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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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THE APPLICATION OF BEHAVIORISTIC THEORY AND ITS IMPLICATIONS IN ISLAMIC RELIGIOUS EDUCATION Adisty Ningtiyas; Ermis Suryana; 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.

REFLECTION ON ISLAMIC EDUCATION TEACHER PRACTICE: THE KEY TO CONTINUOUS PROFESSIONAL DEVELOPMENT Rafi Saifullah; Deri Hermawan; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1183

The rapid transformation of educational paradigms in the 21st century demands that teachers continuously improve their pedagogical, ethical, and spiritual competencies. In this context, reflection is not only a pedagogical tool but also a spiritual-moral process that aligns professional growth with Islamic values. The method used in this study is a library research method, this study synthesizes theoretical and empirical literature published between 2015 and 2024 from reputable international and national databases. The data were analyzed through qualitative content analysis using the Miles and Huberman analytical cycle to identify thematic relationships between reflective practice, teacher professionalism, and Islamic educational philosophy. The results of this study indicate that systematic reflection enhances pedagogical innovation, ethical awareness, and an institutional learning culture. Furthermore, reflective practice rooted in muhasabah and muraqabah fosters teachers' moral accountability and faith-based integrity, positioning reflection as an intellectual discipline and spiritual devotion. Challenges identified include limited institutional support, lack of reflective training, and inadequate integration of reflective culture in teacher education programs. This study concludes that reflective practice should be institutionalized as a continuous process of professional renewal and moral improvement for Islamic Education teachers, supporting the objectives of the Independent Learning policy and contributing to the development of teachers who are pedagogically competent, ethically grounded, and spiritually aware.

ANALISIS STANDAR KOMPETENSI LULUSAN DAN KOMPETENSI INTI MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH Abdelsalam Ibrahim Issa Al-Mashay; Rabeeah Farj Amhimmid; Randi Purnama; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1184

Masih terdapat indikasi ketidaksinkronan antara perumusan standar kompetensi dan implementasinya dalam pembelajaran PAI. Penelitian ini bertujuan untuk menganalisis keselarasan dan keterpaduan antara Standar Kompetensi Lulusan dan Kompetensi Inti mata pelajaran Pendidikan Agama Islam di sekolah, serta implikasinya terhadap pembelajaran PAI. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode analisis dokumen terhadap regulasi kurikulum dan dokumen resmi yang relevan. Data dianalisis secara deskriptif-analitis dengan menelaah struktur, muatan, dan hubungan antara SKL dan KI. Hasil penelitian menunjukkan bahwa secara konseptual SKL dan KI PAI telah dirumuskan selaras dengan tujuan pendidikan nasional dan nilai-nilai pendidikan Islam. Namun demikian, keterpaduan antara keduanya masih bersifat normatif dan belum sepenuhnya operasional, khususnya pada dimensi sikap spiritual dan sosial. Temuan ini mengindikasikan bahwa penguatan keterpaduan antara SKL dan KI diperlukan agar pembelajaran Pendidikan Agama Islam dapat lebih efektif dalam membentuk kompetensi peserta didik secara holistik. Penelitian ini memberikan kontribusi konseptual bagi pengembangan dan evaluasi kurikulum PAI di sekolah.

PROBLEMATIKA PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL: ANALISIS DARI PERSPEKTIF IDEOLOGIS DAN INSTITUSIONAL Nur Afni Oktavia; Lailan Najmi; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1187

The rapid development of digital technology has brought significant transformations to various aspects of human life, including the implementation of Islamic Religious Education (PAI). Nevertheless, the implementation of PAI in the digital era encounters a range of complex challenges, both ideologically and institutionally. This study aims to critically examine the dynamics and challenges of PAI implementation within the context of educational digitalization, with particular attention to how religious ideology and institutional policies shape the direction and quality of religious instruction in educational institutions. The research adopts a library-based methodology with a qualitative analytical approach, drawing on a variety of primary and secondary sources, including peer-reviewed academic journals, scholarly books, and national education policy documents. The findings reveal that digitalization offers substantial opportunities to enhance access and foster innovation in PAI learning; however, it simultaneously generates ideological concerns in the form of fragmented religious understanding, as well as institutional challenges related to regulatory frameworks, educators’ digital competencies, and the authenticity of digital instructional resources. The study concludes by emphasizing the urgent need for a reconstruction of PAI paradigms and policies that prioritize religious moderation, strengthen digital literacy, and integrate spiritual values with technological advancement, ensuring that Islamic religious education remains relevant and meaningful in the digital era.

STRUKTUR ILMU DALAM ISLAM DAN IMPLIKASINYA TERHADAP PENGEMBANGAN PENDIDIKAN ISLAM Yoprisya Yoprisya; Kevin Ariful Fikri; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1224

This study examines the structure of knowledge in Islam and its implications for the development of Islamic education within contemporary educational contexts. The background of this research is rooted in the ongoing epistemological crisis in Islamic education, particularly the persistence of the dichotomy between religious and secular sciences, which has weakened the integrative and value-oriented nature of Islamic education. The aim of this paper is to analyze the Islamic conception of the structure of knowledge and to explain how this structure provides a foundational framework for reconstructing the goals, curriculum, and pedagogical orientation of Islamic education. This study employs a qualitative approach through library research, utilizing classical and contemporary scholarly works on Islamic epistemology, philosophy of education, and Islamic educational thought. Data were analyzed using descriptive-analytical and comparative methods to identify core concepts, patterns, and relationships among key ideas. The findings reveal that the structure of knowledge in Islam is inherently integrative, grounded in the principle of tawhid, and unites revelation, reason, and empirical reality within a coherent epistemological system. This structure positions knowledge not only as a means of intellectual development but also as a moral and spiritual guide for human life. The study concludes that understanding and applying the Islamic structure of knowledge is essential for developing Islamic education that is holistic, value based, and responsive to modern challenges without losing its normative and spiritual foundations.

BUILDING A STRONG RELIGIOUS UNDERSTANDING: THE ROLE OF CONSTRUCTIVIST THEORY IN ISLAMIC RELIGIOUS EDUCATION LEARNING Ifa Datuzuhriah; Muhammad hasby; Ermis Suryana; Kurratul ‘Aini
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.6938

This article aims to analyze the implementation of constructivist theory in Islamic Religious Education (PAI) learning as an effort to enhance students’ religious understanding in a solid and contextually relevant manner in line with contemporary developments. PAI learning that is still dominated by traditional, teacher-centered methods is considered less effective in fostering deep understanding and students’ critical thinking skills. Therefore, constructivist theory is proposed as an alternative approach that emphasizes the active role of learners in constructing knowledge through learning experiences, social interaction, and reflection. This study employs a qualitative approach with a case study design conducted at SD Negeri 02 Lubuk Keliat. The research informants consist of an Islamic Religious Education teacher and sixth-grade students. Data were collected through classroom observations, in-depth interviews, and analysis of instructional documents. The collected data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that the implementation of a constructivist approach through group discussions, case studies, learning simulations, and the integration of educational technology enhances students’ learning motivation, understanding of religious subject matter, critical thinking skills, and learner autonomy. Nevertheless, the implementation of constructivism faces several challenges, including limited facilities and infrastructure as well as differences in students’ academic abilities. To address these challenges, teachers apply differentiated instruction strategies and strengthen collaboration between teachers and students. Based on the research findings, it can be concluded that constructivist theory is an effective approach in Islamic Religious Education learning and contributes positively to shaping students who possess a deeper, more critical, and more applicable understanding of religion in their daily lives.

TRANSFORMATION OF INTERACTIVE LEARNING MEDIA IN THE PERSPECTIVE OF EDUCATIONAL INNOVATION AND INTELLECTUAL PROPERTY RIGHTS (IPR) PROTECTION Ayu Watawalaini; Ermis Suryana; Kurratul 'Aini
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8286

The transformation of education in the digital era demands innovation in the use of learning media that are more interactive, creative, and adaptive to technological developments. Learning media no longer functions merely as a supporting tool, but also as an essential instrument in improving the effectiveness and quality of the teaching and learning process. This study aims to examine the transformation of interactive learning media from the perspective of educational innovation and the importance of Intellectual Property Rights (IPR) protection for innovative works in the field of education. The method used in this research is a qualitative approach through library research by reviewing various relevant scientific sources. The results of the study indicate that interactive learning media are capable of increasing students’ motivation, creativity, and participation in the learning process. In addition, Intellectual Property Rights protection is an important aspect in maintaining the originality and legality of educational media products developed by educators and educational developers. Therefore, the transformation of interactive learning media and the protection of Intellectual Property Rights are closely interconnected in supporting sustainable educational innovation in the digital era.

Constructing the Epistemology of Islamic Education: Lecturers’ Perspectives from IAI Nusantara Asshiddiqiyah Lempuing OKI Ahmad Rojali; Saipul Annur; Ermis Suryana; Leni Marlina
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1516

This research is motivated by the importance of understanding the epistemological construction of Islamic education within Islamic universities, particularly how lecturers interpret sources, assess validity, and orient their academic practice. This research aims to analyze the epistemological construction of Islamic education from lecturers’ perspectives and to identify its implications for the development of Islamic learning and science. The research uses a qualitative approach within an empirical study. Data were collected through in-depth interviews, observations, and documentation, and then analyzed thematically through the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that the epistemological construction of Islamic education, as understood by lecturers, relies on the integration of revelation, reason, experience, and social reality as the basis for knowledge development. This perspective is reflected in the lecturer’s views on the relationship between religious science and general science, the purpose of Islamic education, and learning strategies that emphasize the balance of normative, rational, and contextual aspects. This research enriches the study of epistemology in Islamic education through empirical data and offers implications for strengthening scientific paradigms, curriculum design, and learning practices in Islamic universities.

Pengembangan Profesional Pendidik PAI Yulisa Dwi Astuti; Fadriati; Ermis Suryana
Jurnal Pendidikan dan Humaniora Rumbio Vol. 1 No. 1 (2024): Edisi Desember
Publisher : PT. Willy Print Art

Show Abstract | Download Original | Original Source | Check in Google Scholar

The mode used in this article is descriptive type research with library research. Where the results of the discussion of this article are the development of teacher professionalism including aspects of pedagogical competence, content knowledge, educational technology skills, social and emotional abilities and sustainable learning. To create professional teachers, the right strategy is needed, namely: training and workshops, communities of practice, mentoring and coaching, use of technology collaboration and partnerships.

Co-Authors ., Fadriati Abdelsalam Ibrahim Issa Al-Mashay Abdullah Idi Abdurahmansyah Abdurahmansyah Abdurrahmansyah Abdurrahmansyah Abdurrahmansyah Abdurrahmansyah, Abdurrahmansyah Ade Raini Adisty Ningtiyas Afriantoni Afriantoni Agung Mandala Putra Ahmad Rojali 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 Ayu Watawalaini Azzahra, Anisah Bagus Hidayattullah Baldi Anggara Bawadi, Ahmad Jihad Bilal, Bilal Abdullah Bonita, Eva Chan, Rahul Datuzuhriah, Ifa Deri Hermawan Derri Adi Fernando Desti Nurholis Destrianjasari, Sherin Dewa Ikhram Dimas Assyakurrohim Dwi Wahyu Edi Harapan Elhefni Elhefni Emilia Fitri Erlina, Dian Fadhilah Fadhilah Fadli, Rahmat Fadriati Fadriati Fadriati Farhan Alfikri fatimah Fatimah Febrianto, Andre Feni Yunita 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 Ifa Datuzuhriah Ilhami, Muhammad Wahyu Ira Yuniarti Jannati Aliyah Kasinyo Harto Kasinyo Harto Kevin Ariful Fikri Kgs. Abdul Gamal Khaf Shah Khairunnisa Khairunnisa Khairunnisa, Fadhillah Izzah Kurnia Oktaria Kurniawan, M. Riski Kurratul aini Kurratul ‘Aini Lailan Najmi Langputeh, Sukree Lara Arum Sari Leni Marlina 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 Meiliza Amelia Andariska Meisy Permata Sari Meriyanti Meriyanti 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 hasby Muhammad Ilham Fahmi Muhammad Rifqi Mukmin Mukmin Mustakim, Iqbal Muthmainna, Aqila Muthmainnah Muthmainnah Muyasaroh Muyasaroh Nur 'azizah Kallabe Nur Afni Oktavia Nurhayati Nurul Qomariyah Nurwijayanti Nyayu Khodijah Nyimas Fakhriah Nyimas Yunierti Prihatin Oskar, Ruani Praja Nugraha Pratama, Irja Putra Prihatin, Nyimas Yunierti Putra, Rudi Yongki Nanda Putri, Umi Amelia Rabeeah Farj Amhimmid Rafi Saifullah Rahadian, Alip Rahmat Fadli Rahmatullah Akbar Randi Purnama Relly Maulita Rendi Pratama Romadhon, Muhammad Qomari Rosa Diana, Miska Rusmawati Rusmawati Sagita, Eci Saipul Annur Sanjaya, Cencen Rexsy Sari, Ana Kurnia Sari, Khovifah Puspita sari, Mutia 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 Yulisa Dwi Astuti Zulhijra Zulhijra, Zulhijra Zulhijrah, Zulhijrah Zulhijrah, Zulhijrah

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