Article Per Year (5 Year)
p-Index From 2021 - 2026
2.286
P-Index
This Author published in this journals
All Journal Jurnal Bunga Rampai Usia Emas Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam At-Tadzkir: Islamic Education Journal Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Jurnal Pendidikan Islam Attaqwa:Jurnal Ilmu Pendidikan Islam Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Andragogi Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Islam
Sholihah, Maidatus
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Education Management for Islamic Teacher in the Digital Era: Integrating Innovation and Child Development Needs Cholid, Nur; Usman, Fadly; Indri, Dwi Bhakti; Kassim, Azman Haji; Masrukhin, Nuur Halimatus Saadiah; Rahmat, Rahmat; Sholihah, Maidatus
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 1 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i1.2090

Abstract

The digital era has transformed the way children interact with the world, including in the context of early childhood education (ECE). This study examines the principles of sound early childhood education in the digital era, including the role of technology, social interaction, and the roles of educators and parents in supporting children's learning. Emphasis is placed on the importance of balancing technology use with the development of children's socio-emotional, cognitive, and motor skills. This study uses a quantitative descriptive approach utilizing the SAMR (Substitution, Augmentation, Modification, Redefinition) framework to evaluate technology integration in ECE learning in Mojokerto. Data were collected through a Likert-scale questionnaire from 55 ECE teachers and analyzed to determine the extent to which the implementation of technology supports learning transformation. This study also employed SEM-PLS to examine the respondents' answers and the relationships between variables. More respondents were needed for the SEM-PLS analysis because the study included more than three constructs. For the SEM PLS analysis, the sample consisted of 158 ECE teachers. The results indicate that, although challenges remain in the initial stages of substituting and redesigning learning, most teachers demonstrate a high acceptance of the use of innovative technology that supports child engagement. This study provides practical and conceptual insights for educators and policymakers in designing learning strategies that align with digital development and children’s developmental needs.
The Unity of Knowledge in the Perspective of Syed Muhammad Naquib al-Attas: An Epistemological Analysis of Islamic Education Sholihah, Maidatus; Sunanto; Afifuddin, Moch. Anang; Salik, Mohamad
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.252

Abstract

Contemporary Islamic education faces serious challenges due to the penetration of Western worldviews that have triggered secularization, fragmentation of knowledge, and degradation of manners in educational practices. This condition shows that the crisis in Islamic education is epistemological, not merely technical or curricular. This study aims to analyze Syed Muhammad Naquib al-Attas’s thoughts on the unity of knowledge in Islam by grounding epistemology in manners. This research uses a literature review method with a historical-philosophical approach, analyzing al-Attas’s major works and relevant secondary literature published in the last 10 years. The results of the study show that al-Attas interprets adab not merely as behavioral ethics but as an epistemological structure that organizes the relationship between the subject, the object, and the purpose of knowledge, while restoring the relationship between revelation and reason in education. His concept of the unity of knowledge is based on tawhid as an ontological and epistemological principle, thus rejecting the dichotomy between religious and secular knowledge. These findings confirm that al-Attas’ epistemology is applicable and relevant to the development of an integrative curriculum and value-based learning at the MI/SD level, particularly in the context of the Merdeka Curriculum.
Analisis Evaluasi Model Quantum Learning Dalam Pembelajaran Anak Inklusi Di Madrasah Ibtidaiyah: Evaluation Analysis of the Quantum Learning Model in Inclusive Education at Madrasah Ibtidaiyah Sholihah, Maidatus; Lailiyah, Siti
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1042

Abstract

The acceleration of inclusive education requires learning models and evaluation systems that are fair, adaptive, and responsive to students’ diverse needs, particularly children with special needs in Madrasah Ibtidaiyah (MI). Although Quantum Learning (QL) is widely recognized as a multisensory, learner-centered instructional model, existing studies have primarily focused on learning effectiveness while paying limited attention to adaptive, individualized evaluation in inclusive settings. This study aims to examine the characteristics of Quantum Learning in inclusive MI classrooms and to formulate an adaptive evaluation framework aligned with inclusive education principles and 21st-century learning demands. Using a literature review design with a conceptual content analysis approach, this study synthesizes reference books and reputable journal articles indexed in Scopus and SINTA, focusing on Quantum Learning, IEP-based inclusive assessment, differentiated assessment, and the Deep Learning paradigm. The findings reveal that while QL demonstrates strong pedagogical relevance for inclusive classrooms, it lacks a structured adaptive evaluation framework. Accordingly, this study proposes a Quantum Learning Adaptive Evaluation Framework that integrates QL pedagogy, inclusive assessment principles, and Deep Learning–based evaluation, emphasizing deep understanding and concept transfer. This framework highlights the importance of embedding evaluation within instructional design to enhance the quality of inclusive learning in MI.
Co-Authors Abd Ghani, Abd Rahman Afifuddin, Moch. Anang Akhmad Sirojuddin Alai, Ashimatul Ardianto Ardianto Ardianto Basir, Abd. Chatarina Umbul Wahyuni Fadly Usman Fajri, Nur Fatikh, M. Alfin Gunawan Heri Supriyanto Hussin, Hayati Indri, Dwi Bhakti Karoso, Subianto Kassim, Azman Haji Masrukhin, Nuur Halimatus Saadiah MIERRINA Mohamad Salik Muhammad Anas Ma`arif Musayyadah Tis’in Nur Cholid, Nur Rahmat Rahmat Romadhan, Moh. Syahru Saidi, Suid Sebgag, Saliha Siti Farida Siti Lailiyah, Siti Srinio, Fuad Sunanto Suraijiah Suraijiah Tabrani ZA Tamjidnor, Tamjidnor Thohir, Mohamad Usman, Muhammad Umair Khan Yusria Ningsih Zamroni, M. Afif