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All Journal JIP: Jurnal Ilmiah PGMI Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Dirasah: Jurnal Pendidikan Islam
Erdiyanti
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Religion Education

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Literature Review: Ibnu Khaldun Philosophy of Islamic Education an Integrative Framework for Contemporary Pedagogy Erdiyanti; Dirman
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12283

Abstract

Ibn Khaldun’s philosophy of Islamic education presents a comprehensive and integrative perspective that remains deeply relevant to modern pedagogical discourse. This study aims to explore and synthesize Ibn Khaldun’s core educational concepts tarbiyah (development), ta‘līm (instruction), and ta’dīb (ethical cultivation) as a potential framework for addressing contemporary challenges in Islamic education. Using a qualitative approach through a systematic literature review (SLR), the study analyzed nine scholarly articles published between 2021 and 2025. The findings reveal that Ibn Khaldun emphasized the holistic development of learners, not only intellectually but also morally and spiritually, with the goal of producing the insān kāmil (complete human being). His vision of education integrates rational knowledge with divine revelation and aligns with current educational needs such as ethical grounding, learner-centered models, and value-based curriculum design. The discussion highlights that applying Ibn Khaldun’s philosophy to today’s educational systems can offer innovative, ethically rooted, and context-sensitive solutions. This review concludes that his educational framework is highly applicable to shaping future-oriented, morally responsible Islamic pedagogy.
The Effect of Jigsaw Learning Method on Improving Students' Religious Education Learning Outcomes: A Meta-Analysis Dirman; Boy, La; Erdiyanti; Raehang
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 18 Nomor 2 2025
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv18i2.12136

Abstract

This study investigates the effectiveness of the Jigsaw-type cooperative learning model in improving Islamic Religious Education (PAI) learning outcomes through a meta-analysis of 13 quantitative studies published between 2011 and 2025. The studies employed various experimental designs, and the analysis used effect size measurements based on Cohen’s d and N-Gain. Results indicate significant improvements in learning outcomes and student motivation, with effect sizes ranging from 0.51 to 1.132—interpreted as moderate to very strong effects. The highest impact was recorded by Aziz et al.’s (2024), while Rahmiati et al.’s (2022) showed moderate gains. Correlational studies and surveys also reported consistent positive effects on students’ cognitive and affective aspects. These findings reinforce the relevance of the Jigsaw model as an effective pedagogical strategy in PAI instruction across education levels. The study recommends broader adoption of this model in the PAI curriculum and emphasizes the need for enhanced teacher training to ensure successful implementation.
An Evaluation Study of the Merdeka Curriculum Lesson Plan in Islamic Elementary School Erdiyanti; Kharis Sulaiman Hasri; Ahmad Hilmi; Yeni Wulandari
JIP Jurnal Ilmiah PGMI Vol 11 No 2 (2025): JIP (Jurnal Ilmiah PGMI)
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jip.v11i2.31373

Abstract

Many experts have conducted studies on lesson plans, but research evaluating the Merdeka Curriculum lesson plan using Stake theory is still limited. This study examined teachers’ understanding of the Merdeka Curriculum lesson plan, the process of developing it, and the teaching module documents they created. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation at State Islamic Elementary School (MIN) 2 Konawe Selatan. The participants consisted of two teachers and one principal. Data validity was tested using time and technique triangulation. Data analysis techniques followed the Miles and Huberman procedure, which consists of three stages: data reduction, data presentation, and conclusion drawing. The results showed that teachers have a deep understanding of the Merdeka Curriculum. They used the ATM (Observe, Imitate, Modify) approach in creating lesson plans and adapting them to the local context. However, improvements were still needed in the use of technology and learning media. Most of the prepared learning module documents met the established standards, although some components still need improvement. The implications of this study highlight the importance of teacher training and competency development, as well as educational policies that support the use of technology in lesson planning. These findings provide valuable insights for improving the quality of education in Indonesia, particularly in the implementation of the Merdeka Curriculum.
Co-Authors Ahmad Hilmi boy, la Dirman Kharis Sulaiman Hasri Raehang Yeni Wulandari