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Ermis Suryana

Universitas Islam Negeri Raden Fatah Palembang

Author-ID : 2387070

Religion Arts Humanities Civil Engineering, Building, Construction & Architecture 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 Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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Optimalisasi Pembelajaran Mahasiswa Magister Pendidikan Agama Islam Yang Bekerja: Studi Tentang Motivasi Dan Strategi Belajar dalam Mendukung Kesuksesan Akademik Bonita, Eva; Suryana, Ermis; Elhefni, Elhefni
Bahasa Indonesia, Bahasa English Vol 7 No 2 (2024): Muaddib: Islamic Education Journal
Publisher : Program Magister Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/muaddib.v7i2.29090

Penelitian ini bertujuan untuk menganalisis motivasi belajar mahasiswa magister Pendidikan Agama Islam yang bekerja, mengidentifikasi strategi belajar yang mereka gunakan, serta mengeksplorasi kontribusi keduanya terhadap kesuksesan akademik. Dengan menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan sepuluh mahasiswa aktif Program Magister Pendidikan Agama Islam Universitas Islam Negeri Raden Fatah Palembang yang juga bekerja. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, serta dianalisis secara naratif melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa motivasi belajar mahasiswa terbentuk dari kombinasi antara motivasi intrinsik dan ekstrinsik. Motivasi intrinsik mencakup dorongan spiritual, komitmen religius, dan keinginan memperbaiki kualitas diri sebagai bentuk ibadah dan tanggung jawab moral. Sementara itu, motivasi ekstrinsik mencakup dorongan untuk peningkatan karier, tuntutan profesional, serta pencapaian pengakuan sosial. Dalam hal strategi belajar, mahasiswa menunjukkan kedisiplinan tinggi dalam merancang jadwal belajar yang realistis, menggunakan teknik belajar aktif seperti membaca kritis, mencatat poin penting, mengulang materi secara teratur, serta melakukan manajemen konsentrasi dan waktu yang efektif. Mereka juga mengembangkan mekanisme adaptasi untuk mengatasi tekanan pekerjaan tanpa mengorbankan komitmen akademik. Temuan ini juga mengindikasikan bahwa keberhasilan akademik mahasiswa magister yang bekerja tidak hanya dipengaruhi oleh faktor kognitif semata, tetapi juga sangat ditentukan oleh kekuatan motivasional dan strategi belajar yang terstruktur. Kombinasi keduanya terbukti mampu meningkatkan efektivitas belajar, ketahanan dalam menghadapi tantangan, dan pencapaian hasil studi yang optimal.

Early and Middle Adulthood Development in the Perspective of Islamic Education and Its Implications for Character Formation Sari, Khovifah Puspita; Sya'adah, Fatihatus; Suryana, Ermis; Zulhijra, Zulhijra
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.3644

The development of early and middle adulthood is a crucial phase in the course of human life. This stage is marked by physical, psychological, social, and spiritual changes. In the context of the modern era, individuals in this phase often face challenges such as economic pressure, career demands, and shifting values that influence their character. This study aims to describe the characteristics of early and middle adulthood development from an educational perspective, focusing on character formation. Using a qualitative approach with a library research method, data were obtained from Islamic literature relevant to education and moral development, as well as secondary sources such as developmental psychology books, academic articles, and Islamic education journals. The findings show that, from the perspective of Islamic education, early adulthood is a period when individuals learn to take responsibility, seek the meaning of life, and achieve personal stability. Meanwhile, middle adulthood is a phase of reflection, where individuals strive for spiritual and moral balance. Islamic values serve as a guiding foundation, helping individuals develop a strong and balanced character. The contribution of this study is to provide a clear description of how the developmental stages of adulthood can be understood through Islamic education, as well as how Islamic values can be used as an important foundation for shaping good character during this phase of development.

Implications of Constructivist Theory in Islamic Religious Education Learning in Elementary School Husna, Jami'atul; Suryana, Ermis; Zulhijra, Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.710-721

Islamic Religious Education (PAI) plays an important role in shaping students’ character and spirituality. However, at SD Negeri 74 Palembang, learning has tended to remain teacher-centered, so students’ active engagement has not been optimal. This study aims to describe the implementation of constructivist theory in PAI learning on the topic of prayer in the third grade, analyze its impact on students’ understanding and religious attitudes, and identify the challenges faced by teachers within a context of limited resources. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed using the interactive model of Miles and Huberman, while validity was ensured through source and technique triangulation. The findings indicate that the teacher implemented constructivist principles through prayer demonstrations, reflective discussions, direct practice, and experience-based learning. Students became more active, developed a deeper understanding of worship, and demonstrated growth in discipline, concentration in prayer, and responsibility. Despite limited school facilities, teacher creativity enabled learning to remain contextual and meaningful. Thus, the implementation of constructivist theory proved effective in creating active, reflective, and student-centered PAI learning that is relevant for application in elementary schools.

Sociocultural Theory and Its Implications for Islamic Education (PAI) Learning in Elementary Schools Fani, Ayu Annur; Suryana, Ermis; Zulhijra, Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.40-51

Elementary school education plays a strategic role in shaping students’ cognitive, social, and emotional development; however, teacher-centered learning practices often fail to provide optimal opportunities for meaningful social interaction. This study aims to describe the socio-cultural theory of Lev S. Vygotsky and its implications for Islamic Religious Education (PAI) learning at the elementary level, specifically at SDN 16 Talang Kelapa, Banyuasin Regency. This research employs a descriptive qualitative approach using a case study method to investigate the phenomenon in depth. The findings indicate that the implementation of socio-cultural learning theory in PAI instruction at SDN 16 Talang Kelapa, based on the Merdeka Curriculum, demonstrates that social engagement and interaction among students enhance their understanding of religious concepts in a deeper and more contextual manner. Through collaboration, group discussions, and habitual reflective activities, students not only comprehend the material cognitively but also internalize religious values in their daily lives. Thus, socio-cultural theory is proven effective in fostering active, meaningful, and student-centered learning.

Late Adolescent Development and Its Implications for Education Sari, Yeni Yeldia Nopita; Suryana, Ermis; Zulhijra, Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.52-63

Late adolescence (ages 18-25 years) is a critical transitional phase toward adulthood, marked by maturity in physical, intellectual, emotional, social, moral, and religious dimensions, yet frequently challenged by emotional instability, declining learning motivation, and risks of moral degradation due to peer pressure and digital influences. This study aims to holistically examine late adolescent development and its implications for education within the Indonesian context.Employing a qualitative approach through systematic literature review, the study analyzes classical theories (Piaget, Erikson) and recent empirical research on biological maturation and Islamic religious education. Findings reveal that emotional maturity is a key factor in academic and social success, with Islamic religious education providing a moral framework for emotion regulation through values such as patience, empathy, and tawakal, thereby preventing aggression, depression, and juvenile delinquency.Educational implications include systemic reforms that promote adolescent autonomy via collaborative extracurricular programs, counseling, inclusive character education rooted in local culture, and active involvement of parents and teachers. The study concludes that a holistic Islamic religious education approach effectively optimizes the multidimensional potential of late adolescents, ensures successful transition to adulthood, and offers practical recommendations for educators and policymakers.

THE APPLICATION OF BEHAVIORISTIC THEORY AND ITS IMPLICATIONS IN ISLAMIC RELIGIOUS EDUCATION Ningtiyas, Adisty; Suryana, Ermis; Zulhijra, Zulhijra
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1372

Islamic education requires an effective approach to shaping students' character and behavior, one of which is through behaviorist learning theory, which emphasizes the relationship between stimulus and response. Although widely used, the application of this theory in the context of Islamic Religious Education (PAI) still faces various challenges, such as a lack of student creativity and suboptimal reinforcement that supports positive behavioral change. This study aims to analyze the implications of behaviorist theory in Islamic Religious Education (PAI) learning and identify its advantages and disadvantages. The type of research is library research using content analysis techniques. Data were collected from written sources related to behaviorist theory and PAI learning, then analyzed systematically. The results show that behaviorist theory is effective in shaping student behavior and discipline, but tends to limit the space for creativity and innovation. The main obstacles include a lack of teacher motivation and adequate facilities. In conclusion, this theory is relevant for implementation, but needs to be combined with other approaches to make the learning process more enjoyable and sustainable.

Co-Authors ., Fadriati Abdullah Idi Abdurahmansyah Abdurahmansyah Abdurrahmansyah Abdurrahmansyah Abdurrahmansyah Abdurrahmansyah, Abdurrahmansyah Ade Raini Afriantoni Afriantoni Agung Mandala Putra Ahmad Zainuri Aisyah, Siti Ayu Ali, Marwan Alimron, Alimron Amanda, Nadya Rizki Amilda Ana Kurnia Sari Angge Sapto Mubharokh Aprina, Marni Prasyur Apriyanti, Ariesi Ari Mawarni Ari Mawarni Ari Sandi Arvin Efriani Aryanti Feriyenci Asri Karolina Asri Karolina, Asri AYU LESTARI Azzahra, Anisah Bagus Hidayattullah Baldi Anggara Bawadi, Ahmad Jihad Bilal, Bilal Abdullah Bonita, Eva Chan, Rahul Datuzuhriah, Ifa Derri Adi Fernando Desti Nurholis Destrianjasari, Sherin Dewa Ikhram Dimas Assyakurrohim Dwi Wahyu Edi Harapan Elhefni Elhefni Erlina, Dian Fadhilah Fadhilah Fadli, Rahmat Fadriati Fadriati Fani, Ayu Annur Farhan Alfikri fatimah Fatimah Febrianto, Andre Feni Yunita Fikri, Kevin Ariful Fikri, Miftahul Gamal, Kiagus Abdul Gusri, Fauziah Hamdani, M. Imron Harmayanti, Ayu Alawiya Hasby, M. Hasdikurniati, Amrina Ika Hazli, Muhammad Khairul Helmiyah, Helmiyah Hendi Hendi Herlina Herlina Herlina Herlina Herlina Herlina Husna, Jami'atul Ilhami, Muhammad Wahyu Ira Yuniarti Jannati Aliyah Kasinyo Harto Kgs. Abdul Gamal Khaf Shah Khairunnisa Khairunnisa Khairunnisa, Fadhillah Izzah Kurnia Oktaria Kurniawan, M. Riski Langputeh, Sukree Lara Arum Sari Lestari, Rizky Nurfitri Lestari, Septia Sri Ludiman M. Farhan Arib Mandala Putra, Fahmi Mardeli Mardeli Maryamah Maryamah Maryamah Maryamah Marzuki, Darlina Nuralisyarifah Maudy Talia Mawarni, Ari Meisy Permata Sari Meriyanti Meriyanti Meriyanti, Meriyanti Merry Yanto Miftahul Cholifah Milda, Jefpi Mochammad Imron Awalludin Mubharokh, Angge Sapto Muhamad Fauzi Muhamad Uyun Muhammad Abduh Muhammad Fakhri Ramadhan Muhammad Halim Munandar Muhammad Ilham Fahmi Muhammad Rifqi Mukmin Mukmin Mustakim, Iqbal Muthmainna, Aqila Muthmainnah Muthmainnah Muyasaroh Muyasaroh Muzaki Fathurrahman, M Najmi, Lailan Ningtiyas, Adisty Nurhayati Nurul Qomariyah Nurwijayanti Nyayu Khodijah Nyimas Yunierti Prihatin Oktavia, Nur Afni Oskar, Ruani Praja Nugraha Pratama, Irja Putra Prihatin, Nyimas Yunierti Putra, Heru Yama Putra, Rudi Yongki Nanda Putri, Umi Amelia Rahadian, Alip Rahmat Fadli Rahmatullah Akbar Rahmi, Laila Kamilatu Relly Maulita Rendi Pratama Romadhon, Muhammad Qomari Rosa Diana, Miska Rusmawati Rusmawati Sagita, Eci Sanjaya, Cencen Rexsy Sari, Ana Kurnia Sari, Khovifah Puspita sari, Mutia Sari, Yeni Yeldia Nopita Sinta Irawati Sirozi, Muhammad Siska Wulandari, Siska Soraya, Nyayu Suci Hidayati Suhono Suhono, Suhono Supriyadi Supriyadi Sutarto Sutarto Sya'adah, Fatihatus Syafira Masnuah Syahrudin Syahrudin, Syahrudin Syarnubi Syifaurrahmah, Sabrina Tanzila Mawaddah Tri Alawiyah Tri Mulya Budi Ongkai Tutut Handayani Udin Supriadi Wahyu, Dwi Watawalaini, Ayu Weriana Weriana Weriana, Weriana Wiwik Damayanti, Wiwik Wiyanda Vera Nurfajriani Yadi, M. Riandry Yoprisya, Yoprisya Yulia Yulia Zulhijra Zulhijra, Zulhijra Zulhijrah, Zulhijrah Zulhijrah, Zulhijrah

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