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All Journal JURNAL KARSA (Terakreditasi No. 80/DIKTI/Kep/2012) KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) Al-Ihkam: Jurnal Hukum dan Pranata Sosial OKARA: Jurnal Bahasa dan Sastra Jurnal Manajemen Pendidikan JURNAL LENTERA : Kajian Keagamaan, Keilmuan dan Teknologi NUANSA: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman PeTeKa Jurnal al-Murabbi Darajat: Jurnal Pendidikan Agama Islam TSAQOFIYA : Jurnal Pendidikan Bahasa dan Sastra Arab KIDDO: Jurnal pendidikan Islam Anak Usia Dini Ulumuna Jurnal Administrasi Pendidikan Islam Muhadasah : Jurnal Pendidikan Bahasa Arab Jurnal Kependidikan Islam Mauriduna : Journal of Islamic studies Bayani Islam Transformatif : Journal of Islamic Studies Jurnal Riset Rumpun Agama dan Filsafat Tadris: Jurnal Pendidikan Islam Al-Qiyadi Jurnal Manajmen Pendidikan Islam Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Kasyafa: Jurnal Pendidikan Agama Islam QOUBA : Jurnal Pendidikan AL-ADABIYAH: Jurnal Pendidikan Agama Islam Collaborative Jurnal Pendidikan Islam Responsive: Jurnal Manajemen Pendidikan Islam
Achmad Muhlis
Institut Agama Islam Negeri Madura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Journal : Bayani

 1 
Pembelajaran Bermakna Berbasis Teori Ausubel Menurut As-Sarqawi Dalam PAI Jannah, Wirwahatul; Muhlis, Achmad
Bayani Vol 5 No 2 (2025): Bayani: Jurnal Studi Islam
Publisher : LPPAIK Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/bayaniV.5I.2pp248-260

Abstract

The teaching of Islamic Religious Education (PAI) in schools often emphasizes memorization, which tends to neglect the practical application of Islamic values in daily life. This article aims to examine the integration of Ausubel’s meaningful learning theory with As-Sarqawi’s perspective as an effort to create more effective PAI learning. The method used is a literature review through the analysis of relevant books, journals, and articles. The findings indicate that Ausubel’s concept of advance organizers can be applied through Qur’anic verses or Hadiths as the initial framework of learning. Integrating this with As-Sarqawi’s concept of ta’dib ensures that learning not only enriches knowledge but also shapes Islamic character. In topics such as gossip (gibah) and verification of information (tabayun), this model helps students understand the concepts deeply while fostering critical awareness in the digital era. Thus, the integration of Ausubel and As-Sarqawi presents PAI learning that is meaningful, contextual, and relevant to modern challenges.
Teori Belajar Operant Conditioning B.F Skinner Menurut Al-Syarqawi Dalam Pendidikan Agama Islam Lutfiyah; Muhlis, Achmad
Bayani Vol 5 No 2 (2025): Bayani: Jurnal Studi Islam
Publisher : LPPAIK Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/bayaniV.5I.2pp261-278

Abstract

The problem of low student motivation, discipline, and engagement in learning is a major challenge in education. Islamic Religious Education (PAI) plays a crucial role in shaping students' character and behavior in accordance with religious values. In this study, the researcher examines how B.F. Skinner's Operant Conditioning theory is applied in Islamic Religious Education learning. The problem formulation is how the concept of Operant Conditioning theory is applied in PAI, its impact on student behavior, and how this theory can be adapted to suit religious values ??and child protection. The study used a literature review method with descriptive analysis. The results show that positive reinforcement such as praise and rewards are effective in fostering good behavior in accordance with Islamic values. Punishment is still used, but in a way that is not harmful and in accordance with child protection regulations in Indonesia. The main criticism is that this theory does not pay enough att ention to aspects of students' intentions and spiritual values, so a more holistic and child-friendly approach is needed. The advantages of this theory are that it can motivate students through consistent rewards and create a positive and structured learning environment. In conclusion, Operant Conditioning theory remains relevant when combined with local religious and cultural values ??for more meaningful learning and to shape students' overall character. Teachers are advised to use positive reinforcement and punishment wisely for best results.
Motivasi Intrinsik dalam Perspektif Muhammad Anwar Al-SyarQawi Ba'ina, Sitti; Muhlis, Achmad
Bayani Vol 5 No 2 (2025): Bayani: Jurnal Studi Islam
Publisher : LPPAIK Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/bayaniV.5I.2pp289-302

Abstract

This study aims to analyze the nature, advantages, and weaknesses of intrinsic motivation based on the views of Anwar Muhammad Al-Syarqawi. The learning process in the classroom is often still stuck in the routine of delivering material without providing enough space for students to find intrinsic motivation, so that students tend to understand learning as limited to memorization, while aspects of attitude change and personality formation are not paid much attention. This study uses a qualitative approach of library research with the main source of the book Al-Ta'allum Al-Nadhariyat wa Al-Tatbiqiyyah by Al-Syarkawi. The results of the study show that intrinsic motivation according to Al-Syarkawi is rooted in the spiritual and cognitive drive of individuals, which has great potential in shaping meaningful learning, but requires the support of educators in its application. Intrinsic motivation from the Syarkawi perspective has several advantages, namely it can trigger the spirit of learning naturally and sustainably, has a strong spiritual and cognitive foundation, tends to produce more meaningful learning and lasting behavioral changes. Apart from the advantages there are also disadvantages, namely it is highly dependent on the internal conditions of the individual, difficult to measure or imposed externally by the educator or the learning environment, requires educators who are not only able to provide stimulation, and the last is less effective for students who are not fully able to connect learning with spiritual values or deeper life goals.
KONSEP MOTIVASI BELAJAR MENURUT IMAM AS-SYARKAWI DAN RELEVANSINYA DENGAN PEMBELAJARAN PAI Munaweroh, Lailatul; Muhlis, Achmad
Bayani Vol 5 No 2 (2025): Bayani: Jurnal Studi Islam
Publisher : LPPAIK Universitas Muhammadiyah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/bayaniV.5I.2pp318-328

Abstract

Learning motivation is one of the key factors determining the success of the educational process. It serves as a driving force, a guide, and a reinforcement for learning behavior, making its presence essential in every educational activity. This article aims to examine the concept of learning motivation according to Imam As-Syarkawi and its relevance to Islamic Religious Education (PAI). The method employed is a library study by reviewing Imam As-Syarkawi’s works and related literature on both classical and modern perspectives of learning motivation. The study reveals that Imam As-Syarkawi defines motivation as an impulse arising from both physical and spiritual needs that drives individuals toward specific goals. Motivation, in his view, originates from internal factors such as human nature (fitrah), faith, and intention, as well as external factors such as teachers, the learning environment, rewards, and punishments. The ultimate purpose of learning motivation, according to him, is not merely academic achievement but also self-perfection and closeness to Allah SWT. The relevance of this concept to Islamic Religious Education can be seen in four aspects: fulfilling students’ spiritual needs, integrating internal and external factors through the teacher’s role, applying targhib (encouragement through promised rewards) and tarhib (warning through threats of sin) as incentives, and orienting learning motivation toward shaping faithful and virtuous Muslim personalities. Thus, Imam As-Syarkawi’s thought provides both theoretical and practical foundations for fostering holistic learning motivation in Islamic education
Co-Authors Ach. Aldi Rofiqi Achmad Yusuf Afcarina Izzati, Najwa Ahmad Agil Hamdani Ahmad Fauzun Karim Akhwan Muhlis, Mokhammad Ali Nurhadi Arini, Robby Ashar Fathur Rohman Asyiah, Siti Aynul Mardhiyah Aziz, Thorik Ba'ina, Sitti Baiquni, Ach Cicik Aini Fayyad AS, Moh Habibur Rahman Hannan, Abd. Hayatullah, Imam Khomaeni Heni Listiana Iik Arifin Mansurnoor Iklilullah JANNAH, FARIDATUL Jannah, Wirwahatul Jasuli Jasuli, Jasuli Juhairiyah Juhairiyah Khairunnafi Kholilur Rahman, Kholilur Kusharyati, Indah Lutfiyah Maidita, Fariska Septi Maimun Masna Nurfadilah Masyithah Mardhatillah, Masyithah Moch. Cholid Wardi Moh. Iqbal Hadzafi Moh. Zaiful Rosyid Mohammad Muchlis solichin Munafiah, Nida’ul Munaweroh, Lailatul Mutammimah, Darun Nada, Zilfania Qathrun Nuril Fitria Hidayati Nuruddin, Mohammad Putri, Laili Azkiya Qathrun Nada, Zilfania Reswari, Ardhana Ria Astuti Rosfalia Nabila , Dina Septiadi, Dimas Danar Shiddiq, Jamaluddin Sholihah, Kamilatus sukron Syaiful Rizal Urmilawati, Suci Vargheese K J Wahab Syakhirul Alim Wahyuningrum, Sri Rizqi Wardi, Moch. Chalid Yuniatari, Yuniatari Yusuf, Achmad Zainul Arifin