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All Journal Publikasi Pendidikan Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Pedagogia: Jurnal Pendidikan JURNAL PENDIDIKAN TAMBUSAI Edunesia : jurnal Ilmiah Pendidikan JURNAL ILMIAH GLOBAL EDUCATION Indonesian Journal of Innovation Studies Mudabbir: Journal Research and Education Studies Jurnal Pemberdayaan Masyarakat Indonesian Journal of Education Research (IJoER) Future Academia : The Journal of Multidisciplinary Research on Scientific and Advanced
Haris Riadi
Fakultas Ushuludin Universitas Islam Negeri Sultan Syarif Kasim Riau
Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Pendekatan Kindness Strategy: Tinjauan Paradigmatif dan Implementatif dalam Pembelajaran PAI dan Budi Pekerti Prasetyo, Edi; Riadi, Haris; Muhadi, Muhadi; Harmaini, Harmaini
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v15i3.73329

Abstract

Pendidikan Karakter menjadi fokus utama sistem pendidikan. Pendekatan Kindness Strategy berupaya menumbuhkan karakter siswa melalui nilai-nilai empati dan kasih sayang. Dengan artikel ini diharapkan bahwa strategi ini akan meningkatkan keterlibatan sosial siswa dan mengurangi perilaku mengganggu seperti perundungan. Berdasarkan tinjauan pustaka, menunjukkan bahwa Kindness Strategy memperhitungkan pertumbuhan moral dan sosial siswa di samping prestasi akademis mereka. Pendidikan karakter yang sukses dapat mendukung keberhasilan akademis dan pengembangan manusia yang bermoral baik. Kolaborasi pemerintah, sekolah, dan masyarakat sangat penting untuk mendorong rencana ini, meskipun ada kendala termasuk tekanan akademis, penolakan guru dan siswa. Oleh karena itu, diharapkan  bahwa Kindness Strategy akan menjadi komponen mendasar pendidikan Indonesia, menghasilkan generasi yang tidak hanya cerdas tetapi juga memiliki akhlak yang baik.
Epistimology, Tarbiyah, talim, and Ta' dib in Reconstructing the Islamic Religious Education Curriculum and Ethics: Epistimologi, Tarbiyah, talim, dan Ta'dib dalam Rekonstruksi Kurikulum dan Etika Pendidikan Agama Islam Sulwana, Siti; Riadi, Haris; Aswati, Fajar; Azlina, Azlina
Indonesian Journal of Innovation Studies Vol. 26 No. 3 (2025): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i3.1438

Abstract

General Background: Islamic education aspires to develop individuals who are both intellectually capable and morally grounded.Specific Background: Current implementations of the Islamic Religious Education (PAI) and Character curriculum often emphasize formal knowledge while underrepresenting integrative Islamic values. Knowledge Gap: There is limited curriculum design that holistically reflects Islamic epistemology by incorporating the classical concepts of ta’dīb, tarbiyah, and ta’līm. Aims: This study aims to formulate a reconstructed model for the PAI and Character curriculum based on Islamic epistemology by integrating these three foundational concepts. Results: Through a qualitative literature-based approach, this research identifies a three-domain framework: the value domain (ta’dīb), the process domain (tarbiyah), and the knowledge domain (ta’līm), aligned with the ideal of shaping an insān kāmil (perfected human). Novelty: The proposed model offers a comprehensive epistemological integration rarely seen in existing PAI curriculum frameworks. Implications: This study highlights the urgency of value reorientation in curriculum design and underlines the need for systematic teacher training to ensure effective implementation.  Highlights:  Integrates value, process, and knowledge domains rooted in Islamic thought. Aims to shape insān kāmil—a virtuous and knowledgeable human. Emphasizes teacher readiness for effective curriculum implementation. Keywords: Islamic Education Curriculum, Islamic Epistemology, Ta’dīb, Tarbiyah, Ta’līm
Psikologi Perkembangan AUD dan Pendidikan Karakter Windari, Putri; Riadi, Haris; Anjani, Dewi
MUDABBIR Journal Research and Education Studies Vol. 5 No. 2 (2025): Vol. 5 No. 2 Juli-Desember 2025
Publisher : Perkumpulan Manajer Pendidikan Islam Indonesia (PERMAPENDIS) Prov. Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/mudabbir.v5i2.1956

Abstract

Penelitian ini berfokus pada pemahaman psikologi perkembangan anak usia dini (AUD) sebagai kajian penting untuk menelaah tahapan pertumbuhan fisik, kognitif, sosial, dan emosional. Periode usia dini dikenal sebagai masa emas (golden age) yang berperan sebagai dasar pembentukan kepribadian dan karakter anak. Pendidikan karakter pada AUD bukan hanya menanamkan nilai moral, tetapi juga menumbuhkan sikap positif, kebiasaan baik, dan keterampilan sosial yang menunjang perkembangan anak secara menyeluruh. Teori Piaget menegaskan bahwa pertumbuhan moral berkaitan erat dengan kemampuan berpikir anak yang terus berubah seiring bertambahnya usia, meliputi dua fase utama: tahap heteronomous dan tahap autonomous.
Penilaian Karakter Islami Pada Anak Usia Dini Yuniarti, Adila Tri; Riadi, Haris; Khotimah, Khusnul
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Penilaian karakter Islami pada anak usia dini merupakan bagian penting dari proses pendidikan dalam membentuk generasi yang beriman, berakhlak mulia, serta mampu menghadapi tantangan perkembangan zaman. Penelitian ini menggunakan metode tinjauan literatur dengan pendekatan kuantitatif untuk menganalisis konsep, indikator, metode, implementasi, serta tantangan dalam penilaian karakter Islami pada anak usia dini. Hasil kajian menunjukkan bahwa penilaian tidak hanya berfokus pada aspek kognitif, tetapi juga mencakup nilai agama dan moral, perkembangan fisik-motorik, kognitif, bahasa, serta sosial emosional. Metode penilaian yang digunakan meliputi metode interaktif dan metode kreatif. Implementasi penilaian melibatkan peran lingkungan keluarga, sekolah, dan masyarakat yang berfungsi saling melengkapi dalam pembentukan karakter anak. Tantangan utama yang dihadapi adalah pengaruh negatif media digital, seperti konten tidak bermanfaat, penyalahgunaan teknologi, hingga perundungan di internet. Solusi yang ditawarkan meliputi peran aktif guru dan orang tua dalam memberikan bimbingan, keteladanan, serta pemanfaatan teknologi secara bijak dan kreatif sebagai sarana pembelajaran Islami. Dengan demikian, penilaian karakter Islami pada anak usia dini dapat menjadi upaya strategis untuk mewujudkan generasi yang beriman, berakhlak mulia, cerdas, serta adaptif terhadap perubahan zaman.
Environmental Crisis: Islamic Ecoteology, Green Science, and Sustainability Aswati, Fajar; Nasifah, Isri; Riadi, Haris
Jurnal Ilmiah Global Education Vol. 7 No. 1 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i1.5026

Abstract

This study aims to analyze the environmental crisis through the lenses of Islamic ecotheology, green science principles, and sustainability strategies. The approach seeks to offer a holistic solution that integrates spiritual values, environmental ethics, and eco-friendly scientific practices. The method employed is a comprehensive literature review and qualitative analysis, examining Islamic ecotheology, green science theories, and contemporary sustainability policies. The findings indicate that Islamic ecotheology emphasizes human responsibility as stewards of the Earth, promoting conservation ethics and ecological justice; green science provides a technical framework for efficient resource management with minimal environmental impact; while sustainability acts as an integrative bridge between spiritual principles and scientific practices, highlighting social, economic, and ecological continuity. The study implies the need for environmental education grounded in Islamic values, green technological innovation, and policies supporting collaboration among communities, scientists, and governments to mitigate environmental crises sustainably.
The Concept of Tauhid and Adab in the Malay World: A Review of the Epistemology of Islamic Educational Philosophy Nopita, Rini; Riadi, Haris; Azizah, Azizah; Sulastri, Sulastri
Jurnal Ilmiah Global Education Vol. 7 No. 1 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i1.5027

Abstract

Islamic education has two main pillars, namely monotheism and adab, which are the foundation in shaping individual character and knowledge. Tawhid instills awareness of the oneness of Allah as the main basis for pursuing knowledge, while adab is a moral guideline that ensures that knowledge is practiced responsibly and ethically. In the tradition of Islamic education in the Malay world, the integration between tauhid and adab has been inherited by scholars who emphasize the importance of a balance between knowledge, faith, and morals. However, in the era of globalization, this concept faces great challenges due to the secularization of education and rapid technological development. Therefore, it is necessary to revitalize Islamic education based on monotheism and adab through strengthening the curriculum, innovating learning methods, and increasing awareness of the importance of Islamic values in the world of education. Thus, Islamic education can continue to contribute to producing a generation that has intellectual intelligence as well as high moral and spiritual integrity.
Integration and Interconnection of Islam and Science to Strengthen the Islamic Education Curriculum Febriyani, Safna; Riadi, Haris; Fariati, Betti
Jurnal Ilmiah Global Education Vol. 7 No. 1 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i1.5032

Abstract

The Islamic Religious Education (PAI) curriculum plays a strategic role in shaping students who are not only religiously devout but also scientifically literate and responsive to the dynamics of modern civilization. The integration and interconnection between Islam and science serves as a crucial paradigm for strengthening the PAI curriculum, preventing the dichotomy between religious and scientific knowledge. This study aims to examine the concept of Islamic–scientific integration and interconnection and its implications for reinforcing the PAI curriculum in the modern era. This research employs a library research method with a descriptive-analytical approach. The findings indicate that the integration of Islam and science positions revelation (the Qur'an and Hadith) as the primary source of knowledge that aligns with the empirical findings of modern science. This approach enriches the PAI curriculum by harmoniously linking spiritual, moral, and rational values, making Islamic education more contextual, relevant, and meaningful. Therefore, strengthening the PAI curriculum through the integration and interconnection of Islam and science can foster a generation that is religiously grounded, intellectually critical, and scientifically insightful, ready to face the challenges of the era of artificial intelligence and globalization.
Deep Learning and Love Curriculum Integration in Indonesian Education Erlina, Gusti; Riadi, Haris; Sulwana, Siti; Sa'diah, Halimatu
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2105

Abstract

The integration of Deep Learning and a Love-Based Curriculum offers a strategic pedagogical model that aligns cognitive rigor with affective and moral development in Indonesian education. By uniting conceptual depth, critical inquiry, empathy, and character formation, this integrative approach supports holistic learning suited to the demands of 21st-century education and national character-building objectives. However, its effective implementation requires systematic teacher capacity building, adaptive instructional design, and the development of valid affective assessment instruments. This study provides a theoretical contribution by articulating an integrative learning paradigm that bridges cognitive and humanistic education, while practically offering guidance for educators and policymakers seeking to strengthen meaningful and character-oriented learning in Indonesia. Highlights: Mindful, meaningful, and joyful pedagogies reinforce critical reasoning and contextual application. Compassion-centered educational design strengthens empathy, moral awareness, and classroom inclusivity. Combined framework supports balanced development of intellectual, emotional, and spiritual capacities Keywords: Deep Learning, Love-Based Curriculum, Affective, Empathetic, Character Dimensions of Learners.
The Integration of Religion and Science in Islamic Education: Meanings, Objectives, and Implications for the Development of Scientific Paradigms Erika, Febby; Riadi, Haris; Azmira, Nur; Pangestu, Endy Dharma
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1568

Abstract

This study aims to analyze the meaning, objectives, and implications of integrating religion and science in the development of contemporary Islamic education and scientific paradigms. It employs a qualitative approach using a conceptual-philosophical literature review of twenty academic publications from 2016–2025. Data were analyzed through iterative thematic synthesis involving reflective coding and classification into ontological, epistemological, and axiological dimensions. The findings indicate that integration is understood as a proportional harmonization between revelation and reason rather than a methodological fusion. Three strategic objectives are identified: constructing a holistic unity-based scientific paradigm, strengthening scientific ethics in response to the moral crisis of modern science, and developing civilization-oriented Islamic education. This study contributes an integrative analytical framework positioning integration as a normative-operational paradigm in educational and scientific development. Its novelty lies in affirming integration not only as a philosophical principle but also as applicable to the construction of a non-dichotomous, ethical, and contextual Islamic education paradigm responsive to contemporary global challenges.
Resistensi Budaya Terhadap Integrasi Dan Interkoneksi Di Kalangan Pendidik Dan Masyarakat Nopita, Rini; Solehati, Citra; Riadi, Haris
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.82169

Abstract

The integration and interconnection of science, religious values, and local culture are inevitable in facing the challenges of globalization and scientific development. However, in practice, these efforts often encounter cultural resistance among both educators and the community. This study aims to analyze the forms of cultural resistance, the factors causing it, and its implications for the process of integration and interconnection in the context of education and social life. This research uses a qualitative approach with field study methods through in-depth interviews, observation, and documentation studies. The results indicate that cultural resistance emerges in the form of conservative attitudes, concerns about the loss of cultural and religious identity, and a poor conceptual understanding of integration and interconnection. The main factors influencing this resistance include educational background, normative religious understanding, and the strong influence of local traditions. This study concludes that cultural resistance is not merely rejection, but rather a reflection of the need for an integration approach that is contextual, dialogical, and sensitive to the cultural and religious values of the community.
Co-Authors ASWATI, FAJAR Azizah Azizah Azlina, Azlina Azman, Wan Azmira, Nur Dewi Anjani, Dewi Edi Prasetyo Erika, Febby Erlina, Gusti Eti Susanti Fariati, Betti Faridah Faridah Febriyani, Safna Feriati, Betti Harmaini Harmaini Isri Nasifah Jamiatussoleha, Siti Khairina khusnul khotimah Marlizayani, Marlizayani Muhadi Muhadi, Muhadi Nafisah, Isri Nopita, Rini Norafiza, Norafiza Nur'aina, Nur’aina Pangestu, Endy Dharma Rahmad Rahmad Rajuna, Rajuna Rusnawati Sa'diah, Halimatu Sa’diah, Halimatu Solehati, Citra Sufia, Neng Suhernawati, Suhernawati Sulastri Sulastri Sulwana, Siti Suprapto, Muhammad Susanti, Elya Suseno Suseno Suseno Suswanto Uri, Fatimah Windari, Putri Yuniarti, Adila Tri