Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

16.422

P-Index

This Author published in this journals

Agus Fakhruddin

Universitas Pendidikan Indonesia

Author-ID : 2878924

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry 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 Mathematics Physics Public Health Social Sciences Other

Published : 151 Documents Claim Missing Document

Claim Missing Document

Articles

11 12 13 14 15

Exploring Meaningful Learning Practice in Islamic Religious Education Subjects at Senior High School Ibrohim, Muhammad Maulana Malik; Supriadi, Udin; Fakhruddin, Agus; Muflih, Abdillah; Ilyasa, Faisal Fauzan
Indonesian Journal of Islamic Education Studies (IJIES) Vol. 8 No. 1 (2025): Indonesian Journal of Islamic Education Studies (IJIES)
Publisher : Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i1.7242

This study aims to describe the comprehensive process of meaningful learning in Islamic Religious Education (IRE). This study used a descriptive qualitative research method, with data collected through in-depth interviews, observation, and documentation. The collected data were analyzed using interactive analysis techniques, with data validation through source triangulation. The results of the study indicate that the implementation of meaningful learning has not thoroughly followed the procedural stages outlined by David Ausubel. However, the theory's core values are applied in practice. In the planning stage, teachers develop learning modules, emphasizing the selection of relevant learning objectives that have a real impact on students. The implementation stage focuses on active and participatory learning that connects the material to students' daily lives. Meanwhile, learning evaluation is conducted formatively and summatively and is complemented by regular supervision to reflect on teaching effectiveness. The implications of this study indicate that implementing a contextual, flexible, and meaningful learning approach can strengthen the quality of IRE learning while also serving as a reference for curriculum development and teacher training. These findings form the basis for further research aimed at exploring the integration of learning theory with Islamic values-based educational practices.

Pemetaan materi pendidikan seksual dalam buku ajar Pendidikan Agama Islam berdasarkan fase perkembangan anak Fadilah, Alma Nur; Hermawan, Wawan; Fakhruddin, Agus
TAWAZUN: Jurnal Pendidikan Islam Vol 18 No 3 (2025)
Publisher : Program Studi Magister Pendidikan Islam,Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tawazun.v18i3.21673

Islamic Religious Education (PAI) in schools plays an important role in shaping understanding of sexual education based on Islamic values through its teaching materials. This study aims to map and analyze the content of sexual education in PAI and Budi Pekerti textbooks according to the stages of child development based on Abdullah Nasih Ulwan’s theory. The research uses a descriptive qualitative approach with content analysis of PAI textbooks published by BSKAP Kemendikbudristek in 2021–2022 for elementary to senior high school levels. The analysis follows Ulwan’s four stages: tamyiz, murahaqah, baligh, and post-baligh. The findings show that sexual education materials are integrated progressively, but two inconsistencies remain: delayed sequencing, where murahaqah content appears only in grade X, and mis-sequencing, where baligh and post-baligh content are placed in grade XI. The study concludes that although Islamic sexual education values are presented in PAI and Budi Pekerti textbooks, their sequencing does not fully correspond with Ulwan’s framework. Keywords: Child Development Phases; Islamic Religious Education; Sexual Education Abstrak Pendidikan Agama Islam (PAI) di sekolah memiliki peran penting dalam memberikan pemahaman tentang pendidikan seksual berbasis nilai Islam melalui materi ajarnya. Penelitian ini bertujuan untuk memetakan dan menganalisis materi pendidikan seksual dalam buku ajar PAI BP sesuai dengan fase perkembangan anak berdasarkan teori Abdullah Nasih Ulwan. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode analisis konten terhadap buku ajar PAI terbitan BSKAP Kemendikbudristek tahun 2021–2022 dari jenjang SD hingga SMA. Analisis dilakukan melalui pemetaan empat fase perkembangan anak menurut Ulwan, yakni tamyiz, murahaqah, baligh, dan pasca baligh. Hasil penelitian menunjukkan bahwa materi pendidikan seksual telah terintegrasi dalam kurikulum, namun terdapat dua bentuk ketidaksesuaian, yaitu keterlambatan penyampaian (delayed sequencing) pada materi murahaqah yang baru muncul di kelas X, serta ketidakteraturan urutan (mis-sequencing) antara fase baligh dan pasca baligh di kelas XI. Kesimpulan penelitian ini menegaskan bahwa meskipun nilai-nilai pendidikan seksual Islami sudah termuat dalam buku PAI BP, penyusunannya belum sepenuhnya sesuai dengan teori Abdullah Nasih Ulwan.

Religious transformation and character: a phenomenological study of pesantren ramadan experience in high school Sriwahyuni, Ranti Ayu; Fakhruddin, Agus; Surahman, Cucu
ATTARBIYAH: Journal of Islamic Culture and Education Vol. 10 No. 2 (2025): Attarbiyah: Journal of Islamic Culture and Education
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v10i2.225-241

As modernisation accelerates and religious engagement among adolescents declines, there is an urgent need for Islamic education models that prioritise meaningful character transformation over mere cognitive instruction. This study examines the transformative impact of religiosity and character development on students and teachers participating in the Pesantren Ramadan (SMARTTREN) program at a public high school in Bandung. Using a qualitative phenomenological approach, data were collected through observations, in-depth interviews, and document analysis. The findings indicate that SMARTTREN functions as a comprehensive learning environment that fosters spiritual, social, and moral development. Teachers view the program as a means of role modelling and spiritual renewal. Concurrently, students reported increased discipline in worship, a stronger emotional and spiritual connection to Allah, and noticeable positive changes in their daily interactions. These results suggest that SMARTTREN is an effective contextual model of Islamic education in public schools, providing sustainable pathways to enhance students' religiosity and character formation. The program has significant potential for replication and integration into curricula in similar educational settings.

Assessment for Learning and Value Internalization: Cognitive Assessment in Islamic Religious Education at Indonesian Middle Schools Lailatus Sa'adah; Agus Fakhruddin; Saepul Anwar
Bulletin of Indonesian Islamic Studies Vol. 4 No. 2 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i2.1683

Assessment in Islamic Religious Education (PAI) plays a strategic role in measuring cognitive achievement while simultaneously internalizing religious values. This aligns with the theory of assessment for learning, which emphasizes assessment as a continuous process of constructive feedback and Bloom’s taxonomy as a reference for developing cognitive questions from lower to higher-order thinking. This study analyzes the cognitive assessment practices of PAI teachers at a junior high school in Bandung, covering teachers’ understanding, planning, implementation, use of assessment results, and professional development. A qualitative approach with an instrumental case study design was employed, involving four purposively selected PAI teachers. Data were collected through structured interviews, classroom observations, and document analysis of teaching modules, test items, and rubrics, then analyzed using Huberman’s stages of reduction, presentation, and conclusion drawing. Findings reveal that assessment planning is supported by curriculum and MGMP forums, though rubrics remain holistic; implementation combines various techniques but written tests dominate; results are used for remedial; while professional development occurs through MGMP but still requires practical training on HOTS and analytic rubrics. This study contributes by mapping the contextual assessment cycle of PAI and recommending rubric strengthening, differentiation, and continuous professional development, enabling assessment to function as both a driver of holistic learning and a medium for value internalization.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijies.v8i1.7242

The Complementary Roles of Qur'an Education Center and Elementary Schools in Strengthening Islamic Religious Education Salamat, Nabilah Safira; Fakhruddin, Agus; Firmansyah, Mokh. Iman; Muflih, Abdillah
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 16 No. 1 (2026): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah (In Press)
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v16i1.19940

Islamic Religious Education (PAI) in elementary schools faces a specific problem: learning is predominantly cognitive and classroom-based, resulting in weak habituation and limited translation of religious knowledge into daily behavior. Existing studies broadly examine PAI within formal schooling or analyze Qur'an-based non-formal institutions (TPA) independently, leaving a gap in understanding how TPA functions as a complementary institution that holistically strengthens PAI learning. This study aims to analyze the complementary contribution of TPA to elementary PAI learning outcomes across cognitive, psychomotor, and affective domains. A descriptive qualitative methodology was employed using an analytical framework grounded in the three core domains of PAI. Data were collected through triangulation of documents, semi-structured interviews, and observations involving 17 participants, including TPA administrators, teachers, elementary PAI teachers, and students active in both institutions. The findings reveal three analytical patterns: (1) cognitively, TPA reinforces conceptual understanding through memorization repetition, tajwid mastery, and enrichment of Qur'an, aqidah, fiqh, akhlak, and Islamic history; (2) psychomotorically, TPA strengthens religious skills through systematic worship practices and experiential activities; and (3) affectively, TPA cultivates religious attitudes and character through structured habituation and teacher modeling. This study contributes to PAI scholarship by conceptualizing TPA as a strategic complementary institution that bridges the gap between religious knowledge and lived religious practice.

PENERAPAN AFIRMASI POSITIF DALAM PRAKTIK PEMBELAJARAN PENDIDIKAN AGAMA ISLAM OLEH GURU DI SEKOLAH Salma Maelani Marwah; Agus Fakhruddin; Mokh. Iman Firmansyah
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/5sv4t902

This study aims to deeply explore how Islamic Religious Education (PAI) teachers interpret and apply positive affirmations as an integral part of student character development. This study used a qualitative phenomenological approach, with data collected through in-depth interviews, participant observation, and document analysis. A thematic analysis of the experiences of nine PAI teachers revealed that positive affirmations are not merely motivational techniques, but rather a form of love, trust, and respect for children's potential, expressed through consistent and sincere words. The findings identified transformations in students' attitudes, strengthening of spiritual identity, and behavioral changes rooted in reflective, contextual affirmation practices supported by the teachers' social and emotional environment. The implications of this study emphasize the importance of integrating positive affirmations into a humanistic, spiritual, and sustainable educational strategy. Its contribution to national and global educational development is reflected in its support for SDGs Goal 4 (Quality Education) and SDG Goal 3 (Mental and Emotional Well-being), by transforming the classroom into an ecosystem for the holistic growth of children's character and spirituality. This research enriches the perspective of Islamic pedagogy and underscores the urgency of a humanizing affirmative approach.

Pendidikan Karakter Berbasis Ngaji Rasa di Pesantren Salaf dan Implikasinya terhadap Penguatan Pembelajaran PAI Batula, Abu Warasy; Fakhruddin, Agus; Faqihuddin, Achmad
Mu'allim Vol 8 No 1 (2026): Januari 2026
Publisher : Fakultas Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/r2qztv57

This study aims to explore spirituality-based character education through theNgaji Rasa program in salaf Islamic boarding schools and its implications forstrengthening Islamic Religious Education (PAI) in formal schools. Using aqualitative method with a case study approach at the Azziyadah Islamic BoardingSchool, data was collected through in-depth interviews, participatory observation,and documentation studies. The results reveal that Ngaji Rasa is implementedthrough four main pillars: direct learning, religious tourism, creative economicempowerment, and respect for the kiai. Through this ecosystem, santri internalizeessential character values such as obedience, patience, sincerity, responsibility,and tazkiyatun nafs or purification of the soul. The findings show that Ngaji Rasafunctions as experiential moral education that balances the dimensions of dzikir(spiritual), fikir (rational), and amal (practical action). The implications for PAI informal schools include the need for a paradigm shift towards a holistic approachthat integrates cognitive, affective, and psychomotor aspects. This studyrecommends strengthening the role of teachers as spiritual role models (murabbi)and implementing experience-based learning to overcome the moral crisis of theyounger generation. The integration of the inner values of Islamic boardingschools is expected to create more meaningful and transformative PAI learningfor students' character in the contemporary era.

Meaningful Learning Practices in Islamic Education: A Qualitative Exploration of Planning, Implementation, and Evaluation Muhammad Maulana Malik Ibrohim; Udin Supriadi; Agus Fakhruddin
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2469

This research explores the implementation of meaningful learning in Islamic Religious Education (PAI) classes at two Islamic-based senior high schools in Bandung: SMA OMNI Bintang Madani and SMA Mutiara Bunda. Using a qualitative descriptive approach, the study examines planning, implementation, and evaluation stages of meaningful learning as applied in both schools. The findings reveal that both institutions apply contextual, student-centered, and value-based learning strategies, supported by continuous teacher training, integrated curriculum design, and holistic assessments. SMA OMNI adopts a structured PDCA model, while SMA Mutiara Bunda emphasizes flexibility and student agency. The results suggest that meaningful learning not only strengthens religious understanding but also enhances students’ reflective thinking, creativity, and character development. This study provides a practical model for integrating Ausubel’s theory with 21st-century skills and Islamic education values.

Studi Eksplorasi Penerapan Model Pembelajaran Berdiferensiasi Pada Pendidikan Agama Islam di Sekolah Dasar M. Ihsan Abdul Ghani; Udin Supriadi; Agus Fakhruddin
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2857

Penelitian ini bertujuan untuk mengeksplorasi penerapan pembelajaran berdiferensiasi pada mata pelajaran Pendidikan Agama Islam (PAI) di sekolah dasar Kota Bandung, dengan fokus pada asesmen awal, perencanaan, pelaksanaan, dan asesmen akhir. Latar belakang penelitian ini adalah masih terbatasnya penelitian yang mengkaji praktik diferensiasi dalam PAI di tingkat sekolah dasar, padahal pembelajaran PAI memiliki karakteristik khas yang mencakup ranah kognitif, afektif, dan spiritual. Penelitian ini menggunakan pendekatan kualitatif dengan jenis eksploratif. Data dikumpulkan melalui wawancara mendalam, observasi partisipan, dan studi dokumentasi di tiga sekolah dasar yang mewakili sekolah negeri, swasta, dan Islam terpadu. Hasil penelitian menunjukkan bahwa guru-guru PAI sudah mulai mengimplementasikan prinsip-prinsip diferensiasi dalam pembelajaran, meskipun dengan tingkat kematangan yang berbeda-beda. Pada tahap asesmen awal, guru berupaya memetakan kesiapan, minat, dan gaya belajar siswa, namun masih menghadapi keterbatasan instrumen. Pada tahap perencanaan, guru di sekolah swasta dan Islam terpadu lebih kreatif dalam menyusun variasi konten, proses, dan produk dibandingkan dengan sekolah negeri. Pelaksanaan pembelajaran menunjukkan dampak positif pada keaktifan, motivasi, dan internalisasi nilai religius siswa, meskipun pelaksanaannya belum konsisten karena kendala waktu, sarana, dan manajemen kelas. Asesmen akhir belum sepenuhnya mencerminkan prinsip diferensiasi, dengan sebagian guru masih menggunakan tes seragam. Penelitian ini menyimpulkan bahwa penerapan diferensiasi dalam PAI sudah berkembang ke arah positif namun memerlukan dukungan lebih lanjut berupa pelatihan berkelanjutan, sarana pembelajaran yang memadai, dan kebijakan sekolah yang mendukung. Temuan ini diharapkan dapat menjadi kontribusi teoritis dan praktis untuk pengembangan strategi pembelajaran PAI yang lebih inklusif dan bermakna.

Co-Authors Aam Abdussalam, Aam Abas Asyafah Abas Asyafah, Abas Aceng Kosasih, Aceng Ach Fatayillah Mursyidi Achmad Faqihuddin Adibatul Hafidhoh Adinda Hasna Sheleisya Afifah Rufianti Sri Afriatien, Toto Suryana Afrina Rambe, Anggi Ahmad Hakam ahmad rasyid, ahmad Ahprisanna Rasyid Aburaera Aisy, Salwa Rihadatul Akmal, Miftahul Jannah Alawiyah, Risa Aldam Shaka Pradipta Alden Aditia Maulana Alfian, Muhammad Iqbal Rahmat Ali, Muhamad Mauris Faruqi Amalia Putri Salsabila Amanda, Restu Rizki Anggi Afrina Rambe Anita Widiasari Partini Annisa Ningtias Cevie Putri Ansori, Yoyo Zakaria Aprilia, Nindy Putri Arifianka Zusa Azzahra Ariyani, Risma Arya Rahardja, Muhammad Nurfaizi Aslamiah, Lisa Athifah, Ghaida Nurin Aulia Ramadanti, Salsa Aulia, Muhammad Hizba Aulya, Ghina Khoirunnisa Aulya, Ghina Khoirunnisa Azizah Dzikrina, Azizah Batula, Abu Warasy Budi Febriyanto Bujang, Bujang Cucu Surahman D. Saepul Anwar Dian Mashfufah Disah Alya Nabila Djuwairiyah Djuwairiyah Dwi Putri Oktaviani Edi Suresman Elan Sumarna Elia Anggraeni Ellitte Millenitta Umbarani Endis Firdaus Endis Firdaus, Endis Ermin, Anastasya Fadilah, Alma Nur Fahrudin Fahrudin FAIZIN, M. NUR Fajar Islamy, Mohammad Rindu Fauzi Noor Rahman Fauzia Adnin, Gina Firyal Iftikhar Cikalkinanty Ganjar Eka Subakti Hadid, Mulyana Hana Khoirun Nisa Hanif Syafrian Purnama Haritsahrizal, Muhammad Zaid Harsika, Agrifina Helma Malia Putri Helmy Abdullah Helmy Hikayat, Bunga Anisa Hilman Taufiq Abdillah, Hilman Taufiq Hyangsewu, Pandu Ibrohim, Muhammad Maulana Malik Iffah, Izzatul Iffah, Izzatul Ildira Az Zahra Ilyasa, Faisal Fauzan Iman Firmansyah, Mokh Imanti, Divani Syamsi Putri Insani Nurul Imani Intan Kumala Sari Iqbal Syahrijar Irfan Rizkiana Raja Nugraha Irfandi Irfandi, Irfandi Irma Fitri Sakinah jaelani, Muhammad Rifki Karin, Nurul Karin, Nurul Khoerunnisa, Anggi Khoerunnisa, Anggi Khoerunnisa, Salsa Kinantia, Nabila Kosasih , Aceng Kumala Sari, Dyah Ayu Ratna Lailatus Sa'adah M. Ihsan Abdul Ghani Marcia Monica Marwal Blantara Susetyo Maswar, Rezi Maulidya Nisa Mifta Ghina Dzakiya milda ldp Mokh. Iman Firmansyah Mubarok, Zulfa Muntaha Al Muflih, Abdillah Muhamad Parhan Muhammad Fahri Ali Husaeni Muhammad Fariz Baihaqi Muhammad Fikri Muhammad Maulana Malik Ibrohim Muhammad Nurfaizi Arya Rahardja Muhammad Yusuf Ihsan Mulky Munawar Munawar Rahmat Mungaran, Muhammad Alif Anugrah Mushthofa, Fadhlan Ghufron Muthmainah, Nur Adhibatun Mutmainah, Shania Nabila Erma nabila, Nabila Hasna Rafilah Nada Nadhifa Putri Nasrudin, Ega Neng Rina Rahmawati Nindy Putri Aprilia Novitasari, Ita Nurafipah, Nain Siti Nurfitri, Desi Nurfitri, Desi NURJANNAH, DINI Nursani Awal Artha Nugraha Nurti Budiyanti Oktaviani, Tanti Pitra Gosha Patriasya Prabowo, Sultan Hadi Pratiwi, Agis Aji Pratiwi, Agis Aji Pratiwi, Kania Agustina Puput Rahmania Putri, Nada Nadhifa Putri, Syifa Fitri Hestianita Qolbi Mujahidillah Adzimat Sukmayadi Rabbani, Fauzan Rian Rachmadilla Indah Maulidina Rachmawaty, Silvia Siti Rafilah, Nabila Hasna Rahayu, Risma Putri Rahmadhani, Annisa Rahman, Roslan Abdur Rahmawati, Marshanda Rosy Ramadhan, Ahmad Faishal Ramadhan, Raka Surya Ramdan, Muhammad Ramdan Mubarok Ramdani, Rijki Ramdani, Rijki Regi Laila Astuti Regita Ayu Reviana, Alma Shafira Rika Sartika Rinrin Sakinah Risa Alawiyah Risdiani, Nopi Risma Putri Rahayu Risna Rahmawati Rizal Permana Rofik Nursahid, Rofik Rosmayati Rosmayati Rust, Rustina Saepul Anwar Salamat, Nabilah Safira Salma Maelani Marwah Salsabila, Shavira Salsabila, Silvia Salwa Rihadatul Aisy Sandi, Muhammad Kurnia Sandy, Wahyuni Eka Sari, Sofi Wulan Siti Salma Shobihah Siti Zahra Pratiwi Soni Sahara Sri, Afifah Rufianti Sriwahyuni, Ranti Ayu Sudirman Sudirman Sudirman Sudirman Sugestian, Gansah Sugestian, Gansah Sugiartika, Eka Nur Sugiartika, Eka Nur Sultan Hadi Prabowo Suprima Syafarina, Syafarina Syafei, Makhmud Syafei, Makhmud Syahidin Syahidin Syahidin Syahidin Syahidin Syahidin, Syahidin Syakirah, Rahma Dhita Sya’ban, Bildan Muhammad Syifa Mariyam Fauziah Syivaul Hikmatul Hijiah Tina, Rustina Toto Suryana Tri Winda Oktavia Udin Supriadi Usup Romli Vena Dwi Oktaviani Wahid, Rosid Wahyuni Eka Sandy Wawan Hermawan Wawan Hermawan Wa’dalloh, Kholish Roja Widya Ningsih Wirani, Syifa Aulia Yunita Latifah, Yunita Zaki Fahreza Sururi Zalik Nuryana

Title

Found 151 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 151 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 151 Documents
Search