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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Auladuna Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Muaddib : Studi Kependidikan dan Keislaman Studia Religia: Jurnal Pemikiran dan Pendidikan Islam Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) TSAQAFAH Al-Qalam Idaarah: Jurnal Manajemen Pendidikan Didaktika: Jurnal Kependidikan Jurnal Manajemen Pendidikan Islam Tafkir: Interdisciplinary Journal of Islamic Education Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah (JIPMI) Primer Edukasi Journal Madani: Multidisciplinary Scientific Journal Jurnal Cahaya Edukasi Al Ibtida: Jurnal Pendidikan Guru MI
Muhammad Shabir U
Universitas Islam Negeri Alauddin Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Teori Belajar Konstruktivisme dan relevansinya terhadap Pendidikan Islam : Kajian Konseptual Nuranisah; Muljono Damopolii; M Shabir U
Jurnal Cahaya Edukasi Vol 3 No 1 (2026): Jurnal Cahaya Edukasi
Publisher : Cahaya Smart Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63863/jce.v3i1.273

Abstract

Artikel ini membahas teori belajar konstruktivisme dan relevansinya dengan Pendidikan Islam. Konstruktivisme memandang bahwa pengetahuan tidak diterima begitu saja, melainkan dibangun melalui pengalaman, refleksi, dan keterlibatan aktif peserta didik dalam proses belajar. Melalui studi kepustakaan, makalah ini menguraikan definisi konstruktivisme, ciri dan prinsip dasarnya, kelebihan dan keterbatasannya, serta titik temu dan perbedaannya dengan konsep belajar dalam Pendidikan Islam. Hasil kajian menunjukkan bahwa konstruktivisme sejalan dengan Pendidikan Islam pada aspek pengembangan pengetahuan, kemandirian belajar, interaksi sosial, dan peran guru sebagai fasilitator. Namun, Pendidikan Islam memiliki cakupan yang lebih luas karena juga menekankan pembinaan akhlak, spiritualitas, dan keteladanan guru sebagai bagian dari proses pendidikan. Dengan demikian, penerapan konstruktivisme dalam pembelajaran PAI perlu dilakukan secara integratif, selaras dengan nilai-nilai Islam agar pembelajaran tetap aktif, bermakna, dan berorientasi pada pembentukan pribadi yang beriman dan berakhlak.
PERANAN GURU FIKIH DALAM MENANAMKAN NILAI-NILAI FIKIH MUAMALAH PADA PESERTA DIDIK MTS NURUL IMAN POMALAA KABUPATEN KOLAKA Ansar, Fachri; Nuryamin; Syamsuri; U., M. Shabir; Ruhaya, Besse
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59227

Abstract

The cultivation of fiqh muamalah values in schools is essential for developing students' Islamic character, particularly in social interactions and economic activities based on Islamic principles. However, the implementation of these values among students remains inconsistent, indicating the need for teachers to play a more active educational role. This study aimed to analyze the role of fiqh teachers in instilling fiqh muamalah values and to identify the values emphasized in learning activities at MTs Nurul Iman Pomalaa, Kolaka Regency. This research employed a qualitative approach with phenomenological and philosophical perspectives. Data were collected through observation, interviews, and documentation involving fiqh teachers, school leaders, and students. Data were analyzed through data reduction, data display, and conclusion drawing, while data validity was ensured through source, technique, and time triangulation. The findings revealed that fiqh teachers performed strategic roles as educators, mentors, motivators, role models, and evaluators in cultivating fiqh muamalah values. The values emphasized included honesty, trustworthiness, responsibility, mutual assistance, politeness, and fairness, which were implemented through classroom instruction, habituation, exemplary conduct, advice, and continuous supervision. The study highlights the importance of integrating fiqh muamalah values into daily educational practices to strengthen students' Islamic character.
Co-Authors Abubakar Abubakar Amita Sagena Andi Achruh Andi Halimah Andi Hasrianti Andi Nuraeni Rustang Ansar, Fachri Arifuddin Siraj Astuti Salwiah Awal, Muh. Idhul Bahaking Rama Besse Ruhaya Eka Damayanti Elsi Elsi Fajri Basam firman Fitriani F, Fitriani Fitriani Nur Husnussaadah Husnussaadah Itra Bostam Karunia Hazyimara Lista Novera Mardiana Mardiana Muh Rapi Muhammad Alqadri Burga Muljono Damopolii Munawir Anas Nuranisah Nurazmiyati Nurazmiyati Nurhikmah Nurhikmah Nuristiqamah Awaliyahputri B. Nursalam Nursalam Nuryamin Rahmawati Rahmawati Rasyid, Mahammad Rusydi Rezkianti Hasan Risnah Mosibah Rizki Ayu Amaliah Junaidi Rus’an Samad Salman Salman Saprin Saprin Sattu Alang St Syamsudduha Suharti, Suharti Suriyati Suriyati Syamsiar, Syamsiar Syamsudduh Syamsudduh SYAMSURI U, Usman Umar Sulaiman Ummu Aimana Usman Usman Usman Usman Wahyuddin Wahyuddin Yuspiani