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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif EXPOSURE JOURNAL Sinergitas Multidisiplin Ilmu Pengetahuan dan Teknologi (SMIPT) Jurnal Andi Djemma I Jurnal Pendidikan International Journal of Health, Economics, and Social Sciences (IJHESS) Jurnal Kolaboratif Sains Journal of Education and Learning Sciences Journal of English Language Teaching and Literature (JELITA) Journal of Humanities, Social Sciences, and Education JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN Edumaspul: Jurnal Pendidikan Studies in English Language and Education
Amaluddin Amaluddin
Universitas Muhammadiyah Parepare, Indonesia
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 Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Developing a Local Wisdom Based Islamic Religious Education Approach to Strengthen Students’ Character in Elementary Schools Suherni Suherni; Amaluddin Amaluddin; Dadang Sumarna; Amir Patintingan; M. Nasri Hamang
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.330

Abstract

This thesis examines: (a) how to design a local wisdom–based Islamic Religious Education (PAI) learning model appropriate for implementation at SD Negeri 129 Bunu, Anggeraja District, Enrekang Regency; (b) how the implementation of the model improves students’ understanding and practice of Islamic values; and (c) how effective the model is in improving learning outcomes and strengthening students’ Islamic character. The objectives of this study are: (a) to develop a PAI learning model design based on local wisdom suitable for school use; (b) to describe its implementation in improving students’ understanding and practice of Islamic values; and (c) to evaluate its effectiveness in learning outcomes and character building. This study uses a descriptive qualitative method with a case study approach conducted for three months at SD Negeri 129 Bunu, Anggeraja District, Enrekang Regency. Primary data sources include the principal, Islamic Education teachers, classroom teachers, and school staff, while secondary data sources include documents, journals, and literature. Data were collected through observation, interviews, and documentation. Data analysis was carried out using data reduction, data display, and conclusion drawing. Data validity was ensured through credibility, transferability, dependability, and confirmability. The findings indicate that the local wisdom–based PAI learning model is effective in improving students’ understanding and practice of Islamic values. The integration of Islamic teachings with local cultural values such as mutual cooperation, respect, sharing, and responsibility makes learning more contextual and meaningful. Students become more active through discussions, group work, and social activities. This approach not only improves cognitive achievement but also strengthens Islamic character, including religiosity, discipline, empathy, and social awareness in both school and community life.
Spiritual Based Learning Approaches for Addressing Learning Difficulties in Islamic Religious Education: A Qualitative Study in an Indonesian Elementary School Jusrianti Jusrianti; Amaluddin Amaluddin; Muhammad Naim; Sumadin Sumadin; Dadang Sumarna
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.332

Abstract

Learning difficulties in Islamic Religious Education (PAI) remain a significant challenge at the elementary school level, particularly in helping students understand faith concepts, perform worship practices, and internalize Islamic values. While previous studies have emphasized cognitive and instructional interventions, limited attention has been given to the role of spiritual-based learning approaches in addressing these challenges. This study aims to examine the implementation of a spiritual approach, evaluate its effectiveness in improving students’ understanding of faith and worship concepts, and identify the supporting and inhibiting factors influencing its application at SD Negeri 64 Buntu Ampang, Anggeraja District, Enrekang Regency, Indonesia. The research employed a qualitative descriptive design using psychological, theological, and pedagogical perspectives. Data were collected through observations, interviews, and documentation involving the principal, Islamic Religious Education teachers, and relevant school stakeholders. Data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation and credibility checks. The findings reveal that the spiritual approach, implemented through prayer, dhikr, Qur’anic recitation, religious motivation, teacher role modeling, and empathetic guidance, effectively supports students in overcoming learning difficulties. The approach contributes not only to improved cognitive understanding of faith and worship but also to enhanced emotional well-being, self-confidence, learning motivation, and positive religious behavior. Its effectiveness is supported by teacher commitment, a strong religious school culture, and institutional support, although limited instructional time, diverse student characteristics, and varying family backgrounds remain challenges. This study highlights the importance of integrating spirituality into classroom practices as a holistic pedagogical strategy for promoting both academic and character development in Islamic Religious Education.
Designing and validating a podcast-assisted project-based learning procedure for EFL speaking development Rafi’ah Nur; Mutmainna Muinuddin M Dyah; Ammang Latifa; Amaluddin Amaluddin; Areski Wahid; Rusdiana Junaid
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1092

Abstract

This study designed, validated, and refined a podcast-assisted Project-Based Learning (PjBL) instructional procedure for EFL speaking development in an Indonesian higher-education context. Framed as model development within a descriptive–exploratory educational design research/design-and-development research approach, the study produced an initial prototype specifying learning activities and sequencing, then subjected the procedure to expert review and iterative refinement. Two expert validators evaluated the model using a 5-point validation rubric comprising 16 indicators covering key instructional components (Introduction, Core, Closing, and Assessment) and four criteria (logicality, appropriateness, alignment, and non-controversiality), complemented by open-ended comments to guide revisions. Quantitative ratings were analyzed using the Content Validity Index (CVI) and Aiken’s V, supported by descriptive summaries and agreement metrics. Findings indicate excellent content validity: all indicators met the relevance criterion (I-CVI = 1.00; S-CVI/Ave = 1.00; S-CVI/UA = 1.00). Aiken’s V coefficients ranged from 0.75 to 1.00, with a mean of 0.898 (≈0.90), and the overall feasibility/appropriateness rating was high (M = 4.59/5). Feedback from, the validators informed targeted refinements, particularly strengthening the production-oriented Core phase by clarifying scaffolding and integrating an explicit feedback–revision cycle, including an individual (solo) podcast recording task. The final model organizes instruction into three connected phases (Introduction–Core–End) with assessment embedded across phases, offering a validated, classroom-ready procedure for integrating authentic audio input and project-based speaking production. The findings have important implications for teachers who wish to explore alternative ways to teach language using digital and project-based methods.
REKONSTRUKSI PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM BERBASIS KECERDASAN ARTIFISIAL (ARTIFICIAL INTELLIGENCE) DALAM MENGHADAPI TANTANGAN PENDIDIKAN ABAD KE-21 Sulfikar Muhaemin; Ana Cahayani; Ridwan; Amaluddin; Susanto
Jurnal Andi Djemma/Jurnal Pendidikan Vol 9 No 2 (2026): Juli 2026
Publisher : Universitas Andi Djemma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35914/5cgmq663

Abstract

Artikel ini bertujuan mengkaji ulang arah pengembangan kurikulum Pendidikan Agama Islam (PAI) di tengah pesatnya kehadiran kecerdasan artifisial (Artificial Intelligence/AI) sebagai bagian dari lanskap pendidikan abad ke-21. Kajian ini berangkat dari kegelisahan akademik bahwa adopsi teknologi AI dalam pembelajaran sering kali berjalan lebih cepat dibandingkan kesiapan kurikulum PAI dalam merespons secara etis dan spiritual. Penelitian menggunakan pendekatan kualitatif deskriptif berbasis studi kepustakaan (library research), dengan menelaah literatur, hasil penelitian terdahulu, dan dokumen kebijakan pendidikan yang relevan. Data dianalisis secara deskriptif-reflektif untuk merumuskan prinsip dan model rekonstruksi kurikulum PAI yang mengintegrasikan nilai-nilai keislaman dengan pemanfaatan AI. Hasil kajian menunjukkan bahwa rekonstruksi kurikulum PAI berbasis AI perlu ditopang oleh tiga model yang saling melengkapi, yaitu model integratif-etik berbasis maqāṣid al-syarī‘ah, model interkonektif sains-teknologi-wahyu, dan model transformatif-adaptif. Ketiga model ini menegaskan bahwa AI seyogianya diposisikan sebagai wasilah (sarana) pedagogis, bukan sebagai penentu tujuan pendidikan itu sendiri, sehingga penguatan akidah, akhlak, dan kesadaran spiritual peserta didik tetap menjadi orientasi utama. Dengan demikian, kurikulum PAI yang adaptif terhadap teknologi sekaligus kukuh pada nilai keislaman diyakini mampu menjawab tantangan literasi digital, personalisasi pembelajaran, dan kesenjangan akses teknologi tanpa mereduksi hakikat pendidikan Islam sebagai proses pembentukan manusia yang berilmu dan beradab.
Rekonstruksi Kurikulum Pendidikan Agama Islam Berbasis Ekoteologi sebagai Strategi Pembentukan Karakter Berkelanjutan di Era Krisis Ekologi Suparman Mannuhung; Munadirah M. Ahdad; Neneng Julianah; Amaluddin
Jurnal Andi Djemma/Jurnal Pendidikan Vol 9 No 2 (2026): Juli 2026
Publisher : Universitas Andi Djemma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35914/8emvxe79

Abstract

Krisis ekologi yang semakin kompleks menuntut adanya transformasi paradigma pendidikan, termasuk dalam pengembangan kurikulum Pendidikan Agama Islam (PAI). Penelitian ini bertujuan untuk merekonstruksi model kurikulum Pendidikan Agama Islam berbasis ekoteologi sebagai strategi pembentukan karakter berkelanjutan peserta didik di era krisis ekologi. Penelitian ini menggunakan metode kajian pustaka (library research) dengan pendekatan analisis isi terhadap berbagai literatur yang berkaitan dengan pengembangan kurikulum PAI, ekoteologi Islam, pendidikan karakter, dan pendidikan berkelanjutan. Data penelitian dianalisis melalui proses identifikasi, kategorisasi, sintesis, dan konstruksi konsep berdasarkan tema-tema utama yang ditemukan dalam literatur. Hasil penelitian menunjukkan bahwa rekonstruksi kurikulum PAI berbasis ekoteologi dapat dikembangkan melalui integrasi nilai-nilai Islam ekologis, yaitu tauhid, khalifah fil-ardh, amanah, dan akhlak lingkungan ke dalam komponen kurikulum yang meliputi landasan filosofis, tujuan pembelajaran, materi, strategi pembelajaran, serta evaluasi. Model ini menempatkan pendidikan agama sebagai instrumen pembentukan kesadaran ekologis yang menghubungkan dimensi spiritual, moral, dan keberlanjutan lingkungan. Penelitian ini memberikan kontribusi konseptual bagi pengembangan pendidikan Islam dengan memperluas paradigma kurikulum PAI dari orientasi kesalehan individual menuju kesalehan ekologis. Dengan demikian, kurikulum PAI berbasis ekoteologi dapat menjadi alternatif pendekatan pendidikan dalam membentuk peserta didik yang memiliki tanggung jawab spiritual dan kepedulian terhadap keberlanjutan kehidupan.
Moral Decadence Among Students in the Digital Age: Challenges and Solutions in Learning Islamic Religious Education Nafsia Marasabessy; Ruslan Dahinang; Wisriani; Muminaya; Amaluddin
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS) January 2
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v8i1.10283

Abstract

Moral decadence among students in the digital era has become an alarming phenomenon along with the massive penetration of technology in the lives of the younger generation. This research aims to analyze the characteristics and factors causing student moral degradation in the digital era, identify challenges faced in Islamic Religious Education learning, and formulate effective strategies and solutions in shaping students' noble character. The research method uses a qualitative approach with library research that relies on secondary data from various scientific literature. The research results show that student moral decadence is characterized by increasing deviant behaviors such as online game addiction, cyberbullying, and consumption of negative content triggered by internal factors in the form of weak understanding of religious values and external factors in the form of easy access to technology without adequate supervision. The challenges of Islamic Religious Education learning include curricula that are not yet adaptive, low digital competence of educators, and minimal synergy between schools, families, and communities. The recommended solutions include digital transformation of learning based on tafsir tarbawi, strengthening critical digital literacy, and building a collaborative and holistic moral education ecosystem to form a generation that has moral resilience in the digital era.
Islam dalam Perspektif Muhammadiyah: Islam in the Perspective of Muhammadiyah Raden Muliana; Amaluddin; Sudirman Herman; Nurhidayah Da'te; Abdul Assam
Jurnal Kolaboratif Sains (Special Issue) - Jurnal Kolaboratif Sains (JKS) - Februari 2026
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v9i2.10670

Abstract

Islam merupakan agama yang mulia bagi seluruh semesta alam, tetapi umat Islam memiliki pandangan yang beragam mengenai Islam. Artikel ini bertujuan untuk mengeksplorasi pandangan keislaman di Muhammadiyah, baik pandangan yang bersifat resmi maupun pandangan individu dari para tokoh Muhammadiyah itu sendiri. Metode kajian yang digunakan dalam artikel ini adalah kajian pustaka (library research), dimana hasil putusan Muhammadiyah dijadikan sebagai sumber primer dan tulisan-tulisan yang memuat pandangan para tokoh atau ulama tentang Islam menjadi sumber sekundernya. Dari hasil kajian literature menunjukkan bahwa Muhammadiyah memahami Islam dalam dua sudut pandang, ada yang bersufat khusus dan umum. Pandangan yang bersifat khusus menjelaskan bahwa Islam adalah agama yang dibawa oleh Nabi Muhammad SAW yang bersumber dari Al-Quran dan As-Sunnah yang terdiri dari perintah-perintah, larangan-larangan dan petunjuk-petunjuk unutk kemashlahatan umat manusia di dunia maupun di akhirat. Sedangkan yang bersifat umum menjelaskan bahwa Islam itu adalah agama yang disyrai’atkan oleh Allah SWT melalui para nabi yang terdiri dari perintah-perintah, larangan-larangan dan petunjuk-petunjuk untuk kemashlahatan manusia di dunia dan di akhirat. Di dalam artikel ini disimpulkan bahwa Muhammadiyah memiliki sudut pandang yang komprehensif tentang agama Islam. Islam tidak hanya difahami sebatas ajaran di Nabi Muhammad, tapi juga ajaran dari para nabi terdahulu.
Revitalisasi Pendidikan Islam di Sekolah dalam Menghadapi Krisis Moral Peserta Didik Mardiati M; Nursia Nursia; Zulbina Zulbina; Rosiana Syahbaniar; Amaluddin Amaluddin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.888

Abstract

Islamic education plays a strategic role in shaping students' character amid the increasing moral crisis in the digital era. The rapid development of information technology has improved access to learning while simultaneously contributing to various moral challenges, including cyberbullying, declining communication ethics, misuse of social media, and reduced academic integrity. These conditions highlight the urgency of revitalizing Islamic education to remain relevant in responding to contemporary challenges. This study aims to analyze the challenges faced by Islamic education in addressing students' moral crises, identify factors influencing the effectiveness of character development, and formulate revitalization strategies based on the synthesis of previous studies. This research employed a literature review method using a qualitative descriptive approach. Relevant literature published between 2020 and 2025 was collected from Scopus, Google Scholar, ERIC, Dimensions, Crossref, and Garuda databases. The collected studies were analyzed using thematic analysis through identification, selection, synthesis, and interpretation of research findings. The results indicate that the revitalization of Islamic education should emphasize curriculum reform, technology-based learning innovation, teacher competency development, the establishment of a religious school culture, and strong collaboration among schools, families, and communities. Furthermore, integrating Islamic values with digital literacy effectively strengthens students' religious character, responsibility, honesty, and digital ethics. Therefore, revitalizing Islamic education represents a comprehensive strategy for developing students who are morally upright, spiritually grounded, and capable of using digital technology critically, ethically, and responsibly in accordance with Islamic values.
Tantangan Pendidikan Islam di Sekolah pada Era Disrupsi: Telaah Kritis terhadap Kurikulum, Kompetensi Guru, dan Karakter Peserta Didik Yenni Yenni; Rudihartono Rudihartono; Nur Aisyah; Muh Iqbal Muhidin; Amaluddin Amaluddin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.899

Abstract

The era of disruption is characterized by rapid technological change, social transformation, unlimited flows of information, and changing student characteristics. These conditions present complex challenges for Islamic education in schools because learning can no longer focus solely on the transfer of religious knowledge. It must also develop students who are adaptive, critical, morally grounded, and committed to Islamic values. This study aims to critically analyze the challenges of Islamic education in schools in the era of disruption by focusing on three main aspects: curriculum, teacher competence, and student character. This study employed a literature review method using a qualitative-descriptive approach. Data were obtained from scholarly journal articles, academic books, educational policy documents, and relevant research findings, particularly those published within the last five years. Data were analyzed through the stages of identification, selection, classification, interpretation, and synthesis of relevant sources. The findings reveal five main issues. First, the Islamic education curriculum faces challenges related to relevance and flexibility in responding to technological changes and the competency demands of the twenty-first century. Second, Islamic Religious Education teachers’ competencies need to extend beyond pedagogical and professional competencies to include digital competence, information literacy, and digital pedagogical skills. Third, technological transformation may shift the orientation of Islamic education if it is not accompanied by the strengthening of Islamic values and spirituality. Fourth, students’ character faces challenges related to a crisis of role models, instant culture, disinformation, and changing patterns of social interaction. Fifth, strengthening Islamic education requires synergy among an adaptive curriculum, competent teachers, exemplary conduct, school culture, families, and the ethical use of technology. Therefore, Islamic education in the era of disruption must move from an informative learning paradigm toward a transformative, humanistic, digitally responsive, and character-oriented educational paradigm.
Reconstructing Islamic Education In Schools In Response To The Challenges Of Globalization And Digital Transformation Kurnia Alex; Fitriani Muh Amin; Juhariati Juhariati; Misbah Misbah; Amaluddin Amaluddin
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 2 No. 3 (2026)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v2i3.893

Abstract

Globalization and digital transformation have fundamentally reshaped social, cultural, technological, and educational landscapes. As key institutions for Islamic learning, schools face the dual challenge of preserving Islamic values while responding to rapid advances in science, technology, and the evolving characteristics of contemporary learners. Islamic education can no longer be viewed merely as a process of transmitting religious knowledge; instead, it must be reconstructed into an educational system capable of cultivating students who are spiritually grounded, morally responsible, critically minded, adaptable, digitally literate, and able to engage constructively in an increasingly interconnected global society. This article aims to analyze the need for reconstructing Islamic education in schools in response to the challenges of globalization and digital transformation. The study employed a qualitative descriptive literature review. Data were collected from peer-reviewed journal articles, scholarly books, and relevant research publications addressing Islamic education, globalization, digital transformation, pedagogy, digital literacy, character education, and teacher competencies. The data were analyzed through systematic stages of identification, selection, classification, interpretation, and thematic synthesis. The findings reveal five major dimensions of reconstruction. First, Islamic education should shift its orientation from knowledge transmission toward the development of comprehensive Islamic competencies and contextual character formation. Second, the curriculum should be redesigned through the integration of Islamic values, scientific knowledge, technological advancement, and contemporary global realities. Third, Islamic Religious Education (IRE) teachers are expected to possess integrated pedagogical, digital, religious, and ethical competencies. Fourth, digital technology should be utilized as a pedagogical instrument while remaining firmly grounded in Islamic values and ethical principles. Finally, strengthening Islamic education requires a collaborative educational ecosystem involving schools, families, communities, and digital environments. The study concludes that reconstructing Islamic education does not entail abandoning its intellectual traditions but rather recontextualizing Islamic values to ensure their continued relevance in addressing the challenges of globalization and digital transformation.
Co-Authors Abdul Assam Amir Patintingan Ammang Latif Ammang Latifa Ana Cahayani Ardianto Ardianto Areski Wahid Dadang Sumarna Fitriani Muh Amin Hasman Hasman Hijriani Hijriani Ilham Ilham Irma Yanti Ishak Ishak Juhariati Juhariati Junaid, Rusdiana Jusrianti Jusrianti Khoiri Khoiri Kurnia Alex M. Nasri Hamang Mannuhung, Suparman Mardiati M Maswati Maswati Misbah Misbah Muh Iqbal Muhidin Muh. Syabri Muh. Syakir Muhammad Naim Muhammad Siri Dangnga Muminaya Munadirah M. Ahdad Munawir Saharuddin Mutmainna Muinuddin M Dyah Nafsia Marasabessy Neneng Julianah Nur Aisyah Nur Amalia Zulfatul Jannah Nur Sri Sakti Nurhaeda Nurhaeda Nurhidayah Da'te Nursia Nursia Nurul Izzah Raden Muliana Rafi'ah Nur Rafi'ah  Nur Rahman Efendi Ridwan Rosiana Syahbaniar Rudihartono Rudihartono Ruslan Dahinang Sarkiah Sarkiah Siti Hajar Siti Hajar Larekeng Sri Awaliyah Nasir Sriyanti Mustafa Sudirman Herman Suherni Suherni Sukma Sukma sulfikar muhaemin Sumadin Sumadin Susanto Vernita Sari Wisriani Wiwin Suriani Yenni Yenni Zulbina Zulbina