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All Journal Ahkam: Jurnal Ilmu Syariah Potensia AKSIOMA: Jurnal Program Studi Pendidikan Matematika MIQOT: Jurnal Ilmu-ilmu Keislaman TA'LIM : Jurnal Studi Pendidikan Islam JURNAL INOVASI EDUKASI ALGORITMA : Journal of Mathematics Education Dialog Hipotenusa : Journal of Mathematical Society SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of Advanced Sciences and Mathematics Education Indonesian Journal of Islamic Theology and Philosophy Tadris: Jurnal Pendidikan Islam Jurnal Cendekia Ilmiah Ulil Albab
Ahmad Dimyati
Universitas Islam Negeri (UIN) Syarif Hidyatullah Jakarta
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Enhancing Moral Understanding and Character Development in Higher Education: Insight from Skinner Learning Theory Dimyati Sajari; Gelar Dwirahayu; Muhammad Umudee
TADRIS: Jurnal Pendidikan Islam Vol 20 No 1 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i1.16021

Abstract

B.F. Skinner, as a behaviourist, emphasized that Learning is shaped more by observable behaviour than by cognition alone. This study explores the application of Skinner’s theory in moral education, aiming to enhance students’ attitudes and character development. Conducted during the odd semester of the 2022 to 2025 academic year, the research employed a case study involving 154 undergraduate students from the Mathematics Education program at UIN Syarif Hidayatullah Jakarta. Findings indicate that applying Skinner’s principles significantly improved students’ cognitive understanding of moral concepts, as reflected in an average score of 82%. More notably, students demonstrated positive behavioural changes through presentations and individual assignments, including reflective activities that encouraged them to connect moral theory with personal conduct. The novelty of this study lies in extending Skinner’s theory—traditionally applied to cognitive Learning—into the domain of moral education, highlighting its relevance for character formation in higher education. While current instructional practices remain predominantly cognitive, this research advocates for a more balanced approach that integrates behaviour-focused strategies to foster moral development. The findings affirm that Skinner’s theory remains a viable pedagogical framework for cultivating both understanding and ethical behaviour among university students.
Co-Authors Aura Safira El Acida Aura Safira El Acida Dewi Rochayati Dindin Sobirudin Fatra, Maifalinda Fauzi, Alfin Mahfudz Gelar Dwirahayu Hafiz M Kadir Maruf, Chasan Maulida Fithria Maulida Fithria Monica, adelia Muhammad Sukri Situmeang Muhammad Umudee Muhammad Umudee Nila Durri Al Maqrizi Nur, Aidia Lailika Nurul Fadilah Annisa Rasiin Rasiin Rasiin, Rasiin Sadewo, Barry Sandy Selvia Aprilia Yusriyyah Febriani Putri Zidni Husein