Article Per Year (5 Year)
p-Index From 2021 - 2026
4.602
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar APTEK Indonesian Journal of Counseling and Development An-Nahdlah: Jurnal Pendidikan Islam Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Edu Research : Jurnal Penelitian Pendidikan YASIN: Jurnal Pendidikan dan Sosial Budaya Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Tadris: Jurnal Pendidikan Islam Jurnal Pendidikan dan Ilmu Sosial Jurnal Kajian Penelitian Pendidikan dan Kebudayaan Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Tabsyir: Jurnal Dakwah Dan Sosial Humaniora Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Observasi: Jurnal Publikasi Ilmu Psikologi PESHUM Jurnal Pendidikan dan Sosial Humaniora
Alfi Rahmi
Unknown Affiliation
Religion Arts Humanities Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

Published : 34 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 34 Documents
Search

 1   2   3   4 
Analisis Kesulitan Belajar Pendidikan Agama Islam (PAI) dalam Tinjauan Psikologi Kognitif: Studi Kasus di SDN 07 Lasi Tuo Latifur Rahmi; Alfi Rahmi
YASIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i4.10731

Abstract

Learning difficulties in Islamic Religious Education (PAI) among elementary school students have received attention in various studies, but research that specifically analyzes this issue from the perspective of cognitive psychology, particularly regarding encoding processes, schema formation, retrieval, attention, and information processing, remains relatively limited. This study aims to analyze PAI learning difficulties from a cognitive psychology perspective among students at SDN 07 Lasi Tuo. This study used a qualitative approach with a case study design, involving PAI teachers and students experiencing learning difficulties as informants selected through purposive sampling. Data were collected through observation, semi-structured interviews, cognitive diagnostic tests, and documentation, and were then analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The results show that PAI learning difficulties are influenced by five main factors, namely encoding failure, weak schema connection, retrieval failure, low selective attention during learning, and obstacles in understanding abstract religious concepts. The conclusion of this study affirms that PAI learning difficulties are not only related to pedagogical aspects but are also influenced by students’ cognitive mechanisms in receiving, organizing, storing, and retrieving information. The implications of this study provide theoretical contributions to the development of cognitive psychology studies in Islamic education, as well as practical implications for PAI teachers in designing learning strategies that are more meaningful, effective, and aligned with the cognitive developmental characteristics of elementary school students.
Konstruksi Kecerdasan Intelektual Peserta Didik Berdasarkan Perspektif Psikologi Islam: Kajian Fenomenologis terhadap Aktualisasi Potensi Akal Nur Hasanah Harahapi; Alfi Rahmi
YASIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i4.11051

Abstract

The construction of students’ intellectual intelligence has received attention in various previous studies; however, research that specifically discusses the actualization of the potential of reason from the perspective of Islamic psychology through a phenomenological approach remains limited. Most studies still define intellectual intelligence as a cognitive ability measured through academic achievement or Intelligence Quotient (IQ), and therefore have not provided a comprehensive understanding of the relationship between the function of reason, spirituality, and character formation. This study aims to explore and analyze the construction of students’ intellectual intelligence from the perspective of Islamic psychology through the experience of actualizing the potential of reason. This study used a qualitative approach with an interpretative phenomenological design, involving 15 student participants selected through purposive sampling. Data were collected through in-depth interviews, documentation, and reflective notes, and were then analyzed using phenomenological thematic analysis through the stages of coding, categorization, and theme interpretation. The findings show that intellectual intelligence from the perspective of Islamic psychology is constructed through five main dimensions, namely reason as a divine trust, the integration of rational thinking and spiritual awareness, self-reflection as a mechanism for intellectual strengthening, the actualization of intelligence through ethical behavior, and the influence of obstacles in optimizing the potential of reason. These findings contribute to the development of the concept of Islamic psychology by presenting a holistic model of intellectual intelligence and expanding understanding of the relationship among cognitive, spiritual, and moral dimensions in education. The conclusion of this study affirms the importance of integrating the function of reason and Islamic values in shaping students’ intelligence. The implications of this study include a theoretical contribution to the development of Islamic educational psychology and a practical reference for educational institutions in designing learning that integrates intellectual, spiritual, and character development. This study also opens opportunities for further research on the development of instruments for measuring intellectual intelligence based on Islamic psychology and their implementation at various levels of education.
Dinamika Motivasi Belajar Peserta Didik pada Era Digital: Analisis Psikologis Berdasarkan Teori Motivasi Kontemporer Rika Sri Wahyuni; Alfi Rahmi
YASIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i4.11052

Abstract

Students’ learning motivation in the digital era has become an important issue in educational psychology because changes in technology-based learning environments influence students’ engagement, independence, and self-regulation. Nevertheless, studies that integrate contemporary motivation theories to explain the dynamics of learning motivation in the context of digital learning remain limited. This study aims to analyze the dynamics of students’ learning motivation in the digital era through the perspective of educational psychology by examining the influence of digital learning environments, the interrelationship among motivational dimensions, and the need for adaptive learning strategies. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observation, and documentation, and were then analyzed using thematic analysis. The findings show that learning motivation is influenced by the interaction among individual psychological factors, the characteristics of digital technology, and support from the social environment. Digital learning environments can increase learning flexibility and independence, but they also create distractions that may reduce motivation. In addition, autonomy, a sense of competence, social support, learning goal orientation, and self-regulation interact with one another in shaping students’ motivation. These findings affirm the importance of adaptive, interactive, and student-centered learning strategies to maintain learning motivation and engagement in digital learning. The conclusion of this study indicates that students’ learning motivation in the digital era is a multidimensional construct influenced simultaneously by psychological, technological, and social aspects. The implications of this study provide a theoretical contribution to the development of educational psychology studies through the integration of contemporary motivation theories, as well as a practical reference for educators and educational institutions in designing digital learning that is responsive to students’ needs.
Pembentukan Bakat dan Minat Peserta Didik melalui Lingkungan Keluarga: Studi Kasus dalam Perspektif Psikologi Perkembangan Annisa Febriani; Alfi Rahmi
YASIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i4.11053

Abstract

The formation of students’ talents and interests through the family environment has received attention in various studies in developmental psychology and education; however, studies that specifically explore the mechanisms through which both are formed through family interaction from the perspective of developmental psychology remain limited. This study aims to explore the role of the family environment in shaping students’ talents and interests and to identify the factors that support this developmental process. This study employed a qualitative approach with a case study design, involving 15 informants consisting of students, parents, and teachers selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, and were then analyzed using thematic analysis. The findings show that family emotional support, parenting patterns that provide space for exploration, open communication, the provision of learning facilities, and collaboration between families and schools are the main factors supporting the development of students’ talents and interests. These findings also indicate that the quality of interaction within the family has a greater influence than material support alone in encouraging the actualization of children’s potential. The conclusion of this study affirms that the family environment plays a strategic role in shaping students’ talents and interests through emotional support, effective communication, and synergy with schools. The implications of this study provide a theoretical contribution to the development of studies in developmental psychology, as well as a practical reference for parents, teachers, and educational institutions in designing parenting patterns and collaborative programs that optimally support students’ development. Future research is recommended to examine this phenomenon through a mixed-methods approach or a longitudinal design in more diverse contexts.
Co-Authors Afrinaldi Afrinaldi Al Ihksan Annisa Febriani Arifal Hidayat Budi Santosa Dabesri Bara Darul Ilmi Dodi Pasila Putra Erlandia Erlandia Fadhilla Yusri Gita Vania Utami Harriad Akbar Syarif Hidayani Syam Januar Jhon Erita khairul Lara Setiawati Latifur Rahmi Linda Yarni Liza Ulmi Widi Arnaz Luthvita Crishanti Sausan Md Noor Bin Hussin Meri Syafitri Muhiddinur Kamal Mutia Rafika Agustin Nadra Hauda Nopita Sari Nur Hasanah Harahapi Pranika Rahmawati Wae Rahmi Andayani Rahmi Anggun Pratiwi Raymond Tampubolon relia yulianti Rika Sri Wahyuni Rismalinda Riswandi Sonia Afrilia Sari Sri Astuti Eka Putri Syawaluddin Syawaluddin Tri Yanto Wasino Wasino Widya Arianti Wildana Ikhsan