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All Journal Publikasi Pendidikan Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Pedagogia: Jurnal Pendidikan Jurnal Pendidikan Agama Islam Al-Thariqah JURNAL PENDIDIKAN TAMBUSAI Edunesia : jurnal Ilmiah Pendidikan JURNAL ILMIAH GLOBAL EDUCATION Indonesian Journal of Innovation Studies Mudabbir: Journal Research and Education Studies 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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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

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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.
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.
Epistemological foundations of the Islamization of knowledge: a critical comparative study of al-Attas and al-Faruq Syafe’i, Syafe’i; Riadi, Haris
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27665

Abstract

This study addresses the ongoing challenge of integrating Islamic principles with modern knowledge by comparing the ideas on the Islamization of knowledge proposed by Syed Muhammad Naquib al-Attas and Isma’il Raji al-Faruqi. It aims to explore their philosophical and methodological orientations and assess their relevance to contemporary knowledge development. Using qualitative literature-based research, the study analyzes primary texts and academic sources through content and comparative analysis. The findings reveal that al-Attas emphasizes epistemological Islamization by purifying key concepts, shaping an Islamic worldview, and highlighting adab as central to resolving the crisis of knowledge, while al-Faruqi adopts a practical-methodological approach by integrating Islamic heritage with modern disciplines through a systematic Workplan for curriculum and institutional reform. Both scholars agree on grounding knowledge in tauhid and rejecting secularization, yet differ in orientation—philosophical versus applied. This study offers novelty by systematically synthesizing both perspectives into a complementary framework for advancing Islamization of knowledge. However, it is limited to a literature-based approach without empirical validation. The findings imply that integrating conceptual and operational strategies is essential for strengthening contemporary Islamic education
Co-Authors ASWATI, FAJAR Azlina, Azlina Azman, Wan Dewi Anjani, Dewi Edi Prasetyo Erlina, Gusti Eti Susanti Fariati, Betti Faridah Faridah 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 Rahmad Rahmad Rajuna, Rajuna Rusnawati Sa'diah, Halimatu Sa’diah, Halimatu Solehati, Citra Sufia, Neng Suhernawati, Suhernawati Sulwana, Siti Suprapto, Muhammad Susanti, Elya Suseno Suswanto Syafe’i, Syafe’i Uri, Fatimah Windari, Putri Yuniarti, Adila Tri