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Application of the Dick and Carey Model in the Development of Yellow Book (Kitab Kuning) Reading Guidance Learning at Madrasah Maula, Aris Rohmatul; Hamdani, Asep Saepul; Soraya, Irma
Al-Ulum: Jurnal Pendidikan Islam Vol 6, No 1 (2025)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v6i1.12032

As a result of the influence of modernism, there is a shift in emphasis in the learning of yellow books (kitab kuning) in Islamic educational institutions, both in Islamic boarding schools and madrasas. Therefore, it is important for teachers of yellow book reading in madrasas to design learning development in order to meet learning objectives so as to create meaningful learning. The purpose of this study is to determine the application of the Dick and Carey model in the development of Yellow Book Reading Guidance learning at MTs Tarbiyatut Tholabah Lamongan. A qualitative case study approach was used in this study, with the data sources used consisting of primary data sources extracted from the process of observation, interviews and documentation. The results of this study state that the development of learning carried out by teachers of reading yellow books at MTs Tarbiyatut Tholabah class VII F is the development of teaching modules that use the steps of implementing the Dick and Carey model, namely: 1) Identifying general learning objectives, 2) Analyzing instruction, 3) Identifying initial abilities and characteristics of students, 4) Formulating specific learning objectives, 5) Developing assessment instruments, 6) Developing teaching strategies, 7) Developing and selecting teaching materials, 8) Formative evaluation, 9) Revising learning, 10) Summative evaluation.

Penerapan Model Pembelajaran Kooperatif Jigsaw Mode Kamp untuk Meningkatkan Keterlibatan Siswa Dalam Pembelajaran PAI Wasiatul Mahfidhoh Jaya Ningrum; Irma Soraya; Asep Saepul Hamdani
Kariman: Jurnal Pendidikan Keislaman Vol. 12 No. 1 (2024): Pendidikan dan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/kariman.v12i1.424

The learning model has become a major focus in efforts to improve learning effectiveness, especially in Islamic Religious Education (PAI) subjects. One model that attracts attention is the Jigsaw Cooperative Model, which emphasizes inter-student collaboration to better understanding. The study aims to explore the application of the Cooperative PAI Learning Model by reference to the Kemp steps. The research method uses a qualitative approach with relevant literature, including books, journals, articles, and other sources related to the chosen topic. The data collection method used is the search for information about various aspects or variables related to a research topic. Research results show that the application of this model is able to improve student involvement in PAI learning, with more intensive and collaborative learning activities. The findings underline the importance of implementing Kemp's measures in supporting the effectiveness of the PAI Cooperative Jigsaw Learning Model. Teachers need to pay attention to planning, implementation, evaluation, and revision continuously to ensure optimal learning. The practical implications of this research are to provide guidance for educators in adopting and implementing cooperative learning models that are oriented towards better learning outcomes in the context of PAI learning.

PENGARUH MODEL PEMBELAJARAN SNOWBALL THROWING TERINTEGRASI SAINS TERHADAP MOTIVASI BELAJAR FIQIH DI MADRASAH IBTIDIAYAH Nadhiroh, Yulsiva Anissatun; Soraya, Irma; Hamdani, Asep Saepul
Jurnal Bilqolam Pendidikan Islam Vol. 5 No. 2 (2024): Desember 2024
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v5i2.451

it because this science studies about sharia, siyasah, mamalah, ubudiyah, akhwal syaksiyah. Moreover, in matters of worship such as prayer, teachers should be able to correlate this with science. So that students can understand it completely by using their reason and faith in learning something. In the implementation of learning in the classroom, it was found that the value of the learning outcomes of Fiqh in class III decreased. Therefore, the teacher used a snowball throwing model of learning integrated with science to improve the learning outcomes of Fiqh in class III MI Hidayatullah, Blitar City. This study uses a quantitative method with descriptive data analysis and the Wilcoxon test. The results of this study were that 22 students out of 25 students in class III experienced an increase in their scores on the post-test. While the other 3 students still got the same score during the post-test. The average result of the fiqh score before being given treatment with the science-integrated snowball throwing method was 58.40 while the average score after being given treatment was 84.20. In the average section, the increase in the score was 11.50 and the number of positive rankings (Sum Ranks) was 253.00.

Blended Project Based Learning Pada PAI: Sebuah Tinjauan Konseptual di Era Digital Muhammad Dwi Novanto; Irma Soraya; Asep Saepul Hamdani
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i1.811

Penelitian ini bertujuan untuk menganalisis; 1) Konsep Project Based Learning (PjBL) dan blended learning serta, 2) Untuk mengetahui sejauh mana konsep tersebut jika diterapkan pada mata pelajaran Pendidikan agama Islam. Project Based Learning (PjBL) merupakan pendekatan pembelajaran yang sesuai untuk diterapkan pada blended learning. Untuk mencapai tujuannya, penelitian ini mendeskripsikan secara konseptual tentang pembelajaran berbasis proyek dan paradigma pendidikan dari techer-centered learning menuju student-centered learning melalui pembelajaran campuran. Melalui analisis konsep Project Based Learning dan blended learning dengan dipadukan dengan mata pelajaran Agama Islam, tentunya akan membangun konstruk keterkaitan antar konsep pembelajaran Project Based Learning yang diterapkan dengan blended learning. Metode Penelitian yang digunakan merupakan studi pustaka atau penelitian kepustakaan, yang bergantung pada macam-macam sumber rujukan, seperti buku, jurnal yang terkait dan penelitian terdahulu. Penerapan pendekatan pembelajaran ini memanfaatkan teknologi informasi dan komunikasi (TIK) sebagai media utama dalam proses pengajaran dalam berbagai bentuk digital platform yang telah berkembang hingga saat ini. Sedangkan hasil penelitian dengan dibantu platform online maupun aplikasi berupa Moodle serta berprojek poster, vlog dan konten sosial media memalui kampanye “#RespectChallenge”, tentunya pembelajaran dengan model Projek Based Learning yang dilakukan secara Blended pada PAI akan efektif. Sedangkan pembelajaran campuran melibatkan tatap muka dan online, tentunya keduanya digunakan untuk saling melengkapi sehingga dapat menciptakan lingkungan belajar yang menarik.

Kurikulum PAI Abad 21: Integrasi Nilai Islam dan Literasi Digital dalam Pembentukan Karakter Siswa Hamidalloh, Ahmad Sayyidiman; Hamdani, Asep Saepul
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025): November 2025
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v6i2.16491

This study aims to formulate a 21st-century Islamic Religious Education (PAI) curriculum model that integrates Islamic values and digital literacy in building student character. This study employed library research with a qualitative analytical approach. Data were obtained from various national and international literature on PAI curriculum, character education, and digital literacy. Data were then analyzed descriptively to identify patterns of integration of Islamic values with digital competencies. The study's results indicate that a 21st-century PAI curriculum should be directed toward a learning model that combines Islamic teachings, digital literacy skills, and character building through active, collaborative, and technology-based learning strategies. The integration of Islamic values with digital literacy can strengthen the formation of students' religious character, social responsibility, and digital ethics. This research provides a conceptual foundation for developing PAI curriculum policies that are relevant to current needs. Keywords: PAI Curriculum, Digital Literacy, Islamic Values, Student Character, 21st Century

Learning Islamic Religious Education and Character with the Discovery Learning Model to Improve Students' Critical Thinking Ability Qurrotu Aâ€™yunin; Irma Soraya; Asep Saepul Hamdani
Khazanah Pendidikan Islam Vol. 4 No. 2 (2022): Khazanah Pendidikan Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/kp.v4i2.19066

The ability to think critically is one of the skills that must be possessed by students in the 21st century to face the development of all aspects of life. This study aims to analyze the discovery learning learning model to improve the critical thinking skills of fourth grade students on PAI and BP subjects at SDN Banyusokah 2 Sampang Regency. The type of research used is Classroom Action Research (CAR) which includes cycle I and cycle 2. The instruments used are observation sheets and critical thinking written tests. The results showed that there was an increase in students' critical thinking skills from cycle I to cycle with a percentage of 72% to 86%.

Pembelajaran PAI Berbasis Masalah dengan Pendekatan Deep Learning untuk Melatihkan Metakognitif Amaliyah, Intan Nur Fauziyah; Saepul Hamdani, Asep
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4395

Penelitian ini dilatarbelakangi oleh ketidaksesuaian praktik pembelajaran Pendidikan Agama Islam (PAI) yang masih dominan bersifat teacher-centered, hafalan, dan kurang mendorong berpikir reflektif serta metakognitif peserta didik. Tujuan penelitian adalah menganalisis hubungan integratif antara sintaks Problem-Based Learning (PBL) dan dimensi deep learning (mindful, meaningful, joyful) untuk merumuskan model konseptual pembelajaran PAI yang mampu melatih kemampuan metakognitif. Metode yang digunakan adalah integrative literature review: pencarian literatur purposif pada basis data akademik dan buku relevan dalam 5–10 tahun terakhir, diikuti analisis konten untuk mengidentifikasi tema utama, membandingkan temuan, dan menyintesis model konseptual. Hasil kajian menunjukkan bahwa PBL menyediakan konteks investigatif yang menuntut perencanaan, pemantauan, dan evaluasi diri, sedangkan dimensi deep learning memperkaya kualitas keterlibatan, mindful meningkatkan kesadaran proses, meaningful mengaitkan dalil dengan pengalaman, dan joyful menciptakan kondisi emosional positif untuk dialog dan refleksi. Integrasi PBL-deep learning memfasilitasi munculnya praktik tafakkur, tadabbur, dan muhasabah yang sejalan dengan regulasi metakognitif dalam PAI. Kesimpulannya, model konseptual PBL dan Deep Learning menawarkan kerangka pedagogis yang koheren untuk mengembangkan metakognisi religius dan kognitif peserta didik; implikasinya meliputi perlunya desain tugas autentik, prompt metakognitif, jurnal reflektif, dan mekanisme umpan balik sejawat dalam implementasi pembelajaran PAI. Model ini masih memerlukan pengujian empiris untuk mengukur efektivitasnya di kelas dan pengembangan instrumen penilaian metakognitif yang memasukkan dimensi reflektif-spiritual.

Contextual PAI Learning Design: Integration of Contextual Teaching and Learning with Islamic Epistemology in the Society 5.0 Era Aziz, Faqih Abdul; Khasanah, Mita Nur; Haryadi, Yaniz Naura Naviana; Mudlofir, Ali; Mas'ud, Ali; Hamdani, Asep Saepul
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.371

The Era of Society 5.0 places Islamic Religious Education (PAI) at a critical intersection between the necessity of pedagogical adaptation and the obligation to maintain transcendental integrity. The Contextual Teaching and Learning (CTL) approach, which is derived from Western pragmatism epistemology, has proven to have an ontological deficit because it negates the transcendental dimension as the main axis of religious education. On the other hand, there is currently no instructional syntax that comprehensively deconstructs secular CTL and reconstructs it based on Islamic Epistemology to address the challenges of Society 5.0 disruption. Objective: This research aims to (1) analyze the epistemological limitations of Western CTL thru the perspective of Islamic Epistemology, and (2) formulate an instructional syntax for contextual PAI learning design that operationally integrates the pillars of CTL with evidence from the Qur'an and Hadith. Method: This qualitative research based on library research applies the Conceptual Framework Analysis approach integrated with qualitative content analysis. Data was extracted from authoritative texts of the Qur'an, Hadith, tafsir books, and globally reputable journal literature (Scopus and Web of Science), verified thru source triangulation. Results: This research produces: (1) An Epistemological Deconstruction Matrix that maps the limitations of the seven pillars of secular CTL and the Islamic foundation as its alternative; and (2) A Contextual PAI Instructional Design in the form of a continuous seven-phase syntax cycle: Bina' Ma'rifah, Istiqra’ wa Tadabbur, Sual wa Jawab, Majelis Ilmi wa Syura, Uswah Hasanah, Muhasabah, and Mizanul Amal. This design has proven to realize the eight dimensions of the graduate profile of the Merdeka Curriculum and acts as a proactive mitigation instrument against moral crises and digital radicalism. The novelty of this study lies in the formulation of a closed-loop instructional system that is adaptive to the disruptions of Society 5.0 civilization with a comprehensive eschatological accountability.

Pembelajaran PAI Berbasis Masalah dengan Pendekatan Deep Learning untuk Melatihkan Metakognitif Intan Nur Fauziyah Amaliyah; Asep Saepul Hamdani
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4395

Penelitian ini dilatarbelakangi oleh ketidaksesuaian praktik pembelajaran Pendidikan Agama Islam (PAI) yang masih dominan bersifat teacher-centered, hafalan, dan kurang mendorong berpikir reflektif serta metakognitif peserta didik. Tujuan penelitian adalah menganalisis hubungan integratif antara sintaks Problem-Based Learning (PBL) dan dimensi deep learning (mindful, meaningful, joyful) untuk merumuskan model konseptual pembelajaran PAI yang mampu melatih kemampuan metakognitif. Metode yang digunakan adalah integrative literature review: pencarian literatur purposif pada basis data akademik dan buku relevan dalam 5–10 tahun terakhir, diikuti analisis konten untuk mengidentifikasi tema utama, membandingkan temuan, dan menyintesis model konseptual. Hasil kajian menunjukkan bahwa PBL menyediakan konteks investigatif yang menuntut perencanaan, pemantauan, dan evaluasi diri, sedangkan dimensi deep learning memperkaya kualitas keterlibatan, mindful meningkatkan kesadaran proses, meaningful mengaitkan dalil dengan pengalaman, dan joyful menciptakan kondisi emosional positif untuk dialog dan refleksi. Integrasi PBL-deep learning memfasilitasi munculnya praktik tafakkur, tadabbur, dan muhasabah yang sejalan dengan regulasi metakognitif dalam PAI. Kesimpulannya, model konseptual PBL dan Deep Learning menawarkan kerangka pedagogis yang koheren untuk mengembangkan metakognisi religius dan kognitif peserta didik; implikasinya meliputi perlunya desain tugas autentik, prompt metakognitif, jurnal reflektif, dan mekanisme umpan balik sejawat dalam implementasi pembelajaran PAI. Model ini masih memerlukan pengujian empiris untuk mengukur efektivitasnya di kelas dan pengembangan instrumen penilaian metakognitif yang memasukkan dimensi reflektif-spiritual.

Design of Differentiated PAI Learning Through a Scaffolding Approach with Student Worksheet Media to Improve Student’s Understanding Is'ad Ummul Choiriyah; Dafina Ainani Zahra; Asep Saepul Hamdani; Is'ad Churiyah Zahidah
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 3 : Al Qalam (In Progress May 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i3.5924

This research is motivated by the fact that Islamic Religious Education (PAI) learning is still uniform, thus not accommodating the differences in student abilities. The purpose of this study was to design and analyze the implementation of differentiated learning through a scaffolding approach using Student Worksheets (LKPD) to improve student understanding and learning independence. The method used was descriptive qualitative, with data collection techniques through literature review, observation, and analysis of LKPD draft documents. The results show that the combination of differentiation and scaffolding in LKPD can accommodate student diversity, increase learning engagement, and encourage the development of religious character. Each LKPD is designed with different levels of support according to student abilities—beginner, developing, and advanced—so that the learning process progresses gradually toward independence. In conclusion, this model is effective in improving understanding of Islamic values and is relevant to the principles of the Independent Curriculum. This research contributes to the development of a humanistic, adaptive, and contextual PAI curriculum.

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