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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Irfani AT TA´DIB Jurnal Al-Tadzkiyyah DIRASAT Jurnal Manajemen & Pendidikan Islam FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Journal An-Nafs: Kajian Penelitian Psikologi TA'DIBUNA: Jurnal Pendidikan Agama Islam Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Agama Islam Al-Thariqah Hayula: Indonesian Journal of Multidisciplinary Islamic Studies QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama FOKUS: Jurnal Kajian Keislaman dan Kemasyarakatan Jurnal Pendidikan : Riset dan Konseptual Tafaqquh: Jurnal Penelitian Dan Kajian Keislaman qolamuna : Jurnal studi islam Jurnal Ilmiah Iqra' Al-Hayat: Journal of Islamic Education Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JPPI | Jurnal Penelitian Pendidikan Islam FIKRAH Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Journal on Education AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM MUHARRIK: JURNAL DAKWAH DAN SOSIAL EduReligia : Jurnal Pendidikan Agama Islam Jurnal al-Murabbi Paedagogia: Jurnal Pendidikan TSAQAFAH Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Al-Mada: Jurnal Agama, Sosial, dan Budaya Murobbi: Jurnal Ilmu Pendidikan HIKMAH : JURNAL PENDIDIKAN AGAMA ISLAM Madinah: Jurnal Studi Islam Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan Instructional Development Journal alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Edification Journal : Pendidikan Agama Islam Panangkaran: Jurnal Penelitian Agama dan Masyarakat Proceedings of Annual Conference for Muslim Scholars AL-FIKR: Jurnal Pendidikan Islam Jurnal Ilmiah Profesi Pendidikan Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan PUTIH JURNAL PENGETAHUAN TENTANG ILMU DAN HIKMAH Hikmah Indonesian Journal of Islamic Education Studies (IJIES) Asatiza: Jurnal Pendidikan Edunesia : jurnal Ilmiah Pendidikan JPIn : Jurnal Pendidik Indonesia At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Aphorisme: Journal of Arabic Language, Literature, and Education Jurnal Mu'allim Al-Muaddib : Jurnal Kajian Ilmu Kependidikan AL-MUTTAQIN : Jurnal Studi, Sosial, dan Ekonomi Alibbaa': Jurnal Pendidikan Bahasa Arab Santri: Journal of Pesantren and Fiqh Sosial Rabbani: Jurnal Pendidikan Agama Islam Journal of Science and Education (JSE) Tafkir: Interdisciplinary Journal of Islamic Education Al-Riwayah : Jurnal Kependidikan Al Hikmah: Journal of Education HUDAN LINNAAS: JURNAL ILMU SOSIAL DAN HUMANIORA Ar-Rasyid: Jurnal Pendidikan Agama Islam Foramadiahi: Jurnal Kajian Pendidikan dan Keislaman An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam Al-Fikru : Jurnal Pendidikan dan Sains Journal of Education Research Jurnal Kependidikan Islam Al-Lahjah : Jurnal Pendidikan, Bahasa Arab dan Kajian Linguistik Arab Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Didaktika Religia Jurnal Penelitian Agama Southeast Asian Journal of Islamic Education Al-Fakkaar: Jurnal Ilmiah Pendidikan Bahasa Arab At-tahsin: Jurnal Manajemen Pendidikan ELOQUENCE: Journal of Foreign Language Islam Realitas: Journal of Islamic and Social Studies Concept: Journal of Social Humanities and Education PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti Tadris: Jurnal Pendidikan Islam Jurnal Pendidikan Islam Journal of Student Research Al'Ulum Jurnal Pendidikan Islam Jurnal Muassis Pendidikan Dasar Kartika: Jurnal Studi Keislaman Journal Of Arabic Language Studies And Teaching JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA JPNM : Jurnal Pustaka Nusantara Multidisiplin IHSAN : Jurnal Pendidikan Islam International Journal of Law and Society Musala : Jurnal Pesantren dan Kebudayaan Islam Nusantara Mutiara: Jurnal Penelitian dan Karya Ilmiah Cendikia: Jurnal Pendidikan dan Pengajaran Jurnal Ilmiah Research Student Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Jurnal Sains Student Research Al-Jadwa: Jurnal Studi Islam Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Perspektif: Jurnal Pendidikan dan Ilmu Bahasa Jurnal Manajemen Pendidikan Islam Interdiciplinary Journal of Education QOSIM: Jurnal Pendidikan, Sosial & Humaniora Cendikia Pendidikan Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Tashdiq: Jurnal Kajian Agama dan Dakwah International Journal of Islamic Education (IJIE) Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab Journal An-Nafs: Kajian Penelitian Psikologi JURNAL ILMIAH PENELITIAN MAHASISWA AT-TABAYYUN: Journal Islamic Studies Journal of Innovative and Creativity Jurnal Budi Pekerti Agama Islam Jurnal Pembelajaran Bahasa dan Sastra JURNAL MULTIDISIPLIN ILMU AKADEMIK Jurnal Penelitian Pendidikan Indonesia (JPPI) JOIES (Journal of Islamic Education Studies) MERDEKA: Jurnal Ilmiah Multidisiplin ARIMA : Jurnal Sosial Dan Humaniora EDUJAVARE: International Journal of Educational Research Jurnal Ilmiah Nusantara Studi Multidisipliner: Jurnal Kajian Keislaman Jurnal Intelek Insan Cendikia Jurnal Pendidikan Dasar dan Keguruan Hudan Linnaas: Jurnal Ilmu Sosial dan Humaniora Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Rabbayani: Jurnal Pendidikan dan Peradaban Islami Maharot : Journal of Islamic Education Andragogi Jurnal Pendidikan dan Pembelajaran Indonesian Journal of Islamic Education Studies (IJIES) Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Moral : Jurnal Kajian Pendidikan Islam Hikmah: Jurnal Studi Pendidikan Agama Islam Al-Insyiroh: Jurnal Studi Keislaman FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Edukasia Islamika: Jurnal Pendidikan Islam Intelektual: Jurnal Pendidikan dan Studi Keislaman Al-Tadris: Jurnal Pendidikan Bahasa Arab Education Curiosity Journal of Cultural Relativism (JCR) Al-Hayat: Journal of Islamic Education Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam International Journal of Interdisciplinary Research Sujud: Jurnal Agama, Sosial dan Budaya Jurnal Pendidikan dan Sosial Humaniora Jurnal Pendidikan dan Kebudayaan Jurnal Pendidikan dan Kebudayaan AL TADIB : Jurnal Ilmu Pendidikan Reflektika Fikrah : Jurnal Pendidikan Agama Islam Kamil Ukazh: Journal of Arabic Studies Educational Journal Jurnal Mappesona Academia Open Jurnal Ilmu Pendidikan (JIP) ALFIHRIS: Jurnal Inspirasi Pendidikan EDUKASIA: Jurnal Penelitian Pendidikan Islam Edumaspul: Jurnal Pendidikan
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Eksistensi dan Implementasi Madzhab Behavioristik dalam Pembelajaran Bahasa Arab Ahmad Azhar Alauddin; Ayu Nabilla Syaputri; Dian Fatmawati; M. Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 3 No. 3 (2026): Jurnal Ilmiah Nusantara Mei 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i3.9842

Abstract

penelitian ini mengulas teori belajar behavioristik dalam kajian psikologi pendidikan. Fokus pembahasan meliputi definisi, gagasan utama, tokoh-tokoh penting, perkembangan, serta bukti eksperimen yang mendasarinya. Dalam perspektif behavioristik, proses belajar ditandai oleh perubahan perilaku yang tampak sebagai akibat interaksi antara rangsangan (stimulus) dan tanggapan (respons), yang diperkuat melalui pemberian penguatan. Sejumlah tokoh seperti John B. Watson, Edward L. Thorndike, Ivan Pavlov, B.F. Skinner, dan Clark L. Hull berperan besar melalui penelitian yang menunjukkan bahwa perilaku dapat dibentuk melalui pengalaman dan proses pengondisian. Dalam praktik pendidikan, teori ini banyak dimanfaatkan untuk membentuk kebiasaan belajar dan mengatur kegiatan kelas. Walaupun mendapat kritik karena kurang memperhatikan aspek kognitif, behaviorisme tetap berkontribusi penting dalam perkembangan teori belajar hingga saat ini.
Transformasi Pembelajaran Berbasis Konstruktivistik dalam Meningkatkan Kualitas Pendidikan Nova Fitri Ananda; Henny Rahma Maulidina; Indah Nadifa; M.Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 3 No. 3 (2026): Jurnal Ilmiah Nusantara Mei 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i3.9852

Abstract

Penelitian ini membahas teori pembelajaran konstruktivistik sebagai pendekatan yang menempatkan peserta didik sebagai pusat dalam pendidikan modern. Penelitian ini bertujuan untuk mengkaji konsep utama, tokoh-tokoh, jenis, perkembangan, strategi pembelajaran, serta penerapan konstruktivisme dalam proses pembelajaran. Metode yang digunakan adalah pendekatan kualitatif dengan jenis studi kepustakaan melalui penelaahan berbagai sumber ilmiah yang relevan. Hasil penelitian menunjukkan bahwa pembelajaran konstruktivistik menekankan keterlibatan aktif peserta didik dalam membangun pengetahuan melalui pengalaman, interaksi sosial, dan proses berpikir kritis. Berbagai metode seperti problem-based learning, project-based learning, inkuiri, dan pembelajaran kolaboratif terbukti mampu meningkatkan pemahaman, motivasi, serta kemampuan berpikir tingkat tinggi peserta didik. Selain itu, penerapan konstruktivisme menghasilkan capaian belajar yang lebih baik dibandingkan metode konvensional, meskipun masih menghadapi kendala seperti keterbatasan waktu dan kesiapan guru. Oleh karena itu, teori konstruktivistik memiliki peran penting sebagai dasar dalam mengembangkan pembelajaran yang efektif, bermakna, dan berpusat pada peserta didik.
Paradigma Teori Humanistik Dalam Pendidikan : Teoritis dan Praktis Dalam Proses Pembelajaran Asroriyah Asroriyah; Abdullah Ahmadinejaf; Yuni Nur Irmalia; M Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 3 No. 3 (2026): Jurnal Ilmiah Nusantara Mei 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i3.9915

Abstract

This study aims to examine humanistic learning theory and its application in education. This theory emphasizes that every individual has the potential to develop optimally through the fulfillment of needs and the achievement of self-actualization. The key figures in this theory are Abraham Maslow, Carl Rogers, and Arthur W. Combs. Maslow explains the hierarchy of needs as the basis of learning motivation; Rogers emphasizes freedom in learning; while Combs highlights the importance of self-perception in influencing learning behavior. This study employs a literature review method by analyzing various sources such as books and scientific journals. The data were analyzed using descriptive qualitative methods. The results of the study indicate that the humanistic approach is capable of creating meaningful learning, increasing motivation, and encouraging student engagement. Furthermore, this approach also helps develop potential, foster a positive self-concept, and enhance problem-solving skills. Thus, the humanistic theory is important to apply in education because it supports the holistic development of students—cognitive, affective, and psychomotor.
MULTIPLE INTELLIGENCE DAN PEMANFAATANNYA DALAM PEMBELAJARAN BAHASA ARAB: STUDI LITERATUR Rosda Aisyatul ‘A’izzi; Andi Ilham Razaq; Aulan Nuriyah; M Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 3 No. 3 (2026): Jurnal Ilmiah Nusantara Mei 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i3.10103

Abstract

This study examines the utilization of Multiple Intelligence theory in Arabic language learning and its contribution to improving learning effectiveness. The background of this research is based on the diversity of students’ abilities and learning styles, which are often not accommodated through conventional learning approaches. This study aims to analyze how Multiple Intelligence is implemented in Arabic language learning, identify its forms of application in the teaching and learning process, and explain its contribution to students’ engagement and understanding. The research employed a literature review method by analyzing various scientific journals, books, and relevant academic references published between 2016–2026. The findings indicate that the application of Multiple Intelligence in Arabic learning can be carried out through various strategies such as educational games, discussions, storytelling, music, role play, visual media, and collaborative activities adapted to students’ dominant intelligences. This approach contributes positively to increasing students’ motivation, participation, self-confidence, and comprehension in learning Arabic. In addition, Multiple Intelligence-based learning creates a more humanistic, active, and meaningful classroom atmosphere because it appreciates students’ diverse potentials and abilities. The study implies that Arabic language teachers need to develop innovative and flexible learning strategies that accommodate students’ multiple intelligences in order to improve the quality and effectiveness of Arabic language learning in schools.
Kontroversi Nature dan Nurture dalam Pembentukan Bahasa serta Implikasinya dalam Pembelajaran Bahasa Ihda Ulvi Ulia Muhasona; Ahmad Qowim Manhaji; Ahil Tsaqif; M Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 3 No. 4 (2026): Jurnal Ilmiah Nusantara Juli 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i4.10300

Abstract

Abstrak: Language is a fundamental human ability, emerging through a series of complex processes involving various internal and external factors. Language plays a role not only as a means of communication but also as a medium for thinking, conveying ideas, and building social interactions. This study aims to explore the debate between nature and nurture theories in the context of language development and assess its impact on language teaching. The nature theory proposed by Noam Chomsky argues that language ability is a talent that is present from birth through a mechanism called the Language Acquisition Device (LAD), allowing individuals to learn language in a natural and organized manner. In contrast, the nurture theory introduced by B. F. Skinner emphasizes that language is formed through interactions with the environment involving stimulus-response processes, imitation, and reinforcement. This study uses a qualitative approach by applying literature study methods to analyze various references, including books, journals, and previous research relevant to language formation and teaching. The results of this study indicate that language development cannot be explained by a single theory, but rather is the result of a complex interaction between biological potential and environmental influences. Previous research also shows that cognitive readiness and sufficient language exposure are very important in the development of language skills. Therefore, the implications of this research suggest that language teaching should integrate these two approaches, providing opportunities for students to use language naturally while emphasizing structured practice and reinforcement. It is hoped that this integration will improve students' language skills, understanding, and mastery more efficiently. Keywords: nature, nurture, language formation, language learning, behaviorism, nativism Abstrak. Bahasa merupakan kemampuan fundamental yang dimiliki manusia, yang muncul melalui rangkaian proses yang kompleks dan melibatkan berbagai faktor internal dan eksternal. Peran bahasa bukan hanya sebagai sarana komunikasi, tetapi juga sebagai media untuk berpikir, menyampaikan gagasan, dan membangun interaksi sosial. Penelitian ini bertujuan untuk mengeksplorasi perdebatan antara teori nature dan nurture dalam konteks perkembangan bahasa serta menilai dampaknya terhadap pengajaran bahasa. Teori nature yang dikemukakan oleh Noam Chomsky berpendapat bahwa kemampuan berbahasa adalah bakat yang sudah ada sejak lahir melalui mekanisme yang disebut Language Acquisition Device (LAD), sehingga individu dapat mempelajari bahasa dengan cara yang alami dan terorganisir. Sebaliknya, teori nurture yang diperkenalkan oleh B. F. Skinner menekankan bahwa bahasa terbentuk melalui interaksi dengan lingkungan yang melibatkan proses stimulus-respons, peniruan, dan penguatan.Penelitian ini menggunakan pendekatan kualitatif dengan menerapkan metode studi literatur untuk menganalisis beragam referensi, termasuk buku, jurnal, serta penelitian sebelumnya yang relevan dengan pembentukan dan pengajaran bahasa. Hasil dari kajian ini menunjukkan bahwa perkembangan bahasa tidak bisa dijelaskan hanya dengan satu teori, melainkan merupakan hasil dari interaksi yang rumit antara potensi biologis dan pengaruh lingkungan. Penelitian sebelumnya juga menunjukkan bahwa kesiapan kognitif dan paparan bahasa yang cukup sangat penting dalam perkembangan kemampuan berbahasa. Oleh karena itu, implikasi dari penelitian ini menunjukkan bahwa pengajaran bahasa harus mengintegrasikan kedua pendekatan ini, dengan memberikan kesempatan bagi siswa untuk menggunakan bahasa secara alami dan juga menekankan praktik yang terstruktur serta penguatan. Diharapkan bahwa penggabungan ini mampu meningkatkan kemampuan, pemahaman, dan penguasaan bahasa peserta didik secara lebih efisien. Kata kunci: Kata kunci: nature, nurture, pembentukan bahasa, pembelajaran bahasa, behaviorisme, nativisme
Rekonstruksi Teori Humanistik dalam Pembelajaran Era Digital: Kajian Konseptual dan Implementatif terhadap Pengembangan Potensi Peserta Didik Mohammad Mohan; Hurul Ain; M.Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 3 No. 4 (2026): Jurnal Ilmiah Nusantara Juli 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i4.10359

Abstract

This study aims to reconstruct humanistic learning theory to remain relevant in the digital era by integrating human values and technology. The main issue is the tendency of digital learning to emphasize efficiency and academic achievement while neglecting students’ emotional and psychological needs. This research uses a qualitative approach through a literature review of humanistic theory, constructivism, and digital learning. The findings show that applying humanistic approaches in personalized e-learning, blended learning, and artificial intelligence can enhance students’ motivation, independence, and meaningful learning. However, excessive reliance on technology without a humanistic approach may lead to dehumanization in education. This study proposes the concept of Humanistic Digital Learning as a model that integrates humanistic values, active learning processes, and digital technology in a balanced way to ensure student-centered and meaningful learning.
Smart Learning Environment Era Society 5.0: Integrasi Laboratorium Alam dan Laboratorium Buatan dalam Pembelajaran Bahasa Arab Hanim Maziyah; Ikrimah Manjilah Auliya; M Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 3 No. 4 (2026): Jurnal Ilmiah Nusantara Juli 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i4.10389

Abstract

Abstract. Education in the Society 5.0 era is undergoing major changes. We are called upon to create a learning ecosystem that does not merely rely on technological sophistication, but also upholds human values and the real-life context. In Arabic language learning, the issue is this: if we rely too heavily on digital technology, authentic and deep interactions diminish. Sociocultural understanding becomes superficial, and the development of students’ spiritual character is also disrupted. This study aims to design a Smart Learning Environment (SLE) model that combines two types of laboratories: natural and artificial. The goal is to significantly improve Arabic language skills—including listening (istimā’), speaking (kalām), reading (qirā’ah), and writing (kitābah). The method used is qualitative with library research. We collected and synthesized various key references on innovations in Arabic language learning, cognitive theory, behaviorism, and the philosophy of Islamic education. The research results indicate that natural laboratories have the advantage of providing authentic language input, vibrant socio-cultural interactions, context-appropriate communication, and character development through direct experiences in Islamic boarding schools, mosques, markets, or other social environments. Meanwhile, artificial laboratories—which utilize AI, gamification, VR, and adaptive applications—reinforce learning through digital scaffolding, structured repetition, immediate feedback, as well as flexibility in terms of time and location. When these two elements are combined, a balanced learning ecosystem is formed. The result is not only strong linguistic competence, but also improved communicative performance and spiritual awareness. This model is fully aligned with the vision of Society 5.0, which positions technology as a human-centered tool for holistic education. Keywords: Smart Learning Environment, Society 5.0, Natural Laboratory, Artificial Laboratory, Arabic language skills Abstrak. Pendidikan di era Society 5.0 sedang mengalami perubahan besar. Kita dituntut menciptakan ekosistem belajar yang tidak hanya mengandalkan kecanggihan teknologi, tetapi juga tetap memegang nilai-nilai kemanusiaan dan konteks nyata kehidupan. Dalam pembelajaran bahasa Arab, masalahnya begini: kalau terlalu bergantung pada teknologi digital, interaksi yang asli dan mendalam jadi berkurang. Pemahaman sosial-budaya menjadi dangkal, dan pembentukan karakter spiritual siswa ikut terganggu. Penelitian ini ingin merancang model Smart Learning Environment (SLE) yang menggabungkan dua jenis laboratorium: alam dan buatan. Tujuannya supaya keterampilan berbahasa Arab—baik mendengar (istimā’), berbicara (kalām), membaca (qirā’ah), maupun menulis (kitābah)—bisa meningkat secara signifikan. Metode yang dipakai adalah kualitatif dengan studi pustaka (library research). Kami mengumpulkan dan menyintesis berbagai referensi utama tentang inovasi pembelajaran bahasa Arab, teori kognitif, behaviorisme, serta filsafat pendidikan Islam. Hasil penelitian menunjukkan bahwa laboratorium alam punya kelebihan dalam menyediakan input bahasa yang otentik, interaksi sosial-budaya yang hidup, komunikasi yang sesuai konteks, dan pembentukan karakter lewat pengalaman langsung di pesantren, masjid, pasar, atau lingkungan sosial lainnya. Sementara itu, laboratorium buatan—yang memanfaatkan AI, gamifikasi, VR, dan aplikasi adaptif—memperkuat pembelajaran melalui scaffolding digital, pengulangan yang terstruktur, umpan balik seketika, serta fleksibilitas waktu dan tempat. Ketika keduanya disatukan, terbentuklah ekosistem belajar yang seimbang. Hasilnya bukan hanya kompetensi linguistik yang kuat, tetapi juga performansi komunikatif dan kesadaran spiritual yang meningkat. Model ini sangat sejalan dengan visi Society 5.0 yang menempatkan teknologi sebagai alat yang berpusat pada manusia demi pendidikan yang holistik. Kata kunci: Smart Learning Environment, Society 5.0, Laboratorium Alam, Laboratorium Buatan, Keterampilan Bahasa Arab.
Relevansi Pendidikan Perspektif Al-Ghazali Terhadap Paradigma Pendidikan Islam di Indonesia Sef, Widad; Abu Bakar, M. Yunus
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 21 No. 1 (2024): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/al-hikmah:jaip.2024.vol21(1).14705

Abstract

Education often experiences challenges and developments that continue to occur according to changing times, so it is very important to prepare educators to have the ability to adapt to the transformation of science and technology to develop the potential of students in the future. This research is a type of descriptive qualitative research that refers to historical-factual philosophical research regarding figures with the object of research being the thoughts of a philosopher, using library research techniques. The results of this research is Al-Ghazali has listed several aspects of education, including: educational goals, characteristics that educators and students must have, educational curriculum, and learning methods. Al-Ghazali's thoughts have relevance to Islamic education in Indonesia in terms of educational goals, the importance of the role of educators towards students, apart from that the curriculum classifies fields of knowledge based on the needs and abilities of students. The learning method introduced by Imam Al-Ghazali is considered relevant to the context of Islamic education in Indonesia, considering the diversity of nations with different characteristics and backgrounds. So Al-Ghazali's thoughts regarding the concept of education are quite relevant to use, this can be implemented in Islamic education patterns in Indonesia and can be an inspiration and answer several challenges that arise in the world of education.
Pembelajaran dan Pemerolehan Bahasa: Prinsip Perbedaan dan Faktor Pendukungnya dalam Pendidikan Formal Mauluddiya Saniyatul Iskaq; Endah Rahmawati; Jihan Sunniyah Syakuroh Ni'mah; M. Yunus Abu Bakar
Moral : Jurnal kajian Pendidikan Islam Vol. 3 No. 2 (2026): Juni: Moral : Jurnal kajian Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/moral.v3i2.2162

Abstract

This article aims to systenatically examine the concepts of language learning and language acquistionwithin thw context of formal education. The discussion begins with an explanationof the principles of learning and language intuctrion that serve as the theoretical fundationfor the language mastery procces. These principles encompass cognitive, affective and social aspect that are interconnected in shaping student’ language competence.  Furthemor, the article describes the differences in language learning characteristics between childern and adults, viewed form cognitive development, level of motivation, and learning strategies osed in comprehending and producing language. In addition, the study highlist the conceptual distimction between language acquistion and language learning. Language acquisition occurs naturally through interaction and exposure in daily communication, whereas language  learning is a planed and systematic process that generaly takes place in formal educational settings. The article aslo analyzes  supporting factors that contribute to the succes of both processes, including internal factors such as motivation, interest, and individual abilities, as well as external factors such as learning environmen, teaching methods, intructuional media, and social support. Understanding these aspects is expected tpo provide a basis for designing effective language instruction aligned with learnes’ characteristics.
CANVA APPLICATION FOR FIQH LEARNING SUBJECTS IN GRADE VAT SDI MATSARATUL HUDA PANEMPAN PAMEKASAN Moh. Mahfud; Nur Kholis; M Yunus Abu Bakar
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 4 (2023): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i4.10040

Abstract

This paper discusses the development of a Canva application audio based on visual learning media in the Fiqh learning material in the fifth grade at SDI Matsaratul Huda Panempan Pamekasan. The method used in the research is a developmental research approach, which consists of initial analysis, material identification, product development, and testing. After the product was developed, the feasibility assessment was carried out by the expert to evaluate the media design, content alignment, design completeness, and attractiveness. The expert assessment results show that audio-visual learning media design based on Canva obtained a score of 83 percent in the good category. Limited students’ feedback also indicates a score of 77,13 percent with the good category. Based on theassessments from experts and students, it can be concluded that this Canva-based audio-visual learning media is suitable for use in the experimental school. The field trial results indicate a score of 66.25 percent in the first cycle and 81 percent in the second cycle. The increased percentage of students’ learning outcomes shows that they better understand Fiqh learning material by applying audio-visual learning media based on the Canva application, which has good criteria. Therefore, this developed media can be applied, either in online or offline learning
Co-Authors A'izzi, Rosda Aisyatul A, Achmad Faisol A. Hilwa Syauqy Mazidah Abd Azis Tata Pangarsa Abdeljelil, Moncef Ben Abdillah Mahbubi Abdul Aziz, Faqih Abdullah Ahmadinejaf Abdullah zaid Abdurakhmonovich, Yuldashev Azim Abdurrohim Abdurrohim, Abdurrohim Abir Umar Addin Mustaqim Agis Ayuningtias Agis Ayuningtias Ah Zakki Fuad Ah. Zakki Fuad Ahil Tsaqif Ahmad Abdur Rokhim Ahmad Azhar Alauddin AHMAD CHAFIDUT TAMAM Ahmad Fahresi Ahmad Khoirur Roziqi Ahmad Makinun Amin Ahmad Nasih Ahbab Ahmad Qowim Manhaji Ahmad Zidqy Azmy Hilmani Ahsanil ‘Azami Aisa, Firda Aisyah Karunia Ramadhani Aisyah Na'imah Haidar Aisyatul Farhah Akbari, M. Yudo Agresi Al Fath Bilqisti Alamsyah Ramdhan Fadila Alberto Edmund Feliciano H. P Alfa Sabila Ainurrahma Alfi Manzilatur Rohma Alfi Manzilatur Rokhmah Alfi Manzilatur Rokhmah Alfi, Dewi Zainul Ali Mas'ud Ali Mas’ud Ali Mas’ud Ali Mas’ud Ali Mudlofir Ali Musthafa Ali Wafa Ali Wafa Almi Novita Amalia, Alfita Choirun Amin Putri, Rokhmatul Khoiro Aminatul Mukhlisa Aminatul Mukhlisa Amir Hamzah Amir Mahmud Amir Mahmud Amir Maliki Abitolkha An Nisa Rahma Andhin Sabrina Zahra Andhin Sabrina Zahra Andi Ilham Razaq Anifa Wardah Anis Sukmawati Anisatun Najiyah Anjani Rohmatul Ummah Apriliani, Widia Aprillia Putri D. H Arif Rahman Arifah Nur Ainiyah Arifin, Zainur Arifin, Zainur Arifuddin Arifuddin Arroyyanah F ashar, salim Asroriyah Asroriyah Asroriyah Asroriyah Assegaf, Abd Rachman Assegaf, Abd. Rachman Astutik, Lutfiani Athaya Yulidian Athaya Yulidian Athoillah, Sukijan Aulan Nuriyah Aulan Nuriyah Aulia Salsabila Auliya', Hilyatul Ayu ardila Ayu Ardila Ayu Nabilla Syaputri Ayu Nabilla Syaputri Ayu Shaumina Mubarakah Ayu Shaumina Mubarokah Ayuningtias Yarun Az-Zahro, Fitri Charismaullah Azdatil Arifah Nayyiroh Azizatun Nafiah Azka, Sofiyyudin azmi, izzam A’lal Aqil A’lal Aqil Baharun, Hasan Bahri , Rosidi Bahri, Rosidi Baiq Tuhfatul Insi Baiq Tuhfatul Unsi Baiq Tuhfatul Unsi Bima Nawa Ahmad Binti Afhimmatul Chusna Brian Prilliano Cahyani, Desi Yati Wulan Chikmah, Khofshoh Roichanatul Chilya Nur Hidayah Choirul Anam Choirul Anam AM Diponegoro Dani Eka Satria Dedi Junaedi Dela Auliya Dela Auliya Mufidatul Ummah Dela Maulindah Devi Rofidah Celine Dewi Khalwatus Salwa Dewi Khalwatus Salwa Dewi Khalwatus Salwa Dian Fatmawati Diniy Rahmatillah Dulyawit Naknawa Dwi Tantri Indrajita Eka Firmansyah Elma Syifa’ Elma Zakiyyah Faturrahmah Ratu Loli Elsy Yulia Rahmani Elsy Yulia Rahmani Endah Rahmawati Endah Rahmawati Evi Fatimatur Rusydiyah Fadhilah, Hanna Nor Fahmi Muammal Hamidy Fahmi Muammal Hamidy Faizatur Rahmawati Falihah, Nadiyah Al Fariha Romadloniyah Fariha Romadloniyah Fathirah, Annisaul Fathoni Fathorrohman, Fathorrohman Fauzia Nabila Zahida Fika Rahmayani Fiqrotul Azizah Fiqrotul Azizah Firdasari, Auliya Adiba Rahma Firdaus Ulul Absor Firdausiyah, Arroyyabah Firmansyah, Yoga Adhitya Fredy Fitrotin Nisa' Fitrotin Nisa’ Furqon, M. Rully Hadi, Mochammad Nur Hafidhotur Rohmah Hamdah Hanifah Hamdah Hanyfah Hamidatul Ula Hana Zafira Zahra S Hana Zafira Zahra Subagyo hanifah hanifah Hanifah Hanifah Hanifah Sabrina Aulia Hanim Maziyah Hanna Nor Fadhilah Hasan, Ali Akbar Al Hawa Kamila Al-Khanifah Hendi Sugianto Henny Rahma Maulidina Hermalia Putri Cahya Ramandhani Herwati Hikmah, Marisa Amalia Hikmawati Rahayu Homaidah Humaidah Humaidah Hurul Ain Ihda Ulvi Ulia Muhasona Ihda Ulvi Ulia Muhasonah Ika Oktaviani Ikfina Himmatus Saadah Ikrimah Manjilah Auliya Ikrimah Manjilah Auliya Ilda Almaaidah Ilma Luthfia Maziana Imam Ibnu Hajar Imam Karya Bakti Imam Nasa’i Imtiyaz, Indy Inayah Indah Nadifa Inna Zulfa Muhsinin Intan Dwi Safitri Intan Dwi Safitri Intan Mafirroh Intan Mafirroh Intan Nadiroh Intan Tri Ardhana Irji’i Ahmad Fahresi Isabella Auralia Salsabila Isabella Auralia Salsabila Is’ad Churiyah Zahidah Jakiyem, Jakiyem Jamilah Jamilah Jihan Sunniyah Syakuroh Ni'mah Jihan Sunniyah Syakuuroh Ni'mah Johan Rafaro Johan Rafaro Julita Dwi Anggraeni Julita Dwi Anggraeni Kamila, Farichatul Karim, Abdul Rahim Kasuwi Saiban Khabibatun Nisa Khabibatun Nisa' Khofifah Dwi Wulandari Khoirul Huda Khoirun Nisa Khoirun Nisa Kholilullah, Mohammad Khuriyyah, Nurul Khurriyah , Nurul Khurun In Kamila Khurun In kamila Khusnul Mukhibbin Ma’rifaturrohmah Kodri, Jalilatul Kurniawan, Redite Kurniawan, Rikza Syahrial Kusaeri Kusno, Moh. Lailatus Syarifah Lalu Nasrulloh Laudza'i, Ilmia Habibati Lubis, Ardiansyah Luluk firdausiyah Luluk Lydia Ni’matul Mu’tamaroh Lyra Rahma Wiratanayah Yusuf M Faiz Ahdan Hawari M Haviz Ghozali M. Ahim Sulthan Nuruddaroini M. Amar Al-Azizi M. Faiz Ahdan Hawari M. Fiqih Dwi Firmansyah M. Fiqih Dwi Firmansyah M. Khoirul Huda M. Kholid Bayu Amrullah M. Syamsul Maarif M.Khoirul Huda M.Syarifur Rijal Wahyullah Machfud Bachtiyar Maghfiroh, Muliatul Maisyanah Malik Alindra , Bagoes Malika, Childa Mardiyah Mardiyah Mardiyah Mardiyah Marisa Amalia Hikmah Markus, Markus Mas'ud, Ali Masud, Ali Mas’ud, Ali Mas’udah, Laili Maulida, Fitriana Maulidah Syahrisyarifah Maulidatul Hasanah Maulindah, Dela Mauluddiya Saniyatul Iskaq Mazidatun Ni'mah Meiliya Sari, Putri Regina Moch Hizam Mochammad Nginwanun Likullil Mahamid Mochammad Nur Hadi Moh Anas Ainul Hakim Moh Asror Moh Rieza Salmany Moh Zainal Abidin Aris Moh. Abdullah Moh. Ayyub Mustofa Moh. Faizin Moh. Mahfud Moh. Mahfud Moh. Zainal Abidin Aris Moh. Zein Chilmi Mohammad Kholilullah Mohammad Mohan Mohammad Mohan Mohammad Sholeh Mohammad Syamsul Maarif Mohammad ‘Ainul Fikri Mahmudi Mokodompit, Adesisilia Muchammad Naufal Abid Mughni, Muhamad Syafiq Muh. Syamsuddin, Muh. Muhaemin Muhaemin Muhammad Achsin Muhammad Adib Nuruzzaman Muhammad Adil Amrullah Muhammad Afton Rosyidi Muhammad Ainul Wildan Muhammad Ainur Rohim Muhammad Akhyat Syahbani Muhammad Fariq Faza Muhammad Fatih Hidayatullah Muhammad Hadriq Ainur Rizqi Muhammad Havis Ghozali Muhammad hifdhul Islam Qur’aniy Zidna Muhammad Iqbaal Al Ghifari Muhammad Irfan Hasanuddin, Muhammad Irfan Muhammad Irsyad Salsabila Muhammad Jawad Attaqy Muhammad Jawad Attaqy Muhammad Kenzie Zuhdi Ariqo Muhammad kenzie Zuhdi Ariqo Muhammad Nerikhul Amin Muhammad Nizar Al- Ghifary Muhammad Noval Alviansyah Muhammad Nur Ilhammin Muhammad Nurkholis Kholik Muhammad Tajudin Alwy Muhammad Yusron Maulana El-Yunusi Muhammad Zakki Fuad Muhasona, Ihda Ulvi Ulia Muhsinin , Inna Zulfa Muniroh, Shofiyatu Zahrotil Mustain Mustain Mustofa Ali Mustofa, Moh. Ayyub Nabiila Tsuroyya Azzahra Nabila Nisa Azzahra Nadhief, Muhammad Ilham Nadia Ulya Wahidah Nadiah Salma Fairuzah Nadiya Safitri Wulandari Nafiah, Azizatun Nafis, Rasydan Mohammad Naifatin Nurfaiq Alsalsabila Naila Nafahatus Sahariyah Al-Ulya Naila Nafahatus Sahariyah Al-Ulya Nailatuz Zamrudiah Nailatuz Zamrudiah Nailis sa adah Nailis Sa'adah Najikhah, Devista Khoirun Nanda Salsabila Naufal Abid, Muchammad Nauroh Mahdiyyah Azhim Nauval Ardian Saputra Nauval Ardian Saputra Navisah Al Ainiyah Naviza Adelia Karisma Nawal Zahwa Dzakiyyah Nayla Hikmah Khairun Nisa Nayla Hikmah Khoirun Nisa Nayyiroh, Azdatil Arifah Nazilatul Fatihah Firdaus Nida Zakiyah, Nida Nihayatul Husna Nikmatus Sholihah Nikmatus Sholihah Nilna Fadlillah Nisa', Mas Ayu Ainun Nisa, Nathasa Khoirun Ni’ma Rohmatul Hidayah Ni’mah, Musbirotun Nova Fitri Ananda Nova Fitri Ananda Novi Mukhlishoh Novita, Almi Nur Aqilah L. R. Opier Nur Azmil Azizah Nur Azmil Azizah Nur faizatul ilmiah Nur Halimatus Sa' Diyah Nur Hidayahtul Wakhidah Nur Hidayatul Wakhidah Nur Kholis Nur Kholis Nur Mafaza Karima Nur Silfiataun Hasanah Nuril Ma'rifah Nuril Ma’rifah Octavia Putri Purnama Syari Oemar Muchtar Hakim Oktavia Ratnaningtyas Prasetya, Valerina Eka Prasetyo, Farhandika Ilham Prilliano, Brian Puspita Handayani Puteri Mayla Ramzhi Putri, Rika Triambarwati Diria Rachman Assegaf, Abd. Rahadatul Aisyi Rahma niah Rahma Sekar Nigrum Rahma Sekarningrum Rahma Tiara Azzahra Rahmah, Fina Rahmaniah Rahmaningsih, Ulfa Rahmatul, Siti Ramdhani, Achmad Naufal Fajrur Rasydan Muhammad Nafis Ratnaningtyas, Oktavia Redite Kurniawan Redite Kurniawan Rere Redjo Sasmito Rere Rejo Sasmito Rhaditya Candra Rhaditya Candra Ariyanto Ridhokusumo Rifa Nur Afila Rifa Nurafila Rifqiya Zahara Rikza Syahrial Kurniawan Rimayul Wafa Rindu Amelia Ririn Inayatul Mahfudhoh Riski Sirma Budi Riza Egy Ramadhani Riza Egy Ramadhani Rizkika Qurroti A'yunina Rizky Abdillah Rizqi Ahnaf Fadillah RIZQI MAULANA Rizqi Maulana Rizqi, Muhammad Hadriq Ainur Rizqy Abdillah Rochmah, Zuliyatur Rofiqi, Rofiqi Rofiqoh, Nihayatur Rohmah, Nabilatur Rohmatul Maghfiroh Rohmatul Maghfiroh Roisah Maulidiyah Rohmah Rosda Aisyatul A’izzi Rosda Aisyatul ‘A’izzi Rosidi Bahri Rosita Umamik Budi Roudhotul Mahmudia Roudhotul Mahmudia rozaqiy, robby Roziqi, Ahmad Khoirur Sa'adah , Ikfina Himmatus Safira Aulia Putri Safira Aulia Putri Safira Ika Nur’Aini Sal Sabilla Ulayya Zahro Salma Nabila Salma Nabila Salma Novi Safitri Salma Novi Safitri Salma Novi Safitri Salman Alfarisi Salsabela, Siti Nur Salma Salsabila Nurhasanah Salsabila Nurhasanah Salsabila Putri Desinta Salsabila, Nur Aliyah Salsabila, Nur ‘Aliyah Salwa Nala Rohmatal Izzah Salwa Zahrah Safiyah Salwa Zahrah Safiyah Salwa Zahrah Safiyah Salwa, Najwa Manikha Samrotul Choiriah Samsul Ma'arif Savira Rahmania Sebena Gaos Patianansa Sef, Widad Senja Arfiatus Sakinah Septa Nur Laila Ali Septa Nur Laila Ali Shabira Nur Izzah Shafira Esa Putri Salsabila Sheryl Freya Revalina Putri Shofiatul Widad Sholihah, Ni'matus Shubhan Minan Nurir Rohman Shubhan Minan Nurirrohman Sinta Dwi Ismaya Sinta Nailul Latifah Sinta, Imaya Sirojuddin, Muhammad Siti A'yunuttazkiyah A'yun Siti Amaliati, Siti Siti A’yunuttazkiyah Siti Hanifah Siti Khoiriyah Siti Marfuah Siti Marfuah Siti Nafa’atul Udzma Siti Nafa’tul Udzma Siti Nur Maulidiyah Munandari Siti Nur Sofirotul Jannah Siti Rahmatul Rizkiyah Siti Rahmatur Riskiyah Siti Zahiroh Solikhah Mawadati Sovia Sovia SRI BULAN Sri Bulan SURYANI Suryani, Sulistiyani Susilawati, Sinta Ayu Syach Dilla Bi Rizqi Yahya Syafina Aulia Alfarizkyl Syifa Nuril Irbah Syifak Muhammad Abdul Rosyid Tasniem Salsabila Tharwah Attia Tobi Tobi Tobi, Tobi Tobroni Tobroni Tosan, Dimas Zonseta Trya Imamatul Istiqomah Trya Imamatul Istiqomah Tsamrotul Fuada Ulfa Rahmaningsih Ulya, Vita Fitriatul Umar Faruq Umi Sumbulah Umirul Musyarofah Ummah, Anjani Rohmatul Usman Yudi Utien Kustianing Uyun Nurrohmah Valen Azzahro Mahella Putri Vangga, Trio Vinka Farqiyah Wafa, Rimayul Waton, Muhammad Nasrul Widad, Shofiatul Widiana Putri Wulandari Wijayanti, Catur Lestari Wulan Mukti Lestari Yanti, Elly Rahmah Yarun, Ayuningtias Yeyen Afista Yoklosin Rara Yuni Nur Irmalia Yuridan Syauqi Zahro’ Ummi Nashiifah Zahwa Marjuwa Zai'muddin, Ahmad Kana Zaina Esa Latifatus Zahra Zaina Esa Latifatus Zahra Zainia Zein Zainuddin Zakariyah Zakki Fuad Zalzabila Wulandari Zidny Isyah Alkamil Zufa Al Husna Zuha El Widad Zuhrotus Saniyyah Zuhrotus Saniyyah Zukhrufa Diana Azza Zulfa Kalimatul Fajriyyah Zulfatul Karimah Zuliyatur Rochmah Zulkarnain Zulkarnain `Alin Nur Salsabila