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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif EXPOSURE JOURNAL Sinergitas Multidisiplin Ilmu Pengetahuan dan Teknologi (SMIPT) Jurnal bahasa, sastra, seni, dan pengajarannya Journal of Education and Learning Sciences Journal of English Language Teaching and Literature (JELITA) Edumaspul: Jurnal Pendidikan Studies in English Language and Education
Amaluddin Amaluddin
Universitas Muhammadiyah Parepare, Indonesia
Agriculture, Biological Sciences & Forestry Arts Chemical Engineering, Chemistry & Bioengineering Computer Science & IT 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 Other

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Harmonization of Naqliyah and Aqliyah Sciences in the Islamic Education System: An Analysis of Ibn Khaldun's Thought Maswati Maswati; Ishak Ishak; Khoiri Khoiri; Ardianto Ardianto; Munawir Saharuddin; Amaluddin Amaluddin
Edumaspul: Jurnal Pendidikan Vol 9 No 1 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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

Abstract

Penelitian ini bertujuan untuk menganalisis harmonisasi ilmu naqliyah dan aqliyah dalam sistem pendidikan Islam, dengan fokus pada pemikiran Ibn Khaldun. Dalam konteks pendidikan Islam, terdapat dikotomi yang signifikan antara ilmu yang bersumber dari wahyu (naqliyah) dan ilmu yang bersumber dari akal (aqliyah). Pemikiran Ibn Khaldun memberikan kontribusi penting dalam memahami integrasi kedua jenis ilmu ini, di mana ia menekankan bahwa pendidikan harus mencakup aspek spiritual dan intelektual untuk membentuk individu yang seimbang. Metode penelitian yang digunakan adalah studi kepustakaan (library research), dengan pengumpulan data dari berbagai sumber literatur yang relevan. Hasil penelitian menunjukkan bahwa pemikiran Ibn Khaldun mengenai pendidikan dan klasifikasi ilmu dapat dijadikan sebagai landasan untuk merumuskan sistem pendidikan Islam yang lebih integratif. Meskipun terdapat tantangan dalam implementasi, seperti dikotomi antara ilmu agama dan ilmu umum, prospek pengembangan sistem pendidikan yang mengintegrasikan kedua jenis ilmu ini sangat cerah. Penelitian ini diharapkan dapat memberikan kontribusi terhadap pengembangan pendidikan Islam kontemporer yang lebih relevan dan adaptif terhadap tantangan zaman, serta menghasilkan individu yang tidak hanya berpengetahuan, tetapi juga memiliki karakter dan moral yang baik.
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.
Co-Authors Amir Patintingan Ammang Latif Ammang Latifa Ardianto Ardianto Areski Wahid Dadang Sumarna Hasman Hasman Hijriani Hijriani Ilham Ilham Irma Yanti Ishak Ishak Junaid, Rusdiana Jusrianti Jusrianti Khoiri Khoiri M. Nasri Hamang Maswati Maswati Muh. Syabri Muh. Syakir Muhammad Naim Muhammad Siri Dangnga Munawir Saharuddin Mutmainna Muinuddin M Dyah Nur Amalia Zulfatul Jannah Nur Sri Sakti Nurhaeda Nurhaeda Nurul Izzah Rafi'ah Nur Rafi'ah  Nur Rahman Efendi Sarkiah Sarkiah Siti Hajar Siti Hajar Larekeng Sri Awaliyah Nasir Sriyanti Mustafa Suherni Suherni Sukma Sukma Sumadin Sumadin Vernita Sari Wiwin Suriani