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All Journal SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Jurnal SOLMA Edukasi Islami: Jurnal Pendidikan Islam Jurnal PAI Raden Fatah Muaddib: Islamic Education Journal MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Pendidikan dan Teknologi Indonesia Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Edukasia: Jurnal Pendidikan dan Pembelajaran SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) Journal of Educational Sciences FENOMENA: Jurnal Penelitian Jurnal Konseling Pendidikan Islam Jurnal Pendidikan Islam
Zulhijra, Zulhijra
Unknown Affiliation
Religion Humanities Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Late Adolescent Development and Its Implications for Education Sari, Yeni Yeldia Nopita; Suryana, Ermis; Zulhijra, Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.52-63

Abstract

Late adolescence (ages 18-25 years) is a critical transitional phase toward adulthood, marked by maturity in physical, intellectual, emotional, social, moral, and religious dimensions, yet frequently challenged by emotional instability, declining learning motivation, and risks of moral degradation due to peer pressure and digital influences. This study aims to holistically examine late adolescent development and its implications for education within the Indonesian context.Employing a qualitative approach through systematic literature review, the study analyzes classical theories (Piaget, Erikson) and recent empirical research on biological maturation and Islamic religious education. Findings reveal that emotional maturity is a key factor in academic and social success, with Islamic religious education providing a moral framework for emotion regulation through values such as patience, empathy, and tawakal, thereby preventing aggression, depression, and juvenile delinquency.Educational implications include systemic reforms that promote adolescent autonomy via collaborative extracurricular programs, counseling, inclusive character education rooted in local culture, and active involvement of parents and teachers. The study concludes that a holistic Islamic religious education approach effectively optimizes the multidimensional potential of late adolescents, ensures successful transition to adulthood, and offers practical recommendations for educators and policymakers.
THE APPLICATION OF BEHAVIORISTIC THEORY AND ITS IMPLICATIONS IN ISLAMIC RELIGIOUS EDUCATION Ningtiyas, Adisty; Suryana, Ermis; Zulhijra, Zulhijra
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1372

Abstract

Islamic education requires an effective approach to shaping students' character and behavior, one of which is through behaviorist learning theory, which emphasizes the relationship between stimulus and response. Although widely used, the application of this theory in the context of Islamic Religious Education (PAI) still faces various challenges, such as a lack of student creativity and suboptimal reinforcement that supports positive behavioral change. This study aims to analyze the implications of behaviorist theory in Islamic Religious Education (PAI) learning and identify its advantages and disadvantages. The type of research is library research using content analysis techniques. Data were collected from written sources related to behaviorist theory and PAI learning, then analyzed systematically. The results show that behaviorist theory is effective in shaping student behavior and discipline, but tends to limit the space for creativity and innovation. The main obstacles include a lack of teacher motivation and adequate facilities. In conclusion, this theory is relevant for implementation, but needs to be combined with other approaches to make the learning process more enjoyable and sustainable.
Co-Authors Abdan Rahim Abdan Rahim, Abdan Agustin, Devy Agustin, Dewy Alimron, Alimron Almakki, M. Arsyad Anggraini, Stephanie Putri Asri Karolina, Asri ATIFA, SITI THATIYYAH Azzahra, Aliffia Putri Azzahra, Anisah Ermis Suryana Fani, Ayu Annur FIRDAUS BASUNI Firdaus, Aristophan Hartatiana Hartatiana Herlina Herlina Husna, Jami'atul Ilhami, Muhammad Wahyu Ismail Sukardi, Ismail Lestari, Septia Sri Malik Nurrohim Mardani Mardani Marlina Marlina Maryamah Maryamah Muyasaroh Muzaki Fathurrahman, M Nahrisyah, Nevy Ningtiyas, Adisty Özkan, Aisha Padli Padli Pratama, Irja Putra Prihatin, Nyimas Yunierti Putri, Raisya Alifiah ROMEINITA, ELFIRA Salsabilla, Sausanningtyas Aulia Sari, Khovifah Puspita Sari, Yeni Yeldia Nopita SEPTI WULANDARI Soraya, Nyayu Sugiarto, Seli Sya'adah, Fatihatus Syarifah Syarnubi, Syarnubi Ulstami, Annisa Wahyuni, Retno Tri Watawalaini, Ayu