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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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Analisis Kritis Teori Belajar Sosiokultural Terhadap Karakter Sosial Komunikatif Siswa di Era Digitalisasi.rtf Kurniawan, M. Riski; Mustakim, Iqbal; Harto, Kasinyo; Suryana, Ermis
Jurnal Ilmiah Mandala Education (JIME) Vol 9, No 3 (2023): Jurnal Ilmiah Mandala Edcation (Agustus)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v9i3.5491

This paper has the main objective of the process of developing sociocultural learning theory as an effort to understand and inculcate social communicative character values in the current digitalization era. This is a form of business that can lead students to social awareness and also the process of understanding the role that exists for how to live a proper life in the surrounding environment. This research uses a qualitative approach with the type of library research method. While the approach used is descriptive analysis which emphasizes in-depth analysis of existing data sources. The conclusion obtained is that with sociocultural learning theory with PAI learning there is continuity in a position that makes the environment an important part of instilling communicative social character values. As a social human being, students must have the values of communicative social character in themselves as a form of balance that occurs in living this life.

PENGERTIAN, TEORI DAN KONSEP, RUANG LINGKUP ISU-ISU KONTEMPORER PENDIDIKAN ISLAM Destrianjasari, Sherin; Khodijah, Nyayu; Suryana, Ermis
Jurnal Ilmiah Mandala Education (JIME) Vol 8, No 2 (2022): Jurnal Ilmiah Mandala Education (April)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v8i2.3304

Learning starts from the understanding that Islamic education has a very important role in shaping the true Muslim personality. Generations of young Muslims must be educated based on the concept of Islamic education so that they can contribute positively to meeting the needs of the people and the general public. This learning study is very important in providing direction on issues of Islamic education reform such as learning methods, curriculum development and teaching approaches that are directly related to the effectiveness of Islamic education in Islamic educational institutions.The questions that arise are what is the meaning of contemporary issues, what are the theories and concepts of contemporary issues, and what is the scope of contemporary issues. In addition, this paper also explains the issues that occur and the renewal that gives rise to new thoughts along with the structural and cultural changes of the times in the field of education in an Islamic education institution.

Teori Pemrosesan Informasi Dan Implikasi Dalam Pembelajaran Suryana, Ermis; Lestari, Ayu; Harto, Kasinyo
Jurnal Ilmiah Mandala Education (JIME) Vol 8, No 3 (2022): Jurnal Ilmiah Mandala Education (Agustus)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v8i3.3498

Tulisan ini membahas serta menganalisis tentang Teori belajar Pemrosesan Informasi dan Implikasi dalam pembelajaran. Teori ini merupakan teori yang mengarahkan bagaimana mengdapatkan maupun menerima menunjuk bagaiamana cara menyatukan maupun menerima stimuli dalam lingkungan, mengatur atau menyusun data, pemecahan permasalahan, mengetahui konsep konsep, maupun memakai tanda-tanda verbal dan tidak verbal. Dengan Model pembelajaran pemrosesan informasi ini merupakan pembelajaran yang mengutamakan untuk kegiatan mengenai dengan setiap proses pada bagian pengelolahan informasi agar meningkatnya kompetensipeserta didik dengan tahap demi tahap dalam pembelajaran. Model memiliki dasar teori dari bagian kongnitif dan peninjauan atas kemampuan, pada ini mempunyai sifat yang ada dalam diri setiap orang ini merupakah hasil dari perubahan dari rangsangan dari asal sebuah kejadian diluar lingkungan seseorang tersebut. Maka dari itulah terbantuya agar mengerti bagaimana proses belajar yang terjadi pada diri peserta didik, mwmahami keadaan, serta hal-hal yang menjadi pengaruh hal-hal yang bisa menjadi penghambat menghambat tahap pembelajaran siswa, membuat pengetahuan itu pendidik meski bijak dalam menentukan proses belajar.

Pembentukan dan Pengembangan Karakter Ulama Berbasis Teknokrat dan Intelektual Melalui Program Mabit Muyasaroh, Muyasaroh; Herlina, Herlina; Suryana, Ermis; Zulhijra, Zulhijra
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 03 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i03.4442

Pemerintah dan masyarakat Indonesia sangat membutuhkan karakter ulama berbasis teknokrat dan berintelektual, namun dalam realitanya pembentukan kader tersebut sulit dilakukan. Alasan ini menjadikan tolok ukur pesantren berupaya mencari, membuat rumusan dan metode yang dapat membentukÂ kader mahasantri berkarakter tersebut. Penelitian ini bertujuan untuk mengevaluasi pelaksanaan program Mabit sehinggaÂ menemukan metode yang tepat dalam proses pengkaderan ulama yang berbasis teknokrat. Penelitian ini menggunakan mixed method yaituÂ pendekatan kuantitatif dan kualitatif. Dengan teknik pengumpulan data melalui observasi, wawancara, dokumentasi dan penyebaran angket. Data dianalisis melalui pengumpulan data, reduksi data, display data dan kesimpulan. Responden dalam penelitian ini berjumlah 31 orang mahasantri. Program Mabit mampu memberikan bantuanÂ untuk mewujudkan kader ulama melalui sajian mata pelajaran keislaman yang komprehensif. Program Mabit juga mampuÂ Â membantu mahasantriÂ memahami kelimuan yang berbasis teknologi. Dengan adanya program Mabit ini, mahasantri dapat menentukan pilihan perguruan tinggi dan jurusan sesuai kemampuan intelektualitasnya. Temuan dalam penelitian ini membantu pondok pesantren untuk mendeteksi program Mabit yang lebih terarah dalam membentuk kader ulamaÂ dan lebih di fokuskan dalam sosialisasi. Program pembelajaran antara pendalaman Alquran, Hadits dan Sains, Teknologi harus seimbang serta terarah. Pembagian waktu adalah hal terpenting dalam pembelajaran dengan cara mengukur kapabilitas mahasantri. Penambahan aplikasi dari setiap teori yang dipelajari sangat mendukung mahasantri menciptakan dan mengembangkan daya kreatifitas berpikir.

Implementasi Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Islam sebagai Strategi Penguatan Karakter Religius dan Profil Pelajar Pancasila Fadhilah, Fadhilah; Marzuki, Darlina Nuralisyarifah; Fadriati, Fadriati; Suryana, Ermis
An-Nuha Vol 5 No 4 (2025): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v5i4.753

The implementation of the Merdeka Curriculum in Islamic Religious Education (PAI) is an important effort to strengthen students’ religious character and internalize the values of the Pancasila Student Profile in schools. This study aims to analyze the conceptual foundation and relevance of the Merdeka Curriculum to Islamic education as a means of achieving holistic character development. Using a library research method, data were collected from books, accredited journal articles, and official government documents related to curriculum policy. The findings show that the Merdeka Curriculum emphasizes independent, contextual, and value-based learning that aligns with Islamic educational principles and supports the six dimensions of the Pancasila Student Profile. The study concludes that integrating the Merdeka Curriculum into Islamic Religious Education effectively enhances students’ religious understanding, moral reasoning, and civic values, contributing to the realization of national education goals.

Pemahaman Guru PAI tentang Hakikat Manusia dan Daya-daya Ruhani dalam Pembelajaran: Studi Fenomenologis pada SDIT Mutiara Hati Rahmi, Laila Kamilatu; Putra, Heru Yama; Fadriati, Fadriati; Suryana, Ermis
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8236

Although the nature of the human being and spiritual faculties has been widely discussed in the Islamic education literature, research that specifically explores how guru PAI interpret and implement these concepts in classroom practice through a phenomenological approach remains very limited. This gap highlights the need for studies that examine teachers’ authentic experiences in understanding fitrah, akal, and qalb as pedagogical foundations, particularly in the context of Sekolah Dasar Islam Terpadu. This study aims to describe guru PAI’s understanding of human nature, identify their interpretations of students’ spiritual faculties, and explain how these understandings influence pedagogical strategies at SDIT Mutiara Hati. The research employs a qualitative approach with an interpretative phenomenological design, involving six teachers selected through purposive sampling. Data were obtained through in-depth interviews, classroom observations, and documentation, and were analyzed using phenomenological stages that include horizontalization, clustering of essential themes, and interpretation of meaning. The findings show that all teachers view humans as beings endowed with fitrah, akal, and qalb, which are manifested in classroom practice through habituation of moral conduct, role modeling, reflective dialogue, and the facilitation of emotional–spiritual experiences. Students’ rational faculties are activated through value-based discussions and reflective questioning, the qalb is nurtured through gentle approaches and the presentation of exemplary stories, and fitrah is preserved through daily spiritual activities and the habituation of positive behaviors. These findings contribute theoretically to the development of a holistic Islamic education paradigm that integrates cognitive, affective, and spiritual dimensions. Practically, the study underscores the importance of strengthening teachers’ competence in spiritual guidance and the need for school support in building a learning culture oriented toward character and spiritual formation, while also opening avenues for further research on the development of instruments for assessing spiritual dimensions and more systematic learning models grounded in fitrah, akal, and qalb.

Implementation of Humanistic Theory in Islamic Education Learning through Active Learning at SMP Negeri 52 Palembang Chan, Rahul; Ali, Marwan; Harto, Kasinyo; Suryana, Ermis
Intiqad: Jurnal Agama dan Pendidikan Islam Vol 17, No 2 (2025)
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/25124

This study aims to analyze the application of humanistic theory in learning Islamic Religious Education (PAI) through the Active Learning method at SMP Negeri 52 Palembang. Humanistic theory emphasizes the optimal development of individual potential by considering emotional, social, and affective aspects in the learning process. The research method used is descriptive qualitative with data collection techniques through observation, in-depth interviews, and documentation studies. The results showed that the integration of humanistic theory into the Active Learning method was able to increase students' motivation, independence, and active participation in PAI learning. Students become more involved in understanding religious concepts, develop critical thinking, and show more positive responses to learning materials. In addition, the data shows a significant increase in students' learning outcomes, with the completion rate reaching 87.50%. The findings show that the humanistic theory-based learning approach is effective in creating a conducive learning environment and empowering learners as a whole, especially in strengthening religious values. The implication of this research contributes to the development of PAI curriculum and learning strategies that are more humanistic and participatory.

HAKIKAT ILMU SEBAGAI DASAR METODE PEMBELAJARAN 'MARI MENGAJI' Bilal, Bilal Abdullah; Fadriati, Fadriati; Suryana, Ermis
Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Vol 24 No 1 (2026): Januari
Publisher : Program Studi Pendidikan Agama Islam Tarbiyah IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/kreatif.v24i1.6177

Ilmu dalam perspektif Islam tidak dipahami sekadar sebagai akumulasi pengetahuan, tetapi sebagai cahaya yang menuntun manusia menuju kebenaran, pembentukan akhlak, dan kedekatan kepada Allah. Hakikat ilmu yang bersumber dari wahyu, akal, dan pengalaman menuntut adanya metode pembelajaran yang tidak hanya berorientasi pada aspek kognitif, tetapi juga pada pembinaan adab dan pengamalan nilai-nilai keislaman. Penelitian ini bertujuan untuk menganalisis hakikat ilmu dalam Islam sebagai dasar filosofis dan pedagogis Metode Pembelajaran Al-Qur’an Mari Mengaji. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi pada proses pembelajaran Al-Qur’an. Hasil penelitian menunjukkan bahwa Metode Mari Mengaji selaras dengan konsep hakikat ilmu dalam Islam, khususnya dalam prinsip pembelajaran bertahap (tadarruj), pembiasaan (ta‘wīd), keteladanan guru, serta integrasi aspek kognitif, afektif, dan psikomotorik. Metode ini tidak hanya meningkatkan kemampuan membaca Al-Qur’an secara teknis, tetapi juga menumbuhkan sikap religius dan adab peserta didik terhadap Al-Qur’an. Dengan demikian, hakikat ilmu dalam Islam dapat dijadikan landasan konseptual yang kuat dalam pengembangan dan penerapan Metode Mari Mengaji sebagai metode pembelajaran Al-Qur’an yang holistik dan bernilai edukatif.

PROBLEMATIKA PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL: ANALISIS DARI PERSPEKTIF IDEOLOGIS DAN INSTITUSIONAL Oktavia, Nur Afni; Najmi, Lailan; Fadriati, Fadriati; Suryana, Ermis
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; Fikri, Kevin Ariful; Fadriati, Fadriati; Suryana, Ermis
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.

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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