intania, Naila Kamala, Shinta Shofa Maftuh, Hasan Mashlihatul Umami, Mashlihatul Muchammad Zaidun Muh Saerozi Mustaidah, Mustaidah Nyarminingsih, Nyarminingsih Saerozi Saerozi, Saerozi Sidna, Nurilkaunaini Surjanto, Ana Nurkhasanah Tsania, Farida Inayati Winarsih, Nur