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Pedagogi Islam dan Nilai Nilai Humanis dalam Pendidikan Islam Kontemporer M. Zainuddin Alanshori; Siti Suwaibatul Aslamiyah; Salman Zahidi
Akademika Vol 19 No 1 (2025): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v19i1.2487

The reconstruction of Islamic pedagogic concepts and the integration of humanistic values in contemporary Islamic education is a strategic response to global challenges such as spiritual crises, social pressures, and moral decadence. This research aims to explore how Islamic pedagogic concepts can be reconstructed with an approach to the humanistic values of Islamic education in the contemporary era and what are the forms of integration of humanistic values in learning practices in Islamic educational institutions. The method used is Systematic Literature Review (SLR) This approach is also in accordance with the guidelines of Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA). The results of the study show that pedagogic approaches based on humanistic values, such as empathy, self-awareness, spirituality, and active participation, are able to present a learning space that is not only cognitive, but also touches the affective and moral dimensions of students. Thus, humanistic Islamic education is not only a bridge between tradition and modernity, but also a cultural and spiritual force in building a generation that is intelligent, moral, and ready to face the dynamics of the world wisely.

IMPLEMENTASI TEORI PEMBELAJARAN KONSTRUKTIVISME DALAM MENINGKATKAN PEMAHAMAN SISWA PADA MATA PELAJARAN FIKIH DI MTS PLUS ATH THOHIRIYAH KEDUNGPRING farikh, Achmad Farikh Padliloh; Siti Suwaibatul Aslamiyah
Akademika Vol 19 No 2 (2025): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v19i2.2549

This study aims to describe the implementation of constructivist learning theory in improving students' understanding of fiqh subjects at MTs Plus Ath Thohiriyah Kedungpring. This research uses a qualitative descriptive approach. Data collection techniques were carried out through observation, interviews, and documentation. The results of the study show that the application of constructivist theory through the planning, implementation, and evaluation stages succeeded in creating a dynamic and participatory learning atmosphere. The teacher provides stimuli in the form of concept maps and group assignments, while students actively build their own knowledge through discussions and direct experiences. This implementation has been proven to increase students' understanding of fiqh material, especially the chapter on halal and haram food and beverages.

Inovasi Desain Microteaching: Meningkatkan Kemampuan Pedagogik Mahasiswa Nurul Azizah; Halida Umami; Zuhrotul Mufidah; Ilham Mulyadi; Siti Suwaibatul Aslamiyah
Kuttab: Jurnal Ilmu Pendidikan Islam Vol 9 No 2 (2025): Kuttab: Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v9i2.2438

This study aims to describe the innovation in the microteaching program design implemented by the Faculty of Tarbiyah at UNIDA Gontor through the Teacher Training Development Program (TTDP). Using a descriptive qualitative approach, data were collected through interviews, observations, and document analysis. The findings reveal that the program’s success is supported by the systematic integration of theory and practice. Innovations include theoretical guidance on basic teaching concepts, workshops and mentoring by expert lecturers in lesson plan development, selection of model teachers, teaching practice using relevant curriculum materials in pesantren, schools, and madrasahs, and an emphasis on active learning models.

Pedagogi Islam dan Nilai Nilai Humanis dalam Pendidikan Islam Kontemporer M. Zainuddin Alanshori; Siti Suwaibatul Aslamiyah; Salman Zahidi
Akademika Vol 19 No 1 (2025): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v19i1.2487

The reconstruction of Islamic pedagogic concepts and the integration of humanistic values in contemporary Islamic education is a strategic response to global challenges such as spiritual crises, social pressures, and moral decadence. This research aims to explore how Islamic pedagogic concepts can be reconstructed with an approach to the humanistic values of Islamic education in the contemporary era and what are the forms of integration of humanistic values in learning practices in Islamic educational institutions. The method used is Systematic Literature Review (SLR) This approach is also in accordance with the guidelines of Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA). The results of the study show that pedagogic approaches based on humanistic values, such as empathy, self-awareness, spirituality, and active participation, are able to present a learning space that is not only cognitive, but also touches the affective and moral dimensions of students. Thus, humanistic Islamic education is not only a bridge between tradition and modernity, but also a cultural and spiritual force in building a generation that is intelligent, moral, and ready to face the dynamics of the world wisely.

IMPLEMENTASI TEORI PEMBELAJARAN KONSTRUKTIVISME DALAM MENINGKATKAN PEMAHAMAN SISWA PADA MATA PELAJARAN FIKIH DI MTS PLUS ATH THOHIRIYAH KEDUNGPRING Achmad Farikh Padliloh farikh; Siti Suwaibatul Aslamiyah
Akademika Vol 19 No 2 (2025): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v19i2.2549

This study aims to describe the implementation of constructivist learning theory in improving students' understanding of fiqh subjects at MTs Plus Ath Thohiriyah Kedungpring. This research uses a qualitative descriptive approach. Data collection techniques were carried out through observation, interviews, and documentation. The results of the study show that the application of constructivist theory through the planning, implementation, and evaluation stages succeeded in creating a dynamic and participatory learning atmosphere. The teacher provides stimuli in the form of concept maps and group assignments, while students actively build their own knowledge through discussions and direct experiences. This implementation has been proven to increase students' understanding of fiqh material, especially the chapter on halal and haram food and beverages.

Constructing Santri’s Understanding of Religious Moderation within Islamic Boarding School Education Siti Suwaibatul Aslamiyah; Dwi Aprilianto; Trista Febriyanti; Sindi Nurista
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 2 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i2.2674

This study aims to analyze the process of constructing santri's religious understanding of religious moderation in the context of Islamic boarding school education. Departing from the phenomenon of increasing religious polarization in Indonesia, Islamic boarding schools are positioned as strategic institutions in strengthening religious moderation. This study uses a social constructivism paradigm with an interpretive qualitative approach through a case study at the Al-Ikhlas Sedayulawas Brondong Lamongan Islamic Boarding School. Data were collected through participatory observation, in-depth interviews, focus group discussions (FGD), and document analysis, then analyzed using Miles and Huberman's interactive model with triangulation techniques to ensure data validity. The results show that santri's understanding of religious moderation is constructed through four intertwined dimensions, namely: (1) the cognitive-epistemological dimension, through the study of classical texts contextualized with the reality of nationality; (2) the socialinteractional dimension, through the example set by the kiai, dialogical learning patterns, and horizontal interactions among santri; (3) the cultural-institutional dimension, through rules, traditions, and pesantren culture that shape the habitus of moderation; and (4) the reflectiveagency dimension, which shows the active role of santri in reflecting on, negotiating, and internalizing the values of religious moderation. These findings confirm that students' understanding of moderation is not formed linearly through the transfer of knowledge alone, but through a dialectical and multidimensional process that involves daily experiences in pesantren life.

The Social Constructivism Approach in the Night Discussion Learning Program at Darul Fiqih Islamic Boarding School Lamongan Arisatul Maghfiyah; Aridlah Sendy Robikhah; Siti Suwaibatul Aslamiyah; M. Zainuddin Alanshori
Educan Vol. 10 No. 2 (2026): Transforming Islamic Education: Values, Learning, Institutions, and Student We
Publisher : Prodi PAI, Fakultas Tarbiyah, UNIDA GONTORs Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v10i2.68

Night discussion at Pondok Pesantren Darul Fiqih have become a hallmark of collaborative learning within the pesantren environment. This study explores how social constructivist principles are applied in this program, emphasizing learning as a socially mediated process. A qualitative case study approach was used to collect data through direct observation, interviews, and documentation. The data obtained showed that students actively construct knowledge through discussion, argumentation, and collaborative reflection. The Zone of Proximal Development (ZPD) and scaffolding emerge in the forms of peer support and teacher guidance. Beyond content mastery, the program nurtures critical thinking, communication skills, and contextual religious understanding. Night discussion proves to be more than a review session—it fosters reflective, active, and collaborative learners aligned with Islamic educational values.

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