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Hanun Asrohah

Universitas Islam Negeri Sunan Ampel

Author-ID : 235440

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Structural Model of Digital Transformation Readiness of Indonesian Rural and Urban Science Teachers Rusydiyah, Evi Fatimatur; Asrohah, Hanun; Basyir, Kunawi; Rahman, Moh. Rifqi; Usagawa, Tsuyoshi
Jurnal Pendidikan IPA Indonesia Vol. 13 No. 2 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/0qzkre08

Technological and digital developments have implications for integrating technology into educational practice. As a result, teachers have to deal with digital transformation. This research aims to compare the digital transformation readiness of science teachers in urban and rural areas. This research compares to the previously determined structural model of digital transformation readiness. This research used a survey method to test several research hypotheses. The respondents of this research were 206 science teachers in Indonesia, selected using stratified random sampling to ensure a balanced representation of various sub-groups such as gender, geographic location, island, age, type and status of institution, and teaching experience. This research data was analyzed using AMOS 26 to analyze CBSEM. The research results show three main points in digital transformation: the self-efficacy of rural teachers is affected by digital literacy, the information empowerment of rural teachers is affected by information literacy and digital literacy, and the information use of rural teachers is affected by information culture. Urban teachers at these three points are more dependent and require recommendations for development and optimization. The conclusion of this research leads to a recommendation that, in general, teachers in rural areas still need improvements, while teachers in urban areas are already moving towards developing and sustaining their skills.

Islamic Curriculum Innovation in Integrated Islamic Elementary Schools as an Integrative Approach in Learning Jurisprudence, Akidah, and Tajweed: Inovasi Kurikulum Islam pada Sekolah Dasar Islam Terpadu sebagai Pendekatan Integratif dalam Pembelajaran Fikih, Akidah, dan Tajwid Rahmawati, Kiki Anita; Ilma, Labibah Sayaka; Rahayu, Indah; Asrohah, Hanun; Zaniyati, Husniyatus Salamah
Indonesian Journal of Innovation Studies Vol. 26 No. 3 (2025): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i3.1404

General Background: Integrated Islamic Elementary Schools (SDIT) aim to develop students' religious understanding and character in line with contemporary educational demands. Specific Background: However, the application of curriculum innovation in Islamic subjects—Fiqih, Aqidah, and Tajweed—remains underexplored at the upper-class level. Knowledge Gap: There is limited empirical research on how thematic-integrative approaches are implemented and their impact on student learning outcomes in this context.Aims: This study investigates the implementation of curriculum innovation in Fiqih, Aqidah, and Tajweed learning at SDIT Hidayatul Mubtadiin, Mojokerto Regency. Results: Findings reveal that Fiqih is taught through practical and social projects, Aqidah through reflective-dialogical methods, and Tajweed through digital media and peer teaching. Novelty: The integration of Islamic values into globally and locally relevant themes using a thematical-integrative model enhances contextual religious understanding. Implications: This innovation increases student engagement, comprehension, and character development but faces challenges such as limited digital infrastructure and teacher readiness. The study recommends ongoing teacher training, technology enhancement, and curriculum flexibility to support sustainable innovation in Islamic basic education. Highlights: Thematical-integrative models enhance contextual religious learning. Digital tools and peer teaching boost Tajweed mastery. Innovation faces tech and coordination challenges. Keywords: Curriculum Innovation, Fiqih, Aqidah, Tajweed, Integrated Islamic Education

PROJECT-BASED LEARNING (PJBL) DALAM PEMBELAJARAN PAI PELUANG, TANTANGAN, DAN DAMPAKNYA BERDASARKAN SISTEMATIC LITERATURE REVIEW Widadi, Ahmad Setyo; Husniyatus Salamah Zainiyati; Hanun Asrohah
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 9 No 02 (2025): Edisi Desember 2025
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v9i02.26047

This study aims to analyze the implementation of Project-Based Learning (PjBL) in Islamic Education (PAI) through a Systematic Literature Review (SLR) approach. PjBL is an innovative student-centered learning method that integrates theory and practice to enhance cognitive understanding, psychomotor skills, and the strengthening of Islamic character. The analysis was conducted on various leading educational journals from 2020 to 2024 to identify the benefits, challenges, and impacts of PjBL implementation in the context of PAI. The findings reveal that PjBL effectively improves students' learning outcomes, including material comprehension, creativity, and social skills. This method also successfully fosters students' Islamic character, such as responsibility, empathy, and collaboration. PjBL aligns with the Merdeka Curriculum approach, which promotes active and collaborative learning. However, its implementation faces several challenges, including limited time, inadequate facilities, diverse student abilities, and a lack of teacher training. The implications of this study include the need to enhance teachers' competencies through continuous training, provide adequate facilities, and adjust the curriculum to optimally support PjBL implementation. This study highlights that PjBL is a potential approach to developing relevant, innovative, and meaningful PAI learning, capable of building a young generation that is knowledgeable, possesses strong Islamic character, and is prepared to face global challenges. Keywords: Islamic Education; Merdeka Curriculum; Project-Based Learning; Systematic Literature Review.

Teaching at the Right Level Approach for Autistic Children in Islamic Religious Education in Inclusive Classrooms Yunita, Ita; Ilma, Labibah Sayaka; Saidah, Anis; Asrohah, Hanun; Zainiyati, Husniyatus Salamah
Intiqad: Jurnal Agama dan Pendidikan Islam Vol 17, No 2 (2025)
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/24674

The purpose of this study is to analyze the extent to which the TaRL approach can be adapted in PAI learning practices that are responsive to the unique needs of children on the autism spectrum. This study uses a qualitative method with a field research design. Data were collected through direct observation of learning activities in inclusive classes, in-depth interviews with PAI teachers, special assistant teachers (GPK), and parents of autistic students, and analysis of learning documents. The results show that the TaRL approach, which emphasizes learning based on students' actual ability levels, can be implemented effectively through differentiated instructional strategies, the use of visual media based on religious values, and collaborative support between teachers, parents, and the school environment.

Difusi Inovasi dalam Implementasi Kurikulum Merdeka di SMP Al-Ghozali Arosbaya Bangkalan Jamilatus Zahroh; Hanun Asrohah; Husniyatus Salamah Zainiyati
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i3.1836

Implementasi Kurikulum Merdeka sebagai inovasi pendidikan memerlukan pendekatan sistematis untuk memahami proses adopsinya di tingkat satuan pendidikan. Artikel ini menganalisis implementasi Kurikulum Merdeka melalui lensa teori difusi inovasi Rogers, dengan fokus pada faktor-faktor yang mempengaruhi penerimaan dan penyebarannya di SMP Al-Ghozali Arosbaya. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi lapangan, mengumpulkan data melalui wawancara mendalam dengan 15 guru, observasi partisipatif, serta analisis dokumen kebijakan seperti Peraturan Mendikbudristek No. 56 Tahun 2022 dan laporan implementasi kurikulum di sekolah tahun 2023–2025. Teori Rogers menyoroti lima atribut inovasi keunggulan relatif, kompatibilitas, kompleksitas, kemampuan uji coba, dan observabilitas sebagai kerangka analisis. Hasil penelitian menunjukkan bahwa adopsi Kurikulum Merdeka di SMP Al-Ghozali dipengaruhi oleh persepsi guru terhadap manfaat kurikulum (keunggulan relatif), kesesuaian dengan visi sekolah (kompatibilitas), serta dukungan kebijakan dan infrastruktur. Sumber sekunder seperti laporan Kemendikbud tahun 2023 dan kajian Supriyanto memperkuat temuan bahwa tantangan utama meliputi resistensi terhadap perubahan, keterbatasan pemahaman konsep Merdeka Belajar, dan disparitas kapasitas antar-sekolah. Peran agen perubahan (pelatih ahli dan komunitas praktisi) juga terbukti krusial dalam mempercepat difusi inovasi, sebagaimana diidentifikasi dalam wawancara. Rekomendasi yang diajukan mencakup penguatan pelatihan berbasis kebutuhan, pendampingan berkelanjutan, dan optimalisasi media komunikasi untuk meningkatkan adopsi kurikulum. Temuan ini memberikan kontribusi teoretis dalam memahami dinamika perubahan kurikulum serta implikasi praktis bagi pemangku kepentingan pendidikan. Penelitian ini memperkaya literatur dengan menggabungkan data primer wawancara, observasi dan sekunder yaitu kebijakan, laporan, artikel untuk analisis yang komprehensif.

Implementing Cybergogy as a Collaborative Approach to Online Islamic Education in the Digital Era M.Ahmad Jamaluddin zamzami; Hanun Asrohah Asrohah; Husniyatus Salamah Zainiyati Zainiyati
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 1 (2025): June 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i1.9581

The advancement of digital technology has significantly transformed the landscape of education, including Islamic Religious Education (Pendidikan Agama Islam, PAI). Amidst the challenges of online learning, which often promote individualistic learning and limited social interaction, the cybergogy approach emerges as a pedagogical strategy that considers emotional engagement, social learning, and cognitive construction within virtual environments. This study aims to examine cybergogy as a strategy to enhance students' digital collaboration in cross-cultural PAI learning in the digital era. This study focuses on two main questions: first, how can the concept of Cybergogy be introduced through Islamic religious education?; and second, how can these concepts be applied in an Islamic educational environment?. This study employs a Systematic Literature Review (SLR) approach, drawing on the principles of a Systematic Mapping Study (SMS). Implementing cybergogy in online PAI learning can enhance students' collaborative engagement through structured instructional design, the use of digital platforms and social media, project-based learning models, and active teacher facilitation. Additionally, this strategy is capable of fostering cross-cultural learning spaces that enrich students' religious and social perspectives. However, the application of cybergogy faces several challenges, including technological access gaps, teacher readiness, and cultural sensitivity, which must be addressed systematically. Therefore, cybergogy holds significant potential to promote collaborative, adaptive, and contextual Islamic education in the digital era.

Tinjauan Sistematis Implementasi Problem-Based Learning pada Pembelajaran Pendidikan Agama Islam dalam Kurikulum Merdeka Ahmad Sahilul Albaab; Noor Shania Qurratina; Hanun Asrohah
Jurnal Al-Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Vol. 10 No. 1 (2025): Jurnal Al Karim Edisi Maret 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Institut Agama Islam YAPTIP Chadijah Ismail Pasaman Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70820/staiyaptippasamanbarat.v10i1.491

Penelitian ini bertujuan untuk menganalisis keefektifan penerapan Problem-Based Learning (PBL) dalam pembelajaran Pendidikan Agama Islam (PAI) di era Kurikulum Merdeka. Dengan menggunakan metode Sistematic Literature Review (SLR), penelitian ini mengevaluasi 18 artikel yang relevan untuk memberikan pemahaman tentang strategi implementasi, efektivitas, dan tantangan PBL. Hasil penelitian menunjukkan bahwa penerapan PBL secara signifikan meningkatkan hasil belajar siswa, keterampilan berpikir kritis, kreativitas, kolaborasi, serta kemampuan pemecahan masalah. PBL juga mendorong keterlibatan aktif siswa dalam proses pembelajaran, meningkatkan pemahaman mereka terhadap konsep-konsep keagamaan, dan memperkuat pengembangan nilai-nilai karakter. Model ini membantu siswa menghubungkan teori dengan praktik melalui pemecahan masalah nyata, sehingga pembelajaran menjadi lebih bermakna dan relevan. Penelitian ini juga mengidentifikasi tantangan dalam penerapan PBL, seperti keterbatasan waktu dan kesiapan pedagogis guru, namun memberikan rekomendasi untuk mengatasinya. Temuan ini mendukung tujuan Kurikulum Merdeka untuk menciptakan pembelajaran yang interaktif, kontekstual, dan berpusat pada siswa, sekaligus memberikan landasan literatur bagi penelitian lanjutan.

Tinjauan Sistematis Implementasi Problem-Based Learning pada Pembelajaran Pendidikan Agama Islam dalam Kurikulum Merdeka Albaab, Ahmad Sahilul; Qurratina, Noor Shania; Asrohah, Hanun
Al-Kahfi: Jurnal Pendidikan Agama Islam Vol. 9 No. 2 (2023): July
Publisher : STAI YAPTIP Simpang Empat Pasaman Barat Indonesia in collaboration with International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70820/al-kahfi.v9i2.490

The Integration of Technology and Humanism Rooted in Islamic Values: A Strategy for Strengthening Deep Learning in the Era of Smart Society 5.0 Hanifah, Alif Nur; Widiyastutik, Dini; Nitoqoin, Dzatan; Zainiyati, Husniyatus Salamah; Asrohah, Hanun
Jurnal Pendidikan Islam Vol 16 No 1 (2026): March
Publisher : Research Departement of Darullughah Wadda'wah International Islamic University Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jpi.3771

Global issues regarding the threat of technology potentially replacing the role of teachers and concerns about the loss of humanism and the degradation of student manners due to the dominance of digital interactions have triggered deep anxiety among educators and parents. The shift in the global education paradigm towards Deep Learning requires learning experiences that go beyond the transfer of knowledge. This includes the dimensions of mindfulness, meaningfulness, and joyfulness. However, in the era of Smart Society 5.0, we are often confronted with the contradictory reality that easy access to information actually degrades critical thinking and morality. This study aims to formulate a strategy for integrating Techno-Humanism within the framework of Islamic Education to strengthen the quality of deep learning while addressing concerns about the disruption of the teacher's role. Using the library research method with synthesis analysis of primary pedagogical literature and reputable journal articles from the last five years (2020–2025), this study deconstructs the dichotomy between humans and machines. The findings of this study offer integration strategies through three main mechanisms: (1) Integration of the cognitive domain by transforming AI into a verified logical partner through the concept of Tabayyun, (2) Integration of the contextual domain through the use of IoT to strengthen the role of Khalifah fil Ardh (social-environmental awareness social-environmental concern), and (3) Integration of the affective domain by making technology a canvas for expression that is emotionally validated by teachers as Murabbi.

Inovasi Inovasi Pendidikan Moderasi Keagamaan Di SMA Muhammadiyah 2 Surabaya Bina Prima Panggayuh; Muzakki, Akh; Asrohah, Hanun; Rijal, Akh. Syaiful
TADRIS: Jurnal Pendidikan Islam Vol 17 No 2 (2022)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v17i2.7043

This study aims to find out the process and implications of the educational process of religious moderation, so that it can be used as an evaluation and as a basis for better education. The research method used in this research is qualitative and with a descriptive analytic approach. The results of this study show that innovation in religious moderation education is found in the principal's policies, curriculum, habituation programs, and activities outside of learning such as extracurricular activities, commemoration of Islamic holidays, and other religious activities by mainstreaming the principles of religious moderation, namely tawassuth, ta'adul, and tawazun.

Co-Authors Adibah, Dawi Farah Agustina Tarik, Atika Ahmad Sahilul Albaab Ahsantudhonni, Ahsantudhonni Akh. Syaiful Rijal Akh. Syaiful Rijal, Akh. Syaiful Albaab, Ahmad Sahilul Ali Mustofa Almas Sharfina ‘Alaniah Amin Putri, Rokhmatul Khoiro Anastasya Rahma Nur Faizah Anindya Palmitraazzah Arif Mansyuri Awaluddin, Rizky â€˜Alaniah, Almas Sharfina Balqisa Ratu Nata Bina Prima Panggayuh Bina Prima Panggayuh Cynthia Llanes Dawi Farah Adibah Desi Ariyani Diana, Alfi Elma Ebta Sitanggang Eka Dewi, Febianita Ely Fitriani Erfin Walida Rahmania Evi Fatimatur Rusydiyah Febriarsita Eka Sasmita Haifa’ Haifa’ Hamidah . Hamidatul Afifati Fauziah Hanifah, Alif Nur Haq, Nadya Isabel Hilmy Shalahudin Nasyor Husniyatus Salamah Zainiyati Iksan Iksan Ilma, Labibah Sayaka Ilya Musfiah Iskandar Ritonga Ismail Ismail Ismaniyah, Farihatul Jamilatus Zahroh Junaedi Junaedi Junaedi, Junaedi Keith Thong Khoiriyah, Niswatin Kunawi Basyir Lilik Huriyah M. Ahim Sulthan Nuruddaroini M. Amin M. Amin Hasan M.Ahmad Jamaluddin zamzami Ma'Fazah, Hikmatul Machfud Bachtiyar Makhsun, Toha Malyuna, Sita Isna Mashudi Mashudi Maziyah, Nailatus Sa’adah Moh. Rifqi Rahman Muhammad Nuril Huda Muhammad Nuril Huda Muhammad Thohir Naja, Anang Darun Najiyah, Siti Firqo Nashrullah, Nashrullah Nisa, Zakiyatul Nissa, Kharisma Alfun Nitoqoin, Dzatan Noor Shania Qurratina Nur Fitriatin Nur Kholis Nur Kholis Nur Marliza Rahmi Afdinillah Nurhana Fakhriyah Imtinan Nuril Ummi Hamdi Nuruddaroini, M. Ahim Sulthan Nurul Muayyadah Prasetia, Senata Adi Puspita Handayani Putri Habibillah Putri, Rokhmatul Khoiro Amin Qurratina, Noor Shania Rahayu, Indah Rahmania Azis, Annisa Rahmawati, Kiki Anita Ramadhan, Ahmad Dimas Rini Saputri Riyazati, Shushmittha Rizky Awaluddin Rokhmatul Khoiro Amin Putri Rubaidi Saidah, Anis Sari Idayatni Shushmittha Riyazati Siti Amaliati Siti Amaliati, Siti Siti Khumairotul Lutfiyah Syaiful Arif Tatag Satria Praja Tsuyoshi Usagawa, Tsuyoshi Ulul Azmi Nur Rohmatulloh Umi Sarah Nafi’ah Darojat Vachruddin, Vrisko Putra Widadi, Ahmad Setyo Widiyastutik, Dini Yunita, Ita Zakiyatul Nisa

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