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Application of Islamic Educational Philosophy in Holistic and Contextual Curriculum Design: An Integrative and Humanistic Approach Asykur, Muamar; Hidayat, Muhammad Taufiqul; Fauza, Zhalfa Luthfi; Oktianto, Dwi Cahya
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.1087

This article discusses how Islamic educational philosophy can be the foundation for designing a holistic and contextual curriculum through an integrative and humanistic approach. In facing the challenges of contemporary education that tends to be fragmented and oriented solely to academic achievement, this approach offers a comprehensive solution by touching on all dimensions of students' humanity, spiritual, intellectual, emotional, and social. This study uses a descriptive qualitative research method based on literature studies, by reviewing relevant scientific literature in the last five years. The results of the study show that Islamic educational philosophy through ontological, epistemological, and axiological foundations places students as active subjects in the educational process that unites faith, knowledge, and charity. The holistic curriculum is designed to develop the potential of students as a whole, while the contextual curriculum links learning to the reality of life. The integrative approach avoids the dichotomy between religious knowledge and general knowledge, while the humanistic approach encourages recognition of the dignity and unique potential of each student. The implications of designing a curriculum based on this philosophy are seen in the learning pattern, the role of the teacher as a murabbi, and the evaluation model that touches on the affective and spiritual aspects. However, its implementation still faces challenges, such as limited teacher competency, inflexible curriculum structure, and lack of supporting facilities. Therefore, synergy is needed between policy makers, educators, and the community to realize Islamic education that is holistic, contextual, and meaningful spiritually and socially.

Pendampingan Pembelajaran Bahasa Inggris Melalui Komunitas Bahasa Inggris di Benteng Rotterdam Makassar Rosmayanti, Vivit; Sujarwo, Sujarwo; Sabir, Muhammad; Asykur, Muamar
Journal of Career Development Vol 1, No 2 (2023): Journal Of Career Development
Publisher : Career Development Center Division at Amkop Business School

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37531/jcd.v1i2.187

Kegiatan pengabdian ini bertujuan untuk meningkatkan kemampuan berbahasa Inggris masyarakat melalui komunitas belajar yang aktif dan interaktif di kawasan wisata sejarah Benteng Rotterdam Makassar. Kawasan ini dikenal sebagai destinasi wisata yang banyak dikunjungi oleh wisatawan asing, sehingga kemampuan komunikasi berbahasa Inggris menjadi sangat penting, khususnya bagi masyarakat yang terlibat dalam sektor informal seperti pemandu wisata, pedagang, dan relawan budaya. Metode yang digunakan adalah pendampingan dan pelatihan berbasis komunitas dengan pendekatan partisipatif. Tim pengabdian, yang terdiri dari dosen dan mahasiswa, menyelenggarakan sesi pembelajaran yang difokuskan pada percakapan praktis, pengenalan kosakata sehari-hari, serta simulasi interaksi dengan wisatawan. Hasil kegiatan menunjukkan peningkatan antusiasme dan kemampuan dasar komunikasi peserta dalam menggunakan bahasa Inggris. Komunitas Bahasa Inggris ini juga menjadi wadah belajar berkelanjutan dengan sistem peer learning dan praktik langsung di lingkungan wisata. Kegiatan ini tidak hanya memberikan manfaat linguistik, tetapi juga memperkuat peran masyarakat dalam mendukung pariwisata berkelanjutan. Pengabdian ini diharapkan menjadi model replikasi di kawasan wisata lain di Sulawesi Selatan.Kata kunci: pendampingan, bahasa Inggris, komunitas, pariwisata, Benteng Rotterdam

Penyuluhan pada Taman Pendidikan Al-Qur’an (TPA) sebagai Upaya Meningkatkan Kepedulian Anak terhadap Pentingnya Minat Baca di Kota Makassar Amir, Arfenty; Suhardianto, Suhardianto; Rudia, Sitti Nasrawaty; Asykur, Muamar
Journal of Career Development Vol 2, No 2 (2024): Journal Of Career Development
Publisher : Career Development Center Division at Amkop Business School

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37531/jcd.v2i2.188

Kegiatan pengabdian ini bertujuan untuk menumbuhkan kepedulian dan meningkatkan minat baca anak-anak usia dini melalui penyuluhan yang dilaksanakan di Taman Pendidikan Al-Qur’an (TPA) di Kota Makassar. Rendahnya minat baca anak menjadi perhatian penting dalam pembangunan karakter dan kualitas generasi penerus, terlebih di era digital yang semakin menggiring anak ke konsumsi hiburan visual. Penyuluhan ini mengintegrasikan pendekatan edukatif dan religius dengan menggunakan metode bercerita, membaca bersama, serta diskusi interaktif. Tim pelaksana, yang terdiri dari dosen dan mahasiswa, merancang sesi edukatif yang menyenangkan dan sesuai usia anak, dengan melibatkan tokoh cerita Islami dan bacaan anak berbasis nilai-nilai moral. Hasil kegiatan menunjukkan adanya peningkatan antusiasme anak terhadap kegiatan membaca serta pemahaman mereka akan pentingnya membaca dalam kehidupan sehari-hari. Selain itu, guru-guru TPA menyatakan komitmen untuk terus mengembangkan literasi di lingkungan pengajaran mereka. Kegiatan ini menjadi langkah awal untuk menginternalisasi budaya membaca pada anak sejak dini serta membangun sinergi antara pendidikan agama dan literasi dasar.Kata kunci: minat baca, penyuluhan, literasi anak, TPA, Kota Makassar

Mapping Curriculum Models in Contemporary Islamic Education: Comparative Analysis, Advantages and Implementation Challenges Asykur, Muamar; M, Ratna; Hanna, Hanna
International Journal on Advanced Science, Education, and Religion Vol 7 No 2 (2024): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v7i2.626

Islamic education historically has had an existence and role in developing individuals who are physically and spiritually perfect. However, when looking at the implementation of Islamic education in institutional systems and educational systems, sometimes there are problems that hinder the education system from achieving its goals. Internal problems include the fact that, although Islamic education has been formally and theoretically evaluated, it has provided benefits to students who have fairly good intellectual abilities. However, students cannot automatically apply mastery of the cognitive domain in their actions or deeds. A qualitative approach will be used in this research through literature study, in-depth interviews with experts and practitioners, observations at Islamic educational institutions, as well as case studies at several institutions that implement different curriculum models. Research Results Show By considering the challenges facing Islamic education, the curriculum must be designed to share knowledge and values, not only quantitative knowledge, but also to produce quality output that is resistant to developments over time. Quality education is defined as education that is able to develop the potential of the education system and components in a way that is not only in quantity but also capable of producing output that is resistant to developments over time.

Reconstruction of Islamic Religious Education Curriculum Responsive to Gender and Religious Moderation Asykur, Muamar; Usman, Abdurrahim Supardi; Nurliana, Nurliana; Sari, Lilis Permata; Nurmiani, Nurmiani
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.1086

his study examines the reconstruction of the Islamic Education Curriculum (PAI) in Indonesia with a focus on gender responsiveness and religious moderation. Amidst increasing identity-based polarization and gender-based discrimination, there is a growing urgency for an inclusive and transformative educational framework. This study uses a qualitative-empirical method using literature studies, curriculum analysis, and interviews with PAI educators. The research findings reveal that the curriculum is still heavily biased towards doctrinal teaching with limited space for gender equality and pluralist discourse. This study proposes a conceptual model that integrates gender-sensitive pedagogy and wasathiyah (moderation) values rooted in the principles of the Qur'an and national education goals. This reconstruction aims to foster critical awareness, tolerance, and social justice values in students. The implications of this study support the revision of the national curriculum content, teacher training modules, and the development of inclusive learning models in PAI.

Application of Islamic Educational Philosophy in Holistic and Contextual Curriculum Design: An Integrative and Humanistic Approach Asykur, Muamar; Hidayat, Muhammad Taufiqul; Fauza, Zhalfa Luthfi; Oktianto, Dwi Cahya
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.1087

This article discusses how Islamic educational philosophy can be the foundation for designing a holistic and contextual curriculum through an integrative and humanistic approach. In facing the challenges of contemporary education that tends to be fragmented and oriented solely to academic achievement, this approach offers a comprehensive solution by touching on all dimensions of students' humanity, spiritual, intellectual, emotional, and social. This study uses a descriptive qualitative research method based on literature studies, by reviewing relevant scientific literature in the last five years. The results of the study show that Islamic educational philosophy through ontological, epistemological, and axiological foundations places students as active subjects in the educational process that unites faith, knowledge, and charity. The holistic curriculum is designed to develop the potential of students as a whole, while the contextual curriculum links learning to the reality of life. The integrative approach avoids the dichotomy between religious knowledge and general knowledge, while the humanistic approach encourages recognition of the dignity and unique potential of each student. The implications of designing a curriculum based on this philosophy are seen in the learning pattern, the role of the teacher as a murabbi, and the evaluation model that touches on the affective and spiritual aspects. However, its implementation still faces challenges, such as limited teacher competency, inflexible curriculum structure, and lack of supporting facilities. Therefore, synergy is needed between policy makers, educators, and the community to realize Islamic education that is holistic, contextual, and meaningful spiritually and socially.

Reconstruction of Islamic Religious Education Curriculum Responsive to Gender and Religious Moderation Asykur, Muamar; Usman, Abdurrahim Supardi; Nurliana, Nurliana; Sari, Lilis Permata; Nurmiani, Nurmiani
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.1086

his study examines the reconstruction of the Islamic Education Curriculum (PAI) in Indonesia with a focus on gender responsiveness and religious moderation. Amidst increasing identity-based polarization and gender-based discrimination, there is a growing urgency for an inclusive and transformative educational framework. This study uses a qualitative-empirical method using literature studies, curriculum analysis, and interviews with PAI educators. The research findings reveal that the curriculum is still heavily biased towards doctrinal teaching with limited space for gender equality and pluralist discourse. This study proposes a conceptual model that integrates gender-sensitive pedagogy and wasathiyah (moderation) values rooted in the principles of the Qur'an and national education goals. This reconstruction aims to foster critical awareness, tolerance, and social justice values in students. The implications of this study support the revision of the national curriculum content, teacher training modules, and the development of inclusive learning models in PAI.

Application of Islamic Educational Philosophy in Holistic and Contextual Curriculum Design: An Integrative and Humanistic Approach Asykur, Muamar; Hidayat, Muhammad Taufiqul; Fauza, Zhalfa Luthfi; Oktianto, Dwi Cahya
International Journal on Advanced Science, Education, and Religion Vol 8 No 2 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i2.1087

This article discusses how Islamic educational philosophy can be the foundation for designing a holistic and contextual curriculum through an integrative and humanistic approach. In facing the challenges of contemporary education that tends to be fragmented and oriented solely to academic achievement, this approach offers a comprehensive solution by touching on all dimensions of students' humanity, spiritual, intellectual, emotional, and social. This study uses a descriptive qualitative research method based on literature studies, by reviewing relevant scientific literature in the last five years. The results of the study show that Islamic educational philosophy through ontological, epistemological, and axiological foundations places students as active subjects in the educational process that unites faith, knowledge, and charity. The holistic curriculum is designed to develop the potential of students as a whole, while the contextual curriculum links learning to the reality of life. The integrative approach avoids the dichotomy between religious knowledge and general knowledge, while the humanistic approach encourages recognition of the dignity and unique potential of each student. The implications of designing a curriculum based on this philosophy are seen in the learning pattern, the role of the teacher as a murabbi, and the evaluation model that touches on the affective and spiritual aspects. However, its implementation still faces challenges, such as limited teacher competency, inflexible curriculum structure, and lack of supporting facilities. Therefore, synergy is needed between policy makers, educators, and the community to realize Islamic education that is holistic, contextual, and meaningful spiritually and socially.

IMPROVING LITERACY SKILLS THROUGH STRENGTHENING THE QUALITY OF SCHOOL-BASED EDUCATION Asykur, Muamar; Mirwan, Mirwan; Halik, Sampara
PEDAGOGIK : JURNAL PENDIDIKAN Vol 9, No 2 (2022)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v9i2.3874

The problem of literacy is one of the problems that must receive special attention from the people of Indonesia. This is because, in the last few decades, the competitiveness of Indonesian people has tended to be less competitive, one of which is due to the crisis of literacy culture. This literacy culture crisis is often related to quality in an educational institution. Thus, this study aims to understand strategies to improve the literacy skills through strengthening the quality of school-based education. This research uses a qualitative approach with a case study type. The data in the study were obtained through observation, interviews and documentation techniques. The data is then analyzed using the Miles and Huberman data analysis technique which consists of data reduction, data display, and verification. The results of the study show that quality improvement oriented towards achieving literacy skills in students is carried out by; 1) reward and punishment for students, 2) teacher competence development, 3) learning orientation based on learning processes and outcomes, 4) teacher mastery of technological media, and 5) library visits.

Increasing Teacher Professionalism Through Change Management in Madrasah: Kurt Lewin's Perspective Mahmud, Muchammad Eka; Baharun, Hasan; Asykur, Muamar; Rochmatin, Zulfa
Southeast Asian Journal of Islamic Education Vol 5 No 1 (2022): Southeast Asian Journal of Islamic Education, December 2022
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v5i1.5330

This paper describes the efforts of Madrasah Ibtidaiyah in increasing teacher professionalism in the digital era through the Kurt Lewin model of change management. A digital era is a form of change, and for this reason, teachers who can also adapt to existing changes are needed. One of the competencies that must be possessed by the teachers is the ability to use ICT. Lewin's change management model identified three stages toward change: unfreeze, change, and refreeze. The analogy of these stages is the process of ice blocks to be reformed as desired; it needs to be melted first (unfreeze), then put into molds according to the desired shape (change) and refrozen (refreeze) into different blocks. The researcher conducted interviews with several informants at MI Mambaul Ulum to obtain valid and accountable data using a purposive sampling technique. Data analysis was carried out through data collection, data condensation, data display, and data verification/conclusion.The research results obtained are first, the forms of the unfreeze stages at MI Mambaul Ulum, namely needs analysis, implementing EDM and RKAM, comparative studies and forming the structure of the madrasah. Second, the forms of the change stages at MI Mambaul Ulum are providing opportunities for further study, training, preparation learning tools, micro and peer teaching, MoU, and curriculum change. Third, the forms of refreeze at MI Mambaul Ulum are a culture of quality, supervision and giving rewards and punishments. With this change management, it is expected that teachers at MI Mambaul Ulum can achieve indicators of teacher professionalism in the digital era.

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