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All Journal Jurnal Konseling dan Pendidikan Shautut Tarbiyah Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam Zawiyah: Jurnal Pemikiran Islam Jurnal Ilmiah Edunomika (JIE) Kulidawa Diniyah: Jurnal Pendidikan Dasar Kartika: Jurnal Studi Keislaman Jurnal Ilmu Pendidikan dan Bahasa Tarbiyatul Akhyar: Jurnal Pendidikan
Moh. Yahya Obaid
Dosen IAIN Kendari
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Transportation Other

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Revealing Identity to Form Student Character: Application of the Hidden Curriculum in Islamic Legal Education Obaid, Yahya; Abidin, Aswar; Samsuddin, Samsuddin; Kadir, St. Fatimah; Baharuddin, Ahmad
Samarah: Jurnal Hukum Keluarga dan Hukum Islam Vol 8, No 3 (2024): Samarah: Jurnal Hukum Keluarga dan Hukum Islam
Publisher : Islamic Family Law Department, Sharia and Law Faculty, Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/sjhk.v8i3.24061

Abstract

Education is one of the most important instruments for forming character and personality. In higher education, especially Islamic law education, curricula serve not only as a means of transferring science but also as a medium for character and moral formation. The study examines the application of hidden curriculum in Islamic law education and its implications for students' character at State Islamic Religious Institute (IAIN)  Kendari. Research methods are qualitatively descriptive. Data is obtained through observations, interviews, and documentation. The collected data is processed through data reduction, presentation, and verification, with data validity testing using source triangulation, techniques, and time. The research results show the application of hidden curriculum in Islamic legal education is known through the interaction of faculty-students, Islamic law practice, observance of order and discipline, academic cultural awareness, and extracurricular activities. The values and norms that are indirectly taught in the educational environment have a considerable role in shaping the personality and character of students. The hidden implications of the curriculum for student character formation are manifested in student integrity and ethics, leadership and responsibility, empathy and justice, and the practice of the principles and values of Islamic law in everyday life. Therefore, institutions must integrate hidden curricula into Islamic law education to achieve comprehensive and sustainable educational goals.
Integration of digital learning in islamic religious education curriculum: challenges and opportunities Moh. Yahya Obaid; Achmad Ruslan Afendi; Mulahizhun Amien; Badrudin Badrudin; Aliah Bagus Purwakania Hasan
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1198600

Abstract

This study explores the integration of digital learning into the Islamic Religious Education (IRE) curriculum, focusing on the challenges and opportunities presented by this process. The main issue addressed is the slow adoption of digital tools in Islamic education, despite the growing reliance on technology in other educational sectors. The objective of this research is to examine how digital learning can enhance student engagement, accessibility, and interactivity in IRE, while maintaining the integrity of Islamic teachings. The study uses a library research method, collecting data from relevant books, journal articles, and previous studies related to digital learning and Islamic education. The findings reveal that digital tools can significantly improve the learning experience by offering interactive content, personalized learning paths, and access to educational resources beyond traditional classrooms. However, challenges such as inadequate infrastructure, resistance to change from educators, and concerns over preserving the spiritual aspects of Islamic education are identified. The research concludes that, while the integration of digital learning into IRE offers considerable benefits, overcoming these challenges is essential for its successful implementation. Recommendations include investing in infrastructure, providing teacher training, and ensuring the alignment of digital tools with Islamic educational values
A Problem Solving Based Learning Model for Enhancing Students’ Critical Thinking and Creativity Skills in the Digital Era Danan Wuryanto Pramono; Moh. Yahya Obaid; Bagiya Bagiya; Pariyati Pariyati; Ahmad Faqihudin
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 2 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i2.413

Abstract

This study explores the effectiveness of the Problem Solving Based Learning (PSBL) model in enhancing students’ critical thinking and creativity within digital learning environments. A qualitative literature review approach was employed to examine scholarly sources related to PSBL, critical thinking, creativity, and the integration of digital technologies in education. The findings indicate that PSBL promotes higher-order cognitive skills through authentic problem-solving tasks, collaborative learning, and reflective practices. These components encourage students to engage with real-world issues, evaluate information critically, generate innovative solutions, and reflect on their learning processes. Furthermore, the integration of digital tools, including online platforms, simulations, and virtual reality, enriches the problem-solving experience by expanding access to information, facilitating real-time collaboration, and providing immersive learning opportunities. The novelty of this study lies in the development of an integrated conceptual framework that synthesizes problem-solving processes, collaborative learning, reflective practices, and digital technologies into a unified model for fostering both critical thinking and creativity. The study also contributes theoretically by extending constructivist and digital pedagogy perspectives through a comprehensive explanation of the mechanisms linking PSBL implementation to higher-order cognitive and creative outcomes. It is concluded that PSBL, when effectively supported by digital technologies, offers a robust pedagogical framework for preparing students to meet the complex challenges of the 21st century. Future research should investigate the long-term effectiveness of the model across diverse educational contexts and technological settings.
Persepsi Guru PAI Terhadap Kurikulum Merdeka Belajar di SMPN 4 Kendari Siti Rodiah; Moh. Yahya Obaid; Jumarddin La Fua
Tarbiyatul Akhyar: Jurnal Pendidikan Vol. 1 No. 2 (2025): Juli-Desember
Publisher : Yayasan Ishlahul Muslimin Konawe Selatan

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

Abstract

This study aims to understand Islamic Education (PAI) teachers' perceptions of the implementation of the Merdeka Belajar curriculum at SMP Negeri 4 Kendari. It examines the teachers' understanding of the curriculum's implementation, their perceptions of its application, and how the curriculum is implemented in Islamic Education subjects. The research employs a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The data analysis technique used includes data reduction, data presentation, and drawing conclusions.  The results of the study show that: (1) Islamic Education teachers have a good understanding of the implementation of the Merdeka Belajar curriculum, including its concepts, objectives, innovative teaching practices, and the integration of technology in learning. (2) Islamic Education teachers have a positive perception (views, responses, and evaluations) of the curriculum's implementation, as it simplifies the teaching process, enhances students' motivation, and better addresses students' needs. (3) The planning of the Merdeka Belajar curriculum for Islamic Education subjects has been effectively implemented, beginning with the analysis of learning outcomes and the preparation of teaching modules. (4) The implementation of Islamic Education teaching aligns with the pre-designed teaching tools. (5) Assessment in Islamic Education is conducted through three types of evaluations: diagnostic, formative, and summative.Thus, this study contributes new insights by highlighting innovative approaches in Islamic Education teaching in the era of the Merdeka Belajar curriculum. The findings reveal how technology integration and the application of innovative teaching methods can enhance teaching efficiency and the relevance of learning to meet students' needs in the digital age.
The Role of Online Learning Platforms in Supporting Inclusive Education in Indonesia Zulkifli Rangkuti; Moh. Yahya Obaid; Iwan Sonjaya; Muhammad Tahir; Hery Setiyatna
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.373

Abstract

Inclusive education is a central goal in creating equitable education systems; however, Indonesia continues to face challenges related to learner diversity, socio-economic disparities, and geographical inequalities. The expansion of online learning platforms offers opportunities to foster more inclusive learning environments. This study explores the role of online learning platforms in supporting inclusive education in Indonesia using a qualitative literature review approach. Academic publications from 2018–2025 were systematically selected, and ten core articles were analyzed through thematic analysis. The findings indicate a moderate to significant impact of online learning platforms on inclusive education, particularly in enhancing accessibility, instructional flexibility, and personalized learning for diverse learners. When integrated with inclusive pedagogical strategies, digital platforms also contribute to increased student engagement and participation. Nevertheless, major challenges persist, including digital divides, limited teacher digital competence, uneven infrastructure, and policy–practice gaps. The study concludes that optimizing digital-based inclusive education requires targeted infrastructure investment, continuous teacher training in inclusive digital pedagogy, and stronger alignment between policy and practice.
Kerangka Teoritis Orisinal: Metode Perumusan Teori Inovasi Kurikulum Baru Rahmat; Moh. Yahya Obaid; Herman; Samsuri; Halik; Anirwan
Kartika: Jurnal Studi Keislaman Vol. 6 No. 3 (2026): Kartika: Jurnal Studi Keislaman (August)
Publisher : Lembaga Pendidikan Tinggi Nahdlatul Ulama (LPT NU) PCNU Kabupaten Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59240/kjsk.v6i3.1263

Abstract

Curriculum innovation at the educational unit level is often adopted reactively without a strong methodological foundation, causing reform to focus more on administrative compliance than on sustainable pedagogical transformation. This issue is particularly complex in Islamic Religious Education (PAI), which requires the ability to contextualize spiritual and moral values within students’ contemporary realities. This article aims to propose an original theoretical framework, namely the Ecological-Adaptive Curriculum Innovation Theory Formulation Method (MPEA). The study employs a conceptual Design-Based Research (DBR) approach integrated with qualitative Grounded Theory analysis. MPEA is formulated through four cyclical phases: deconstruction of constants, conceptual co-creation, prototyping through resonance testing, and organic theory formulation. The analysis indicates that MPEA has the potential to minimize structural resistance, reduce teaching burnout, and create space for teachers’ legitimate pedagogical ijtihad in developing contextualized content differentiation. This framework is expected to serve as a methodological compass for academics and policymakers in developing curriculum innovation theories that are deeply rooted in local philosophical values while remaining optimally adaptive to global change.
Co-Authors Abidin, Aswar Achmad Ruslan Afendi Ahmad Ahmad Ahmad Faqihudin Akib Akib Aliah Bagus Purwakania Hasan Anirwan Badrudin Bagiya Bagiya Danan Wuryanto Pramono Erdiyanti Erdiyanti Hadi Machmud Halik Halmuniati Halmuniati Hasrin Lamote Herman Hery Setiyatna Hisnan Hisnan Iwan Sonjaya Jumarddin La Fua Jumarddin La Fua Lutifuddin Lutfiuddin Marlina Marlina Masdin Masdin Muhammad Tahir Mulahizhun Amien Pariyati Pariyati Rahmat Resti Resti Rizal Rizal Rosmini Rosmini Samsuddin Samsuddin Samsuri Siti Rodiah St. Fatimah Kadir, St. Fatimah Supriyanto Supriyanto Waode Yunita Zulkifli Rangkuti