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All Journal Al Ilmi Tadrib: Jurnal Pendidikan Agama Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) JURNAL EDUCATION AND DEVELOPMENT Jurnal Ilmiah Dikdaya Jurnal PAI Raden Fatah Jurnal Review Pendidikan dan Pengajaran (JRPP) Muaddib: Islamic Education Journal JURNAL ILMIAH GLOBAL EDUCATION Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Indo-MathEdu Intellectuals Journal An-Nur : Jurnal Studi Islam Journal of Educational Sciences Jurnal Riset Rumpun Agama dan Filsafat Indonesian Research Journal on Education TAUJIH: Jurnal Pendidikan Islam TOFEDU: The Future of Education Journal Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah
Ismail Sukardi, Ismail
Fakultas Tarbiyah IAIN Raden Fatah Palembang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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OPTIMIZATION OF SAMA', BASHOR, AND AF'IDAH IN LEARNING THE SUBJECTS OF MORAL CREED IN MADRASAH IBTIDA'IYAH QODRATULLAH Karmiza, Ebing; Muchtar, Aflatun; Sukardi, Ismail
Edukasi Islami: Jurnal Pendidikan Islam Vol. 13 No. 01 (2024): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v13i01.6074

Abstract

Islamic education is vital in determining and producing quality for the next generations; so far, Muslims have adopted more Western educational concepts. However, if Muslims examine more deeply, many Islamic concepts in the Qur'an that teach educational methods are more relevant to Muslims. This study will examine the "Optimization of same, Bashor, and af'idah in learning the subjects of moral creed in Madrasah Ibtida'iyah Qodratullah." This research uses qualitative methods, namely by prioritizing the results of observations and interviews. The results showed that Madrasah Ibtida'iyah Qodratullah teachers using the same concepts, Bashor and af'idah, with a combined approach or adjustment of auditorial, visual, and analytical methods in teaching moral creed subjects could provide a holistic and adaptive approach. By combining all three methods, teachers can create a rich and supportive learning environment, allowing students to understand religious values better. This holistic approach considers the diversity of student learning styles and provides space for each student to find the way of learning that works best for them. In other words, integrating these three methods provides flexibility and responsiveness to diverse learning needs.
PEMIKIRAN KRITISISME DAN REFORMISME KONTEMPORER DALAM TEORI PENDIDIKAN ISLAM KONTEMPORER Lestari, Liza Puji; Sukardi, Ismail; Astuti, Mardiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, Nomor 04, Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20494

Abstract

The rapid development of globalization demands that Muslims adapt to modern challenges in science, technology, and socio-cultural aspects. This article aims to analyze the concepts of contemporary criticism and reformism within Islamic education theory, focusing on the ideas of Ibrahim Abu Rabi and Tariq Ramadan. Utilizing a literature review method, this study explores criticism, emphasizing the importance of critical thinking and the synthesis of rationalism and empiricism, alongside reformism, which advocates for gradual societal changes toward inclusivity and justice. The findings highlight that Abu Rabi emphasizes the integration of modern knowledge and spiritual values to shape morally grounded individuals, while Tariq Ramadan advocates for education based on universal values, intercultural dialogue, and curriculum reform aligned with global challenges. The study recommends adopting multidisciplinary approaches, problem-based learning, and strengthening character education within contemporary Islamic education. In conclusion, integrating Islamic values with modern approaches can enhance the relevance of Islamic education in shaping a critical, inclusive, and socially responsible generation.
ULAMA MUSLIM KLASIK DI BIDANG ILMU AGAMA ISLAM: TEOLOGI, FIQH, TAFSIR, HADIS DAN TASAWUF Bahrudin, Andre; Ismail, Fajri; Zuhdiyah, Zuhdiyah; Sukardi, Ismail
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25177

Abstract

This paper discusses the contributions of classical scholars to the development of Islamic religious sciences, including theology, fiqh, tafsir, hadith, and tasawuf. The background of this research focuses on the importance of understanding the thoughts of classical Muslim intellectuals in the context of contemporary Islamic education. The method employed is a qualitative approach, collecting data through literature review and document analysis. The findings indicate that classical scholars, such as al-Ghazali and Ibn Khaldun, have created relevant and systematic methodologies in the study of religious sciences that can be applied in modern education. The discussion reveals that integrating Islamic values across various disciplines is crucial for shaping students' character and addressing contemporary challenges. The conclusion emphasizes the need to revitalize educational approaches that accommodate religious values and scientific knowledge, as well as the importance of continuing the intellectual legacy of classical scholars in facing today's complexities.
PEMIKIRAN KONSTRUKTIVISME DALAM TEORI PENDIDIKAN KOGNITIF JEAN PIAGET DAN LEV VYGOTSKY Bustomi, Bustomi; Sukardi, Ismail; Astuti, Mardiah
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Special Issue Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.37551

Abstract

Penelitian ini mengkaji pemikiran konstruktivisme dalam teori pendidikan kognitif menurut Jean Piaget dan Lev Vygotsky serta penerapannya dalam dunia pendidikan. Metode penelitian yang digunakan adalah deskriptif kualitatif melalui kajian pustaka dari berbagai sumber ilmiah. Hasil penelitian menunjukkan bahwa teori konstruktivisme Piaget dan Vygotsky memiliki implikasi kuat dalam pembelajaran, terutama dalam mengembangkan kemandirian belajar dan kemampuan berpikir kritis pada siswa. Kesimpulannya, pendekatan konstruktivisme ini penting dalam membentuk model pembelajaran yang adaptif terhadap perkembangan kognitif dan sosial siswa
DISKURSUS ALIRAN UTAMA FILSAFAT PENDIDIKAN: PERENIALISME, ESENSIALISME, PROGRESIVISME, DAN REKONSTRUKSIONISME Hidayatullah, Hidayatullah; Sukardi, Ismail; Astuti, Mardiah; Bahrudin, Andre; Afryansyah, Afryansyah
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Special Issue Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.39018

Abstract

Penelitian ini bertujuan untuk mendeskripsikan aliran utama filsafat pendidikan, yaitu perenialisme, esensialisme, progresivisme, dan rekonstruksionisme, dalam konteks pendidikan. Metode yang digunakan berupa studi kualitatif dengan pendekatan literatur, mengkaji berbagai konsep dasar, sejarah, tokoh, serta implikasinya dalam pendidikan. Hasil penelitian menunjukkan bahwa perenialisme menekankan nilai-nilai abadi untuk membentuk individu yang bermoral; esensialisme fokus pada nilai-nilai fundamental yang terbukti tahan lama; progresivisme menekankan fleksibilitas, relevansi pembelajaran dengan kebutuhan zaman, dan aktivitas belajar berbasis pemecahan masalah; sementara rekonstruksionisme berupaya membangun masyarakat baru yang lebih baik melalui pendidikan berbasis nilai-nilai universal. Keempat aliran ini memberikan landasan filosofis yang signifikan bagi pengembangan pendidikan yang lebih relevan dan dinamis.
Madrasah pada Masa Keemasan Islam: Studi Perbandingan dengan Madrasah Saat Ini Mahyudin, Edy; Rusli, Risan; Sukardi, Ismail; Hasan, Muflikhul
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.4572

Abstract

This study aims to analyze the characteristics of madrasas during the Golden Age of Islam and compare them with the condition of contemporary madrasas. The research method used is library research with a descriptive qualitative approach. Data were obtained from books on the history of Islamic education, scientific journal articles, research reports, and official documents on modern madrasas. Content analysis was employed to examine the characteristics of classical madrasas, while comparative analysis was used to compare them with present-day madrasas. The results show that madrasas in the Islamic Golden Age flourished due to the integration of religious and rational sciences, strong support through waqf, the presence of scholar-scientists as educators, and an academic culture open to dialogue and research. Meanwhile, modern madrasas have experienced significant progress in curriculum development and scientific integration, but still face challenges such as limited facilities, teacher competency gaps, and learning methods that are not yet fully innovative. The discussion emphasizes the importance of revitalizing the values of classical madrasas through strengthening research, integrating knowledge, and modernizing pedagogy so that madrasas can compete globally without losing their Islamic identity
Dialog Peradaban dalam Pendidikan: Peran Penerapan Terjemahan Karya Ulama Islam pada Masa Renaissance Ibrahim, Ibrahim; Qaaf, Muhammad Alfath; Rusli, Ris'an; Sukardi, Ismail
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.5005

Abstract

This study aims to analyze the role of applying translations of the works of Muslim scholars during the Renaissance as an important historical component in education. The research employs a qualitative approach using a library research design. Data collection is conducted through a systematic review of relevant literature. The data sources include academic books, reputable scholarly journals, policy documents, research reports, and other relevant literature. Data analysis is carried out through categorization, interpretation, and thematic synthesis of the literature findings in order to draw systematic conceptual conclusions. To ensure data validity, this study applies source triangulation by comparing various references from different academic backgrounds. The results and discussion indicate that Islamic civilization played a significant role in the emergence of the Western Renaissance and the advancement of modern science. Scientific development occurred through cross-civilizational exchanges rather than in isolation. During the Islamic Golden Age, Muslim scholars developed intellectual traditions that integrated revelation, reason, and empiricism. The works of Ibn Sina, Ibn Rushd, Al-Farabi, Al-Kindi, Al-Khawarizmi, and Ibn al-Haytham served as crucial bridges between Greek heritage and Europe’s intellectual revival. Through centers of learning in Baghdad, Andalusia, Cairo, and Damascus, Europe gained philosophy, medicine, mathematics, and scientific methods. The decline of Islamic science resulted from the collapse of political structures and scholarly institutions.
A HUMANISTIC PHILOSOPHICAL CRITIQUE OF THE DEHUMANIZATION OF ELEMENTARY SCHOOL TEACHERS ROLES IN THE ERA OF ARTIFICIAL INTELLIGENCE Sari, Khovifah Puspita; Munir, Munir; Sukardi, Ismail
Al-Ashr : Jurnal Pendidikan dan Pembelajaran Dasar Vol 11 No 1 (2026): Maret
Publisher : PGMI Fakultas Tarbiyah Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/alashr.v11i1.5100

Abstract

This study examines the phenomenon of the dehumanization of elementary school teachers’ roles in the era of Artificial Intelligence (AI) through the humanistic philosophical perspectives of Carl Rogers, Abraham Maslow, and Paulo Freire. Using a qualitative method based on library research and content analysis of various recent scholarly sources, the study shows that while the presence of AI in elementary education can provide efficiency, personalization, and administrative convenience, it also has the potential to weaken the quality of human relationships that form the fundamental foundation of elementary education. Forms of dehumanization in the context of elementary education can be observed in the reduction of empathetic interactions, the loss of personal touch in learning, the shift of pedagogical authority toward automated systems, and the increasing emphasis on quantitative metrics that neglect students’ emotional needs and self-actualization. From a humanistic perspective, this study emphasizes that elementary school teachers continue to play a crucial role as facilitators of authentic relationships, moral and emotional guides, and drivers of students’ critical consciousness. Therefore, the integration of AI in elementary education should be directed in a humanistic manner, ensuring that technology functions as a supportive tool to strengthen—rather than replace—the essence of humanization in modern education.
Co-Authors Abda Abda Afryansyah, Afryansyah Ali, Marwan Aminuyati Anggraini, Atika As, Mardiah Bahrudin, Andre Bustomi Bustomi Bustomi, Muhammad Chan, Rahul Fadhilah Izzah Fadliana, Nyayu Afriyani Nur Febrianto, Andre Fikri, Aiman Fiqriani, Maula Firdaus, Aristophan Fitri Oviyanti Hasan, Muflikhul Hidayatullah hidayatullah, Hidayatullah hidayatullah I.M. Fatimah Zahro Ibrahim Ibrahim Imas Masripah, Imas Indah Wigati irsyad, irsyad Karmiza, Ebing Lestari, Liza Puji Mahyudin, Edy Mardiah Astuti Muchtar, Aflatun Muhamad Afdoli Ramadoni Muhamad Fauzi Muhammad Ikbal Munir Munir, Munir Nurbuana, Nurbuana Oskar, Ruani Padli Padli Putri, Umi Amelia Qaaf, Muhammad Alfath Ramadhona, Rosa Rusli, Ris'an Rusli, Risan Sari, Ana Kurnia Sari, Khovifah Puspita Septia Fahiroh Sukirman Sukirman Syarifah Syarnubi Syarnubi Syarnubi, Syarnubi Wandira, Wahyuni Zuhdiyah Zuhdiyah Zuhdiyah, Zuhdiyah Zuhriah, Ifa Datu Zulhijra, Zulhijra