Article Per Year (5 Year)
p-Index From 2021 - 2026
4.671
P-Index
This Author published in this journals
All Journal Jurnal Ekonomi Toleransi: Media Ilmiah komunikasi Umat Beragama Potensia Al-Manar : English and Arabic Journal Profetika JURNAL PENDIDIKAN FISIKA NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan JPPI | Jurnal Penelitian Pendidikan Islam AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Ensiklopedia of Journal HIKMAH : JURNAL PENDIDIKAN AGAMA ISLAM Ensiklopedia Social Review Jurnal Review Pendidikan dan Pengajaran (JRPP) Instructional Development Journal Jurnal Ilmiah Pendidikan Anak (JIPA) Ilmu Pendidikan JURNAL ILMIAH GLOBAL EDUCATION Journal of Education Research JIPMukjt:Jurnal Ilmu Pendidikan Muhammadiyah Kramat Djati Educate: Jurnal Ilmu Pendidikan dan Pengajaran Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Pinisi Journal of Sociology Education Review Jurnal Penelitian Ilmu Pendidikan Indonesia Jurnal Akuntansi dan Teknologi Keuangan AL ULYA: JURNAL PENDIDIKAN ISLAM Dirasah: Jurnal Pendidikan Islam At-Tajdid: Journal of Islamic Studies Studi Multidisipliner: Jurnal Kajian Keislaman Global Insights in Management and Economic Research
Helmiati Helmiati
Islamic Educational Management Department, Universitas Islam Negeri Sultan Syarif Kasim, Riau
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

Published : 36 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 36 Documents
Search

 1   2   3   4 
Analysis of Islamic Educational Policy: Thailand Case Study Harahap, Koiy Sahbudin; Rajab, Khairunnas; Helmiati, Helmiati; Sawaluddin, Sawaluddin
JURNAL AL-TANZIM Vol 6, No 1 (2022)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (342.369 KB) | DOI: 10.33650/al-tanzim.v6i1.3223

Abstract

This study aims to analyze the policy of Islamic education in Thailand. The method used is a case study qualitative method. The data collection technique is done through interviews, observation, and documentation. The data analysis technique used consists of three co-occurring activities: data reduction, data presentation, conclusion drawing/verification. The results showed that; Islamic education policies in the field of curriculum, namely policies carried out by requiring general subjects such as mathematics, science, geography; Islamic education policy regarding the Thai language, namely using and developing the Thai language in student learning; Islamic Education Policy regarding teachers, namely providing training for teachers and education personnel to improve their abilities and knowledge. This research implies that it can be used as input for the government, stakeholders, leaders, teachers in making policies so that the quality of education is more qualified and able to compete with other countries.
TRANSMISI KEILMUAN UNIVERSITAS AL-AZHAR MESIR DAN IMPLIKASINYA TERHADAP PONDOK PESANTREN DI INDONESIA Mas’udan, Ahmad; Helmiati, Helmiati; Nazir, M.
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Special Issue Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.40078

Abstract

Penelitian ini bertujuan untuk menganalisis transmisi ilmu dari Universitas Al-Azhar Mesir serta dampaknya terhadap perkembangan Pondok Pesantren di Indonesia. Penelitian ini menggunakan metode tinjauan literatur sistematis (Systematic Literature Review), dengan data yang diperoleh dari berbagai sumber akademik yang membahas proses transmisi keilmuan. Teknik analisis data dilakukan melalui pemetaan tematik berdasarkan hasil penelitian terdahulu dan teori-teori relevan. Hasil penelitian mengungkapkan bahwa transmisi ilmu berlangsung melalui peran ulama Indonesia yang menjalankan ibadah haji sembari menimba ilmu di Makkah, lalu melanjutkan pendidikan mereka di Universitas Al-Azhar Mesir. Setelah menyelesaikan studi, mereka kembali ke Indonesia dan mendirikan pondok pesantren. Selain itu, kurikulum di Pondok Pesantren di Indonesia banyak mengadopsi kitab-kitab karya para ulama Al-Azhar, khususnya dalam bidang fikih, ilmu pengetahuan, dan tafsir. Dengan demikian, terjadi transfer ilmu secara langsung maupun tidak langsung antara Universitas Al-Azhar dan Pondok Pesantren di Indonesia.
Epistemological Analysis of the Integration of the Merdeka Curriculum and Deep Learning Technology in Islamic Education in the Digital Era Muhammad Nadhif Syuhada; Helmiati Helmiati; Hariza Hasyim
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 4, No 3 (2025)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v4i3.12845

Abstract

The transformation of education in the digital era has shifted the paradigm from conventional learning systems toward more adaptive, personalized, and technology-based models. This study aims to analyze the epistemological integration between the Merdeka Curriculum and deep learning technology within the development of Islamic education in the digital age. The research employed a library research method using content analysis of academic books, scholarly articles, and relevant policy documents. The findings reveal that the integration offers significant opportunities, including enhanced learning personalization, strengthened spiritual digital literacy, and pedagogical efficiency through adaptive learning systems. However, the study also identifies several epistemological and ethical challenges, such as value bias within algorithms, the risk of reducing spiritual dimensions into computational data, and limitations in digital competence among Islamic education teachers and institutional infrastructures. Epistemologically, the integration of technology in Islamic education must remain grounded in the principles of tawhid, adab, and maq??id al-tarbiyah to prevent fragmentation between knowledge and values. This study contributes theoretically by proposing an epistemological integration framework between curriculum and technology, and practically by offering insights for developing Islamic pedagogy that remains ethically and spiritually rooted while adapting to digital advancements.
The Concept of Islamization of Knowledge in the Thought of Syed Muhammad Naquib Al-Attas: An Effort to Build a True Islamic Epistemology Nasution, Anjar Mahmudin; Helmiati, Helmiati; M., Nazir; Lubis, Ardiansyah
Al Ulya: Jurnal Pendidikan Islam Vol. 11 No. 1 (2026): Al Ulya: Jurnal Pendidikan Islam (April)
Publisher : Fakultas Tarbiyah - Universitas Nahdlatul Ulama Sunan Giri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/alulya.v11i1.5266

Abstract

This article aims to examine the conceptual construction of the true Islamic paradigm according to Syed Muhammad Naquib al-Attas and evaluate its relevance and contribution to the development of contemporary Islamic epistemology and education systems. This study uses the Systematic Literature Review (SLR) method by analyzing 24 scientific articles selected from 100 Scopus journal publications published between 2015 and 2025. The selection process was based on inclusion criteria that included the type of scientific journal article, direct relevance to the concept of Islamization of knowledge according to al-Attas, open access, and the most recent publication period to ensure the relevance and credibility of the sources. The results of the study show that the true Islamic paradigm constructed by al-Attas is based on the worldview of tawhid, placing adab as the epistemological basis, and positioning science as an instrument for self-knowledge, knowledge of God, and knowledge of reality. This paradigm rejects epistemological secularism and the dichotomy of science, and integrates the dimensions of revelation, reason, intuition, and experience into a holistic Islamic scientific framework. The uniqueness of this study lies in its affirmation of the integral relationship between adab and the structure of knowledge as the foundation of the Islamization of science, which has not been systematically elaborated in previous studies. This paradigm makes a significant contribution to strengthening Islamic epistemology that has spiritual value as well as reforming the education system through the concepts of ta'dib, the hierarchy of knowledge, and the integration of a curriculum based on maqasid al-shari'ah. Thus, the true Islamic paradigm is not only the theoretical basis for the Islamization of science, but also a strategic offer in the reconstruction of an integral and civilized Islamic education system.
Analisis Kebijakan Integrasi Pendidikan Agama Islam dalam Kurikulum Pendidikan di Negara Sekuler Belanda Dawami Dawami; Helmiati Helmiati; M. Nazir
Instructional Development Journal Vol. 7 No. 3 (2024): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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

Abstract

Artikel ini bertujuan untuk meneliti kebijakan integrasi Pendidikan Agama Islam (PAI) dalam kurikulum sekolah di Belanda, negara yang dikenal dengan sistem pendidikan sekuler dan pluralis. Fokus utama penelitian adalah bagaimana PAI dapat diimplementasikan dalam konteks negara yang menjunjung tinggi prinsip kebebasan beragama dan pendidikan. Penelitian ini menggunakan pendekatan kualitatif dimana data dikiumpulkan melalui studi literatur dan dokumen, antara lain Pasal 23 Konstitusi Belanda yang menjamin kebebasan pendidikan dan Pasal 6 yang menjamin kebebasan beragama. Hasil penelitian menunjukkan bahwa meskipun Belanda adalah negara sekuler, sistem pendidikannya memberikan fleksibilitas bagi sekolah-sekolah berbasis agama untuk mengintegrasikan PAI ke dalam kurikulum mereka, selama tetap mematuhi standar nasional. Selain itu, di sekolah umum, pendidikan agama dapat ditawarkan sebagai mata pelajaran opsional, tergantung pada permintaan masyarakat setempat. Pendidikan Islam juga sering diselenggarakan melalui pendidikan tambahan di luar sekolah formal, yang dikelola oleh komunitas Muslim setemp
The Impact of Government Policy on Curriculum Changes and Its Implications for the Quality of Islamic Religious Education in Elementary Schools Oky Syamsurizal; Helmiati Helmiati; Hariza Hasyim
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 4, No 3, August 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v4i3.39622

Abstract

Curriculum changes are part of the government's strategic policy to improve the quality of national education. This article aims to analyze government policies related to changes in the education curriculum over time until the birth of the Independent Curriculum, and examine its implications for improving the quality of Islamic Religious Education (PAI) learning in elementary schools. This study uses a qualitative approach with a library research method. Data were obtained from various written sources such as books, scientific journals, policy documents, and relevant laws and regulations, then analyzed using content analysis techniques. The results of the study indicate that curriculum changes in Indonesia, starting from the 1994 Curriculum, the 2004 KBK, the 2006 KTSP, the 2013 Curriculum, and the Independent Curriculum, reflect the government's ongoing efforts to adapt education to current developments and student needs. The implementation of the Independent Curriculum has positive implications for Islamic Religious Education (PAI) learning in elementary schools, especially in encouraging more flexible, contextual, and student-centered learning. This curriculum opens up space for Islamic Religious Education (PAI) teachers to innovate through project-based learning and authentic assessment, thus enhancing not only knowledge but also students' religious attitudes and noble morals. Therefore, the Independent Curriculum has the potential to holistically improve the quality of Islamic Religious Education (PAI) learning if supported by teacher and school readiness
Co-Authors Aliadi, Aliadi Amela, Intan Arasdi, Wandra Arbi, Arbi Arfan, Surya Bukhori Bukhori Dawami Dawami Fachry Abda El Rahman Hairunnas Hairunnas Harahap, Koiy Sahbudin Hariza Hasyim Hitami, Munzir Imam Hanafi Indra Yeni Intan Pahlewi, Atilah Karim, Nazir Kasmawati Khairunnas Rajab Khairunnas Rajab Kholid Junaidi Lubis, Abdul Hadi Lubis, Ardiansyah M Nazir, M M. Nazir M. Nazir, M. Nazir M., Nazir Mandasari, Resty Masrul Hakim Mas’udan, Ahmad Muhammad Nadhif Syuhada Muhammad Nazir Mustafa Kamal Nahwiyah, Sopiatun Nasution, Anjar Mahmudin Nazir, M. Ningsih, Wirda Novita Silta Pasutri Nuryanti Nuryanti Oky Syamsurizal Putri, Febriani Putri, Maia Angela Rahayu, Eva Ulvah Rahmawati, Rahmawati Restu Agusti Rita Anugerah Sawaluddin Sawaluddin, Sawaluddin Wan Muhammad Fariq