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All Journal RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Diglosia TOTOBUANG Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan JURNAL EDUCATION AND DEVELOPMENT SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya IJELR: International Journal of Education, Language, and Religion Ed-Humanistics : Jurnal Ilmu Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Ilmiah Wahana Pendidikan Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia STLISTIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains International Journal of Education, Vocational and Social Science JIEP : Journal of Islamic Education and Pesantren
Haris Supratno
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Adab as an Epistemological Paradigm in Islamic Education: Reexamining KH. Hasyim Asy’ari’s Thought in Adab al Alim wa al-Muta‘allim Umu Kurnia Nurhidayah; Haris Supratno
Journal Of Islamic Education And Pesantren Vol 3 No 2 (2023): Journal of Islamic Education and Pesantren
Publisher : Program Studi Magister Pendidikan Agama Islam Universitas Hasyim Asy’ari Tebuireng Jombang m Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/jiep.v3i2.11540

Abstract

This study examines the concept of adab as an epistemological paradigm in Islamic education through a reexamination of the educational thought of KH. Hasyim Asy'ari in the classical work Adab al-‘Ālim wa al-Muta‘allim. The research departs from the assumption that adab in Islamic intellectual tradition is not merely a moral guideline regulating the behavior of teachers and students, but also constitutes a foundational principle that shapes the process of knowledge acquisition and the ethical orientation of learning. This study employs a qualitative library research approach using content analysis to explore the epistemological structure of adab in the text. The findings indicate that the paradigm of adab in KH. Hasyim Asy’ari’s educational thought is constructed through several interrelated dimensions: the purification of intention (niyyah) in seeking knowledge, ethical relationships between teachers and students, discipline in the learning process, and moral responsibility in the use of knowledge. These dimensions demonstrate that knowledge in Islamic education is inseparable from ethical formation and spiritual awareness. The study concludes that adab functions as an epistemological foundation that integrates intellectual development with moral cultivation, thereby offering a holistic framework for contemporary Islamic education.
Literature Study: Teachers' Perceptions of Policy Analysis of Deep Learning Strategies in Improving Learners' Critical Thinking Kamelia Musaad; Kaniati Amalia; Ayu Wulandari; Muffarihul Hazin; Haris Supratno
International Journal of Education, Language, and Religion Vol 7, No 2a (2025): Special Issue: Current Challenges and Opportunities of Indonesia's Educational
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i3.13337

Abstract

The rapid development of information and communication technology has driven a transformation in the educational paradigm, one of which is through the implementation of deep learning-based learning strategies. Deep learning not only increases the effectiveness of the learning process, but also has great potential in developing students' critical thinking skills, which are key competencies in facing the challenges of the 21st century. However, the successful implementation of this strategy is greatly influenced by teachers' perceptions and attitudes towards the innovation. This literature study aims to examine in depth teachers' perceptions of deep learning policy and strategy implementation, the factors that influence these perceptions, and the implications for developing learners' critical thinking skills. The analysis shows that teachers' positive perceptions, supported by adequate training, adequate facilities, and systematic support, can improve the readiness and effectiveness of implementing deep learning strategies in learning. In contrast, negative perceptions and resistance to change are the main obstacles that need to be overcome through comprehensive interventions. The results of this study emphasize the importance of paying attention to perceptual aspects and supporting factors in order to increase the success of technology-based pedagogical innovations
Co-Authors Alfian Setya Nugraha Ali Muqoddas Anas Ahmadi Anas Ahmadi Askoning Asmaliyatus Sholichah AYU WULANDARI Bambang Yulianto Darni Darni Fitri Nurul Afni Hanifuddin Heppy Lismayanti Himmatur Rofi'ah Idawati, Khoirotul Isroyati Kamelia Musaad Kamidjan Kamidjan Kaniati Amalia Kiki Putri Novela Kisyani, Kisyani M. Bambang Edi Siswanto M.Bambang EdiSiswanto Mangera, Elisabet Methya Khairunnisa Manikam Mintowati Mintowati, Mintowati Mufarrihul Hazin Muffarihul Hazin Mulyono Mulyono Noor Komari Pratiwi Parmin Parmin Prihatin, yulianah Raharjo, Resdianto Permata Rahmah, Ulfa Khoiratul Rahmawatin Khasanah Ramadani Khusnul Khotimah1 Ria Kamilah Agustina Roni Subhan Setya Yuwana Sri Wahyuni Subandiyah, Heny Sunarno Sunarno Suroto, Avifah Nur Rizky Syamsul Sodiq Tengsoe Tjahjono TIYAS, AFRISKA HERNANING Udhulul Jannati Said Ummul Khoiroh Umu Kurnia Nurhidayah