Article Per Year (5 Year)
p-Index From 2021 - 2026
1.971
P-Index
This Author published in this journals
All Journal Dentino: Jurnal Kedokteran Gigi Jurnal Kesehatan Islam : Islamic Health Journal Jurnal Ilmiah Betrik : Besemah Teknologi Informasi dan Komputer MAHESA : Malahayati Health Student Journal Ngabdimas : Pengabdian Pada Masyarakat Jurnal Teknologi Berkelanjutan Tsaqofah: Jurnal Penelitian Guru Indonesia Proceeding Mulawarman International Conference on Tropical Public Health
Yadi Yadi
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Education Engineering Environmental Science Health Professions Materials Science & Nanotechnology Medicine & Pharmacology Nursing Public Health Transportation

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
Konsep Pendidikan dalam Pemikiran Ibnu Khaldun: Integrasi Ilmu dan Akhlak Nur Yaman; Yadi Yadi; Mulyanto Mulyanto
TSAQOFAH Vol 5 No 6 (2025): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i6.7116

Abstract

This study examines Ibn Khaldun’s views on education, particularly the integration of knowledge and character formation. Using a descriptive qualitative approach through literature review, the study finds that Ibn Khaldun regarded education as a process of shaping the whole person, encompassing intellectual, spiritual, and moral dimensions. He emphasized the importance of gradual learning (tadarruj), the cultivation of habitual values (malakah), teacher role modeling, and the rejection of coercive teaching methods. According to him, education should be adapted to the developmental stages of learners, integrating ʿaqliyyah (rational sciences) and naqliyyah (religious sciences) in a balanced manner. This concept is relevant to contemporary educational needs that prioritize holistic approaches and character building. The findings indicate that Ibn Khaldun’s educational thought holds great potential for shaping a more meaningful modern Islamic education system.
Peran Filsafat dalam Lembaga Pendidikan Islam di MTs Al Kahfi Surakarta (Studi Analisis Ontologi, Epistemologi, dan Aksiologi) Yadi Yadi; Nur Yaman; Mujiburrohman Mujiburrohman
TSAQOFAH Vol 5 No 6 (2025): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i6.7208

Abstract

This study aims to analyze the role of philosophy within the Islamic education system at MTs Al Kahfi Surakarta through the lenses of ontology, epistemology, and axiology. Fundamentally, Islamic educational institutions serve not only as channels for knowledge transmission but also as spaces for shaping holistic individuals who are faithful, knowledgeable, and virtuous. The research employed a qualitative case study method, utilizing observation, in-depth interviews, and documentation, with data analyzed using the interactive model of Miles and Huberman. The findings reveal that ontological values are reflected in the view of students as both spiritual and social beings; epistemological values are embodied in the integration of revelation and reason within the learning process; while axiological values are evident in the orientation of education toward character formation, morality, and social responsibility. Although these philosophical values are implicitly integrated, their implementation faces challenges such as limited philosophical awareness among educators, curriculum dualism, and the dominance of academic standardization. Nevertheless, strategic opportunities remain through the school’s religious culture, integrated curriculum, and the openness of young educators to Islamic intellectual innovation. This study recommends strengthening teachers' philosophical competence and developing value-based Islamic educational institutions through systematic and reflective approaches.
Pengembangan Modul Ajar Pendidikan Agama Islam dengan Pendekatan Deep Learning dalam Kurikulum Merdeka pada SDIT Luqman Al Hakim Surakarta Yadi Yadi; Joko Subando
TSAQOFAH Vol 6 No 2 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.8757

Abstract

Learning in Islamic Religious Education (Pendidikan Agama Islam, PAI) at the primary school level remains largely oriented toward memorization and superficial understanding, and therefore does not yet fully support meaningful learning as required by Kurikulum Merdeka. This study aimed to develop a PAI teaching module based on a deep learning approach for the implementation of Kurikulum Merdeka at Sekolah Dasar Islam Terpadu (SDIT) Luqman Al Hakim Surakarta. The study employed a research and development (R&D) method using the ADDIE model, which comprises the stages of analysis, design, development, implementation, and evaluation. Data were collected through document analysis, interviews, questionnaires, and observations. The findings showed that the developed deep learning–based PAI teaching module was judged valid by content and design experts, was practically applicable for teachers, and was found to be effective, on a limited scale, in enhancing students’ engagement and understanding. Accordingly, this teaching module is feasible for use as a PAI learning resource within the framework of Kurikulum Merdeka in primary schools.
Psikologi Pendidikan Islam Menurut Ibnu Qayyim Al-Jauziyyah Yadi Yadi; Siti Rohimah
TSAQOFAH Vol 6 No 2 (2026): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i2.9019

Abstract

Islamic educational psychology is a discipline that examines educational processes based on the Islamic view of the nature of the human being, soul, intellect, and heart, and places the spiritual dimension at the core of human development and learning, in contrast to Western educational psychology, which tends to be secular. Within this framework, the thought of Ibn Qayyim al-Jawziyyah (691–751 H) makes an important contribution to understanding human psychology through the concepts of fitrah, qalb, nafs, ʿaql, and tazkiyatun nafs. This article aims to examine scientifically and systematically the concept of Islamic educational psychology according to Ibn Qayyim, including his views on the nature of the human being, the aims of education, the roles of educators and learners, and educational methods that are aligned with psychological development. The research employed a library research method with a descriptive-analytical approach to Ibn Qayyim’s major works. The findings indicate that Ibn Qayyim’s thought is relevant as a foundation for developing a holistic and integrative Islamic education that brings together spiritual, intellectual, and moral dimensions within the educational process and is oriented toward forming individuals who are faithful, knowledgeable, and of noble character. These results affirm that Ibn Qayyim’s concept of Islamic educational psychology can serve as a normative and conceptual reference in formulating a contemporary Islamic educational paradigm that emphasizes balance in the development of spiritual, intellectual, and behavioral potentials.
Co-Authors Alharia Dinata, Alharia Alhawaris Alhawaris Apriana Apriana Dadik Agus Soenjoto Heny Surya Widiyaningsih Masruroh1,2, Ah Yusuf3 , Nikmatur Rohmah4, Irfansyah Baharudin Pakki5 , Anita Dewi Prahastuti Prasojo6 , Qurnia Andayani1 , *Agung Dwi Laksono7 Masyhudi Masyhudi Muhammad Isa Anshory Mujiburrohman Mujiburrohman Mulyanto Mulyanto Nur Yaman Pancoro Pujakelana Rahmalia Dewi Sinar Yani Siti Rohimah Sjarief ismail Sri Hastati Subando, Joko - Sumiran Sumiran Syarif Ismail Yuniati Yuniati Yuniati