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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Tarbiyah Al Ishlah Jurnal Pendidikan Khazanah: Jurnal Studi Islam dan Humaniora Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Al-Falah: Jurnal Ilmiah Keislaman dan Kemasyarakatan Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam el-Buhuth: Borneo Journal of Islamic Studies Takuana: Jurnal Pendidikan, Sains, dan Humaniora Jurnal Pendidikan Islam Al Manba Jurnal Riset Multidisiplin Edukasi AT-TAKLIM: Jurnal Pendidikan Multidisiplin Education Curiosity JIS: Journal ISLAMIC STUDIES Jurnal Pendidikan dan Pengajaran Sinergi : Jurnal Ilmiah Multidisiplin At-Ta'lim : Media Informasi Pendidikan Islam International Journal of Social and Education (INJOSEDU) Tarbiyatul Ilmu (Jurnal Kajian Pendidikan) Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah
Hilmi Mizani
Universitas Islam Negeri Antasari Banjarmasin
Religion Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Desain Pembelajaran PAI dalam Kurikulum Merdeka: Konstruksi Teoretis dan Aplikasi Kontekstual Riduan Iksan; Mariana; Hilmi Mizani; Syaiful Bahri Djamarah
JIS: Journal Islamic Studies Vol. 4 No. 2 (2026): Mei-Agustus 2026
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/jis.v4i2.2086

Abstract

Desain pembelajaran merupakan elemen fundamental dalam implementasi Kurikulum Merdeka karena menjadi jembatan antara kebijakan kurikulum dan praktik pembelajaran di kelas, khususnya pada mata pelajaran Pendidikan Agama Islam (PAI) yang menuntut keterpaduan dimensi kognitif, afektif, dan psikomotorik. Artikel ini bertujuan mengkaji konsep, prinsip, komponen, serta strategi desain pembelajaran dalam Kurikulum Merdeka dan relevansinya terhadap pembelajaran PAI. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research), yaitu menelaah dan menganalisis berbagai sumber primer dan sekunder berupa regulasi pemerintah, buku, dan artikel jurnal yang relevan. Hasil kajian menunjukkan bahwa desain pembelajaran dalam Kurikulum Merdeka dibangun di atas empat prinsip utama, yaitu berpusat pada peserta didik, kontekstual, diferensiasi, dan berbasis projek, yang diwujudkan melalui empat komponen yang koheren, yaitu Capaian Pembelajaran, Alur Tujuan Pembelajaran, Modul Ajar, dan asesmen. Berbagai model pembelajaran seperti pembelajaran berdiferensiasi, Project Based Learning, Problem Based Learning, dan pembelajaran kontekstual terbukti relevan diterapkan dalam PAI karena esensi ajaran Islam sejalan dengan pendekatan pembelajaran aktif dan reflektif. Meskipun demikian, implementasinya masih menghadapi tantangan berupa kesiapan guru yang belum merata, kebutuhan waktu adaptasi yang panjang, dan kesenjangan infrastruktur antarwilayah. Kajian ini menyimpulkan bahwa keberhasilan desain pembelajaran dalam Kurikulum Merdeka bergantung pada penguatan kompetensi guru secara berkelanjutan serta dukungan sistemik dari satuan pendidikan dan pemangku kebijakan.
INTEGRASI KEARIFAN LOKAL BANJAR DALAM PEMBENTUKAN KARAKTER RELIGIUS MELALUI PERMAINAN TRADISIONAL : Kearifan lokal Banjar, Karakter religious, Permainan tradisional, Pendidikan karakter, Nilai-nilai agama Islam Jumrani Jumrani; Syaiful Bahri Djamarah; Hilmi Mizani
AL-ULUM | JURNAL PENDIDIKAN DAN PENGAJARAN Vol. 4 No. 01 (2026): AL-ULUM | JURNAL PENDIDIKAN DAN PENGAJARAN
Publisher : IAI DARUL ULUM KANDANGAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63216/alulum.v4i01.533

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi kearifan lokal masyarakat Banjar dalam membentuk karakter religius anak melalui permainan tradisional. Pendekatan kualitatif dengan metode studi kasus digunakan untuk menggali secara mendalam nilai-nilai pendidikan karakter religius yang terkandung dalam berbagai permainan tradisional Banjar, serta bagaimana orang tua dan masyarakat berperan dalam penyampaiannya. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa permainan tradisional Banjar, seperti asinan, balogo, dan bagasing, sarat dengan pesan moral, nilai-nilai spiritual, serta ajaran agama Islam yang tercermin dalam aturan permainan, interaksi antar pemain, dan narasi yang menyertainya. Proses permainan ini secara alami menanamkan nilai kejujuran, sportivitas, kesabaran, kerjasama, dan rasa hormat kepada sesama, yang merupakan pondasi karakter religius. Integrasi kearifan lokal ini menawarkan alternatif yang efektif dan menyenangkan dalam pendidikan karakter religius di era modern. Kesimpulan studi ini menegaskan pentingnya pelestarian dan revitalisasi permainan tradisional sebagai media strategis untuk menumbuhkembangkan generasi yang berkarakter religius kuat dan berakar pada budaya lokal.
ibnul amin putri PENERAPAN MODEL GERLACH DAN ELY DALAM PEMBELAJARAN SIRAH NABAWIYAH DI PONDOK PESANTREN IBNUL AMIN PUTRI PEMANGKIH: PENERAPAN MODEL GERLACH DAN ELY DALAM PEMBELAJARAN SIRAH NABAWIYAH DI PONDOK PESANTREN IBNUL AMIN PUTRI PEMANGKIH Ervina; Fatimah Az-Zahra; Syaiful Bahri Djamarah; Hilmi Mizani
AL-ULUM | JURNAL PENDIDIKAN DAN PENGAJARAN Vol. 4 No. 01 (2026): AL-ULUM | JURNAL PENDIDIKAN DAN PENGAJARAN
Publisher : IAI DARUL ULUM KANDANGAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63216/alulum.v4i01.606

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran Gerlach dan Ely dalam pembelajaran Sirah Nabawiyah di Pondok Pesantren Ibnul Amin Putri Pemangkih. Penelitian ini dilatarbelakangi oleh pentingnya penggunaan model pembelajaran yang sistematis untuk meningkatkan keaktifan santri serta mengoptimalkan pemahaman dan penghayatan terhadap nilai-nilai keteladanan Nabi Muhammad SAW. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian lapangan (field research). Data diperoleh melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri atas guru pengampu mata pelajaran Sirah Nabawiyah dan santri Pondok Pesantren Ibnul Amin Putri Pemangkih. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa penerapan model Gerlach dan Ely dilakukan melalui perencanaan pembelajaran yang sistematis, pelaksanaan pembelajaran yang melibatkan santri secara aktif, penggunaan media pembelajaran yang mendukung pemahaman materi, serta evaluasi yang mencakup aspek kognitif, afektif, dan psikomotorik. Penerapan model ini mampu meningkatkan partisipasi santri dalam proses pembelajaran, mempermudah pemahaman terhadap materi Sirah Nabawiyah, serta mendorong internalisasi nilai-nilai keteladanan Nabi Muhammad SAW dalam kehidupan sehari-hari. Dengan demikian, model Gerlach dan Ely efektif diterapkan dalam pembelajaran Sirah Nabawiyah untuk mendukung pembentukan karakter santri di lingkungan pesantren.
MODEL BANATHY DALAM PENGEMBANGAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: Model Banathy, Desain Pembelajaran, Pendidikan Agama Islam, Pendekatan Sistem. fathur rabbany; Syaiful Bahri Djamarah; Hilmi Mizani
AL-ULUM | JURNAL PENDIDIKAN DAN PENGAJARAN Vol. 4 No. 01 (2026): AL-ULUM | JURNAL PENDIDIKAN DAN PENGAJARAN
Publisher : IAI DARUL ULUM KANDANGAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63216/alulum.v4i01.609

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan model desain pembelajaran Bela H. Banathy dalam pengembangan pembelajaran Pendidikan Agama Islam (PAI), yang mencakup konsep dasar, tahapan, implementasi, serta kelebihan dan keterbatasannya. Metode yang digunakan adalah pendekatan kualitatif dengan jenis penelitian kepustakaan (library research). Pengumpulan data dilakukan melalui studi dokumentasi terhadap literatur relevan, sedangkan analisis data menerapkan teknik analisis isi yang meliputi reduksi, penyajian data, dan penarikan kesimpulan. Analisis literatur menunjukkan bahwa model Banathy memiliki karakteristik sistematis, berorientasi tujuan, fleksibel, serta menerapkan evaluasi berkelanjutan dengan menempatkan peserta didik sebagai pusat sistem pembelajaran. Penerapannya dalam PAI diwujudkan melalui tahapan merumuskan tujuan spesifik, mengembangkan tes, menganalisis kegiatan belajar, mendesain sistem instruksional, serta melaksanakan dan mengevaluasi pembelajaran. Literatur yang dianalisis menunjukkan bahwa model ini berpotensi meningkatkan efektivitas pembelajaran PAI dan mentransformasi pembelajaran PAI konvensional menjadi lebih terstruktur dan berorientasi pada pembentukan karakter Islami serta nilai spiritual siswa, meski menuntut waktu perencanaan relatif panjang dan kompetensi pedagogik guru yang tinggi. Simpulannya, model Banathy sangat relevan untuk meningkatkan kualitas pembelajaran PAI secara holistik di era modern, asalkan guru mampu memadukan kerangka sistem terstruktur dengan pendekatan pembelajaran yang adaptif, kontekstual, dan komunikatif di kelas
Komponen Utama dalam Instrumen Akreditasi Sekolah/Madrasah: Kajian tentang Mutu Guru dan Manajemen Sekolah/Madrasah Zaskia; Hayatun Nufus; Husnul Yaqin; Hilmi Mizani
Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah Vol. 2 No. 6 (2026): Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah (Juni 2026)
Publisher : PT. Saha Kreasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64788/ar-rasyid.v2i6.385

Abstract

This study aims to examine the main components of the madrasa accreditation instrument, particularly those related to teacher quality and school management. The research employed a literature study approach by collecting data from various sources, including books, scientific journals, official regulations, and previous studies relevant to educational accreditation. The collected data were analyzed descriptively through review and interpretation processes to develop a comprehensive understanding of the role of teacher quality and school management in improving the quality of madrasa education. The findings indicate that accreditation serves as an important instrument for educational quality assurance because it evaluates various aspects of educational implementation comprehensively. Teacher quality is considered a key indicator, covering academic qualifications, teaching performance, and professional development. Meanwhile, school management includes aspects such as planning, leadership, human resource management, evaluation, and school culture. These two aspects are closely interconnected, as effective school management can support the improvement of teacher professionalism and the quality of learning. Therefore, continuous improvement in teacher quality and the strengthening of school management are essential factors in supporting successful accreditation and enhancing the overall quality of madrasa education.
The Concept of Holistic Evaluation in Islamic Education Learning Design: A Synthesis of Tyler, Bloom, and Wiggins Theories Sheila Rosalia; Hilmi Mizani; Syaiful Bahri; Reza Rachman
At-Ta'lim : Media Informasi Pendidikan Islam Vol 25, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/attalim.v25i1.11790

Abstract

ENGLISH: The Concept of Holistic Evaluation in Islamic Education Learning Design: A Synthesis of Tyler, Bloom, and Wiggins TheoriesObjective: This study aims to develop a holistic evaluation framework for Islamic Education (PAI) instructional design that integrates cognitive, affective, and psychomotor dimensions, grounded in Islamic values. Method: The study employed a qualitative approach using a library research design. Data were collected through document analysis of primary and secondary literature and were examined using content analysis and interpretive synthesis. Results: The synthesis revealed that Tyler’s evaluation model, Bloom’s Taxonomy, and Wiggins’ backward design complement one another in developing authentic assessments that align learning objectives, instructional processes, and evaluation practices. Their integration produces a holistic evaluation model encompassing the dimensions of 'ilm (knowledge), akhlaq (attitude), and amal (practice). Conclusion: This framework enhances the quality of Islamic education instructional design through aligned and authentic evaluation. Contribution: The study offers a conceptual model that can serve as a reference for curriculum developers, educators, and policymakers in designing comprehensive assessment systems for Islamic education.INDONESIAN: Konsep Evaluasi Holistik dalam Desain Pembelajaran Pendidikan Islam: Sintesis Teori Tyler, Bloom, dan WigginsTujuan: Penelitian ini bertujuan merumuskan kerangka konseptual evaluasi holistik dalam desain pembelajaran Pendidikan Islam (PAI) melalui sintesis teori evaluasi Ralph Tyler, Taksonomi Benjamin Bloom, dan backward design Grant Wiggins. Metode: Penelitian ini menggunakan pendekatan kualitatif dengan metode Qualitative Content Analysis (QCA) atau analisis konten kualitatif untuk mengidentifikasi dan menginterpretasikan hubungan antarkonsep dari literatur primer dan sekunder secara sistematis. Hasil: Sintesis integratif menunjukkan bahwa model Tyler, Taksonomi Bloom, dan backward design Wiggins saling melengkapi dalam membangun ekosistem penilaian yang autentik. Integrasi ketiganya menghasilkan model evaluasi holistik tiga lapisa yait keselarasan struktural, instrumentasi multidimensional, dan orientasi autenti yang mencakup dimensi 'ilm (kognitif), akhlaq (afektif), dan amal (psikomotorik) secara terpadu. Kesimpulan: Kerangka konseptual ini memperkuat kualitas desain pembelajaran PAI melalui evaluasi yang selaras, multidimensional, dan berbasis nilai-nilai Islam. Kontribusi: Penelitian ini menawarkan model integratif yang orisinal sebagai acuan operasional bagi pendidik, pengembang kurikulum, dan pembuat kebijakan dalam merancang sistem penilaian PAI yang komprehensif dan kontekstual.
How Do Value Conflicts In Islamic Religious Education Arise Among Muhammadiyah School Students From Nahdatul Ulama Families? Muhammad Ramli; Hilmi Mizani; Aida Ida
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i1.16108

Abstract

The phenomenon of many Nahdlatul Ulama (NU) parents who send their children to Muhammadiyah high schools and vocational high schools raises the potential for religious value conflicts. This study aims to reveal the dynamics of the value conflict in Islamic Religious Education among students. The method employed is a mixed-methods approach with concurrent triangulation, where qualitative and quantitative data are collected simultaneously through questionnaires, interviews, and documentation from students, principals, Islamic Education and Cultivation teachers, and Al-Islam and Muhammadiyah teachers. This research was conducted in six Muhammadiyah schools in Banjarmasin. The results showed that most students experienced conflict between the religious teachings at school and their family traditions, so they tended to be ambivalent about following Muhammadiyah worship practices at school and reverting to NU practices when at home. A small number of students chose to consistently follow Muhammadiyah's teachings even though it caused tension with their parents. The conclusion of this study reveals that the value of Islamic Religious Education in Muhammadiyah schools influences the religious identity of students from NU backgrounds. The implications of this research include input and suggestions related to the concept of inter-religious harmony.
KOMPONEN UTAMA DALAM INSTRUMEN AKREDITASI SEKOLAH/ MADRASAH: KAJIAN TERHADAP MUTU LULUSAN DAN PROSES PEMBELAJARAN Junaidi; Abdurrazak; Husnul Yaqin; Hilmi Mizani
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 3 No. 7 (2026): TARBIYATUL ILMU: Jurnal Kajian Pendidikan
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20200559

Abstract

This article examines two main components in the school/madrasah accreditation instrument, namely graduate quality and the learning process. Accreditation is an external quality assurance mechanism that plays a crucial role in Indonesia’s national education system, implemented by the National Accreditation Board for Schools/Madrasahs (BAN-S/M). Using a literature review approach and policy analysis, this article analyzes the standards, indicators, and instruments used to assess graduate quality and the learning process at the school and madrasah levels. The findings indicate that graduate quality is measured through the achievement of cognitive, affective, and psychomotor competencies that reflect the Graduate Competency Standards (SKL), while the learning process is evaluated based on planning, implementation, and assessment practices that refer to the Process Standards. These two components are interconnected and jointly serve as key determinants of educational quality in schools/madrasahs. The article concludes that improving graduate quality can only be achieved through strengthening the learning process in a systematic, innovative manner that is oriented toward the holistic development of students’ potential.
Tata Cara dan Proses Pelaksanaan dan Dokumen Akreditasi Sekolah atau Madrasah Nur Melinda; Muhammad Saupiyani; Husnul Yaqin; Hilmi Mizani
Jurnal Riset Multidisiplin Edukasi Vol. 3 No. 5 (2026): Jurnal Riset Multidisiplin Edukasi (Mei 2026)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/jurmie.v3i5.1895

Abstract

This study aims to comprehensively analyze the implementation mechanism and documentation requirements for school or madrasah accreditation in Indonesia based on the latest regulations. Accreditation is positioned as a vital instrument in guaranteeing educational quality and a form of public accountability to measure the eligibility of educational units according to the National Education Standards (SNP). The research method used is library research by examining various literatures, regulations such as Law No. 20 of 2003 and Permendikbudristek No. 38 of 2023, as well as technical operational documents from the National Accreditation Board for Early Childhood Education, Primary Education, and Secondary Education (BAN-PDM). The results show that the accreditation process has transformed from administrative assessment (compliance) to performance-based assessment through the use of the IASP instrument. The accreditation implementation cycle consists of systematic stages including: (1) identification and targeting, (2) socialization, (3) pre-visitation, (4) visitation and assessment, (5) validation of results, (6) determination of results, and (7) socialization of accreditation results. Furthermore, the effectiveness of accreditation highly depends on the readiness of supporting documents in four main components: graduate quality, learning process, teacher quality, and school management. The conclusion of this study confirms that a deep understanding of procedures and document completeness is not merely a bureaucratic burden, but a means of self-evaluation for educational institutions to carry out continuous quality improvement for the advancement of the education ecosystem in Indonesia.
Co-Authors Abdillah Agung Himayanta Abdurrazak Aida Ida Ardian Dhiya Aulia Ervina Evarianty Masfini fathur rabbany Fatimah Az-Zahra Fauzinor, Akhmad Hayatun Nufus Husnul Yakin Husnul Yaqin Husnul Yaqin Husnul Yaqin Ida, Aida Indah Rahmawati Istiqomah Jumrani Jumrani Junaidi M Masruni M. Ramli M. Ramli M. Ramli, M. Ramli Mariana Muhammad Agussalim Muhammad Alfi Hidayat Muhammad Naufal Baehaki Muhammad Ramli Muhammad Ramli Muhammad Rizqo Qolbiy Muhammad Saupiyani Muhdi Muhdi Muhniansyah Arasyid Mahani Munawarah Mutmainah Norwinda Nur Melinda Nur Sobah Raihanah raudatul jannah Reza Rachman Reza Setya Rachman Riduan Iksan Riyadh Maulidi, Ahmad Rochmatunnisa Sheila Rosalia Sheila Rosalia Siti Lufniyah siti rahmah Syaiful Bahri Syaiful Bahri Djamarah Syaiful Bahri Djamarah Ulya Ulfah Yahya Mof Zaskia