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All Journal Studia Quranika Kuttab: Jurnal Ilmu Pendidikan Islam Jurnal al-Murabbi Akademika Jurnal Paradigma Munaddhomah: Jurnal Manajemen Pendidikan Islam Jurnal Pengabdian Multidisiplin Chalim Journal of Teaching and Learning Jurnal Pendidikan Islam Academicus Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Andragogi Jurnal Pendidikan dan Pembelajaran Interdisciplinary Journal of Social Sciences
Mumtahana, Lusia
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Jurnal Paradigma

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The Integration of Democratic Values in Learning from an Islamic Education Perspective Mumtahana, Lusia; Madkan, Madkan
Jurnal Paradigma Vol 16 No 2 (2024): November
Publisher : STAI MA'ARIF MAGETAN, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53961/paradigma.v16i2.229

Abstract

This article aims to analyze and describe democratic values in learning from the perspective of Islamic education. The study employs a qualitative method with a library research approach. The findings reveal that implementing democracy in the learning process is crucial, especially because students come from diverse backgrounds. Before teaching, educators must understand the characteristics of each student to select appropriate methods for effective instruction. Applying democratic principles in teaching, such as openness, encourages students to be more active, creative, and collaborative, thereby facilitating the achievement of educational goals. To realize democratic learning, several approaches can be implemented: an individual approach, tailored to the specific needs of each student; a group approach, emphasizing collaboration; an experiential approach, grounded in direct practice; a habitual approach, to consistently instill positive values; and an emotional approach, fostering harmonious relationships between teachers and students. By integrating democratic values into the learning process, Islamic education can become more inclusive, relevant, and adaptive to the needs of students.
Co-Authors Ahadiyah, Wahyuni Ali Nasith Arif Mansyuri Aryanto, Sherif Juniar Budiantoro Fialriyadi, Mohammad Elnakep, Mohamed Fathurrahman Fathurrahman Hartanti, Olivia Febrian Ikmal, Hepi Kirana, Asmidhea Vienanusa M. Ali Haidar, M. Ali Madkan, Madkan Muh. Makhrus Ali Ridho Muhammad Anas Ma`arif, Muhammad Anas Pratiwi Viyanti Salman Zahidi Sari, Ayu Afita Siti Suwaibatul Aslamiyah, Siti Suwaibatul Sunarno Sunarno Trista Febbrianti Yada, Kholifatin Maha