Article Per Year (5 Year)
p-Index From 2021 - 2026
16.489
P-Index
This Author published in this journals
All Journal Publikasi Pendidikan Equilibrium: Jurnal Pendidikan Jurnal Manajemen Pendidikan Al Ishlah Jurnal Pendidikan Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Jurnal Pendidikan Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Pendekar : Jurnal Pendidikan Berkarakter TA'LIM : Jurnal Studi Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal on Education Qalam: Jurnal Ilmu Kependidikan Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah Jurnal Pendidikan Islam AL-ILMI Al-Fatih: Jurnal Pendidikan dan Keislaman Jurnal Review Pendidikan dan Pengajaran (JRPP) Islamika: Jurnal Keislaman dan Ilmu Pendidikan Jurnal Pendidikan dan Konseling Instructional Development Journal Tabyin; Jurnal Pendidikan Islam Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Rayah Al Islam : Jurnal Ilmu Islam Jurnal Pendidikan dan Kewirausahaan Piwulang: Jurnal Pendidikan Agama Islam Didaktik : Jurnal Ilmiah PGSD STKIP Subang Al-Ikhtibar : Jurnal Ilmu Pendidikan Al-fahim : Jurnal Manajemen Pendidikan Islam Jurnal Kajian dan Pengembangan Umat Jurnal Pendidikan El-Hekam : Jurnal Studi Keislaman Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Al-Hasanah : Jurnal Pendidikan Agama Islam Pendagogia: Jurnal Pendidikan Dasar An-Nuha : Jurnal Pendidikan Islam Indo-MathEdu Intellectuals Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Ibtidai'y Datokarama: Jurnal Pendidikan Dasar JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Mauriduna : Journal of Islamic studies al-fikrah: Jurnal Manajemen Pendidikan Journal International Inspire Education Technology (JIIET) Edu Research : Jurnal Penelitian Pendidikan Jurnal Basicedu Limas Pendidikan Guru Madrasah Ibtidaiyah YASIN: Jurnal Pendidikan dan Sosial Budaya ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Damhil Education Journal Jurnal Penelitian Ilmu Pendidikan Indonesia Jurnal Al Burhan Indonesian Research Journal on Education Innovative: Journal Of Social Science Research SERUMPUN : Journal of Education, Politic, and Social Humaniora Jurnal Masyarakat Religius dan Berwawasan Ta'dib at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Journal of Islamic Education Students Social Science Academic Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan Tuladha : Jurnal Pendidikan Dasar Ta'lim: Jurnal Pendidikan Agama Islam dan Manajemen Pendidikan Islam Proceedings Series of Educational Studies Indonesian Journal of Islamic Education Studies (INJURIES) Permata : Jurnal Pendidikan Agama Islam PESHUM Mauriduna: Journal of Islamic Studies Edumaspul: Jurnal Pendidikan
Fadriati Fadriati
Universitas Islam Negeri Mahmud Yunus Batusangkar
Religion 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 Physics Public Health Social Sciences Other

Published : 139 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 139 Documents
Search

 10   11   12   13   14 
PERSEPSI SISWA TERHADAP MATERI AJAR FIKIH INTEGRATIF DALAM PEMBELAJARAN PAI DI SMA Muhammad Basri; Fadriati Fadriati
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10489

Abstract

ABSTRACT Fiqh instruction at the senior high school level still tends to be normative and legalistic, creating a gap between the ideal transformative goals of fiqh education and its largely mechanistic classroom practices. This study aims to describe students’ perceptions of integrative fiqh teaching materials that connect cognitive, social, and spiritual dimensions within Islamic Education (PAI) at SMAN 1 Panyabungan Selatan. The study employs a quantitative approach using a descriptive survey method. The sample consists of all 20 ninth-grade students, selected through a saturated sampling technique. The instrument used is a closed-ended questionnaire based on a 1–4 Likert scale, comprising 20 items developed from three dimensions of perception: cognitive-integrative, social-contextual, and spiritual-applicative. Data analysis is conducted using descriptive quantitative techniques by calculating mean scores and categorizing them accordingly. The findings indicate that students’ perceptions of the integrative fiqh teaching materials are overall in the “very positive” category, with a mean score of 3.31. The cognitive-integrative dimension obtained the highest score (M = 3.40), followed by the spiritual-applicative dimension (M = 3.38), both categorized as very positive, while the social-contextual dimension received the lowest score (M=3.15), categorized as positive. In conclusion, the study affirms that students demonstrate a favorable reception toward the integrative approach. However, further strengthening is needed in the social-contextual dimension to ensure that fiqh materials are more relevant to the contemporary issues students encounter in their social lives. ABSTRAK Pembelajaran fikih di SMA masih cenderung bersifat normatif dan legalistik sehingga menimbulkan kesenjangan antara tujuan ideal pembelajaran fikih yang transformatif dengan praktik pembelajaran yang mekanistik. Penelitian ini bertujuan untuk mendeskripsikan persepsi siswa terhadap materi ajar fikih integratif yang mengaitkan dimensi kognitif, sosial, dan spiritual dalam pembelajaran PAI di SMAN 1 Panyabungan Selatan. Penelitian menggunakan pendekatan kuantitatif dengan metode survei deskriptif. Sampel penelitian adalah seluruh siswa kelas X yang berjumlah 20 orang, ditetapkan dengan teknik sampel jenuh. Instrumen yang digunakan berupa angket tertutup skala Likert 1-4 sebanyak 20 item yang dikembangkan berdasarkan tiga dimensi persepsi: kognitif-integratif, sosial-kontekstual, dan spiritual-aplikatif. Analisis data dilakukan secara deskriptif kuantitatif dengan menghitung rata-rata skor dan mengkategorisasikannya. Hasil penelitian menunjukkan bahwa persepsi siswa terhadap materi ajar fikih integratif secara keseluruhan berada pada kategori sangat positif dengan rata-rata skor 3,31. Dimensi kognitif-integratif memperoleh skor tertinggi (M=3,40), diikuti dimensi spiritual-aplikatif (M=3,38) pada kategori sangat positif, sedangkan dimensi sosial-kontekstual memperoleh skor terendah (M=3,15) pada kategori positif. Simpulan penelitian ini menegaskan bahwa siswa memiliki penerimaan yang baik terhadap pendekatan integratif, namun diperlukan penguatan pada aspek sosial-kontekstual agar materi fikih lebih relevan dengan persoalan aktual yang dihadapi siswa dalam kehidupan bermasyarakat.
Evaluasi Program Projek Penguatan Profil Pelajar Pancasila (P5) dalam Pembentukan Karakter Siswa SMAN 1 Kubung Des Erna Weni; Fadriati Fadriati; David David
SERUMPUN : Journal of Education, Politic, and Social Humaniora Vol. 4, No. 1 : SERUMPUN (JANUARY-JUNE 2026)
Publisher : Yayasan Maslahatul Ummah Ilal Jannah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/srp.v4i1.341

Abstract

Pelaksanaan program projek penguatan profil pelajar Pancasila (P5) di SMAN 1 Kubung sudah berjalan sebagaimana mestinya dengan hasil yang baik, namun belum pernah dievaluasi sejauhmana program P5 telah berhasil membentuk karakter siswa SMAN 1 Kubung. Penelitian ini bertujuan untuk mengevaluasi kebutuhan dan tujuan, mengevaluasi ketersediaan dan sumber daya, mengevaluasi pelaksanaan, dan mengevaluasi hasil akhir program P5 dalam pembentukan karakter siswa SMAN 1 Kubung. Penelitian ini adalah penelitian lapangan, berjenis penelitian evaluatif menggunakan model CIPP (Context, Input, Process, dan Product). Populasi dan sampel penelitian terdiri atas guru dan siswa SMAN 1 Kubung tahun ajaran 2025/2026, dengan instrumen pengumpulan data menggunakan angket. Instrumen penelitian telah melalui uji validitas dengan teknik CFA, dan uji reliabilitas menggunakan teknik alpha cronbach’s. Teknik analisis data dilakukan secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa: (1) evaluasi konteks berada pada kategori sangat baik dengan nilai 82,08%, yang menunjukkan bahwa latar belakang, tujuan dan kebutuhan program P5 telah dirumuskan dan disesuaikan dengan kondisi sekolah; (2) evaluasi input berada pada kategori sangat baik dengan nilai 83,44%, yang menandakan ketersediaan dan kesiapan sumber daya manusia, sarana prasarana, serta pendanaan telah mendukung pelaksanaan program secara optimal; (3) evaluasi proses berada pada kategori sangat baik dengan nilai 82,92%, yang menunjukkan bahwa peran guru, partisipasi siswa, dan pelaksanaan program P5 telah berjalan sesuai dengan perencanaan; dan (4) evaluasi produk berada pada kategori sangat baik dengan nilai 83,32%, yang ditunjukkan oleh terbentuknya karakter siswa sesuai dengan dimensi Profil Pelajar Pancasila. Berdasarkan hasil tersebut, dapat disimpulkan bahwa Program P5 di SMAN 1 Kubung telah dilaksanakan secara efektif dan memberikan kontribusi positif dalam pembentukan karakter siswa. Penelitian ini merekomendasikan agar program P5 terus dilanjutkan dengan penguatan pada aspek inovasi dan keberlanjutan program.
Pengembangan Materi Ajar PAI Integratif Berbasis Outcome Based Education pada Perguruan Tinggi Umum Muhammad Fikri; Fadriati Fadriati
YASIN Vol 6 No 4 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i4.10777

Abstract

Islamic Religious Education (PAI) in general higher education institutions has become a concern in various studies, particularly in relation to increasing the relevance of learning to the competency needs of the 21st century. However, studies that specifically discuss the development of integrative PAI teaching materials based on Outcomes-Based Education (OBE) remain limited. This study aims to develop integrative PAI teaching materials based on OBE that are valid, practical, and relevant to learning outcomes in general higher education institutions. This study used a research and development approach with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The study involved subject matter experts, instructional design experts, and students from general higher education institutions as participants in a limited trial, who were selected through purposive sampling. Data were collected through interviews, documentation, expert validation sheets, student response questionnaires, and observation, and were then analyzed using descriptive qualitative analysis and simple quantitative analysis. The results showed that the developed teaching materials met the very valid category based on expert assessment, received very positive responses from students, and had a high level of learning implementation in the limited trial. These findings indicate that the integration of the OBE approach into PAI teaching materials can improve the alignment of learning with the established outcomes and strengthen the contextual relevance of PAI in general higher education institutions. This study contributes to the development of OBE-based PAI learning and broadens understanding of the integration of Islamic values within the framework of competency-based higher education. The conclusion of this study emphasizes the importance of designing PAI teaching materials that are measurable, applicative, and aligned with learning outcomes. The implications of this study include strengthening the design of PAI learning for lecturers and curriculum developers, as well as opening opportunities for further research on the effectiveness of OBE-based teaching materials in various higher education contexts.
Strategi Guru PAI dalam Pembelajaran Anak Berkebutuhan Khusus di Sekolah Inklusif Yulisa Dwi Astuti; Fadriati Fadriati; Lita Sari Muchlis; Marjoni Imamora; Zihnil Afif; Fitria Anggalina
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 4 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i4.823

Abstract

Pendidikan Agama Islam (PAI) di sekolah inklusif memiliki tantangan tersendiri karena guru dituntut mampu menyesuaikan strategi pembelajaran dengan keberagaman kemampuan peserta didik, termasuk anak berkebutuhan khusus (ABK). Penelitian ini bertujuan untuk menganalisis strategi guru PAI dalam mengakomodasi kebutuhan belajar ABK di lingkungan sekolah inklusif. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi terhadap guru PAI, guru pendamping khusus (GPK), serta siswa ABK di salah satu sekolah inklusif tingkat dasar. Hasil penelitian menunjukkan bahwa guru PAI menerapkan beberapa strategi adaptif, meliputi penyesuaian materi dan metode pembelajaran, penggunaan media visual dan praktik langsung, serta pemberian asesmen individual sesuai kemampuan siswa. Selain itu, kolaborasi antara guru PAI dan GPK berperan penting dalam memastikan ketercapaian tujuan pembelajaran agama yang inklusif. Penelitian ini menyimpulkan bahwa strategi guru PAI yang fleksibel, kreatif, dan kolaboratif menjadi kunci keberhasilan pembelajaran PAI bagi anak berkebutuhan khusus di sekolah inklusif.
Konsep Dasar Pendidikan Agama Islam dan Budi Pekerti Integratif di Sekolah Dino Yudia Permana; Fadriati Fadriati
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.v1i2.4259

Abstract

The background to the problem of this research is that there are still some of us in the realm of education who do not fully understand the basic concepts of Islamic Religious Education and Integrative Characteristics in Schools. The aim of this research is to find out the basic concepts of Islamic Religious Education and Integrative Characteristics in this school from various perspectives. This type of research is qualitative research with a literature study research method. The data collection technique in this research is by reviewing various books in the library as well as books owned by the researcher and other people as well as trusted journals. The results of this research indicate that an understanding of the basic concepts of Islamic Religious Education and Integrative Character in Schools must be understood to gain a deep understanding of it.
REFLECTION ON ISLAMIC EDUCATION TEACHER PRACTICE: THE KEY TO CONTINUOUS PROFESSIONAL DEVELOPMENT Rafi Saifullah; Deri Hermawan; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1183

Abstract

The rapid transformation of educational paradigms in the 21st century demands that teachers continuously improve their pedagogical, ethical, and spiritual competencies. In this context, reflection is not only a pedagogical tool but also a spiritual-moral process that aligns professional growth with Islamic values. The method used in this study is a library research method, this study synthesizes theoretical and empirical literature published between 2015 and 2024 from reputable international and national databases. The data were analyzed through qualitative content analysis using the Miles and Huberman analytical cycle to identify thematic relationships between reflective practice, teacher professionalism, and Islamic educational philosophy. The results of this study indicate that systematic reflection enhances pedagogical innovation, ethical awareness, and an institutional learning culture. Furthermore, reflective practice rooted in muhasabah and muraqabah fosters teachers' moral accountability and faith-based integrity, positioning reflection as an intellectual discipline and spiritual devotion. Challenges identified include limited institutional support, lack of reflective training, and inadequate integration of reflective culture in teacher education programs. This study concludes that reflective practice should be institutionalized as a continuous process of professional renewal and moral improvement for Islamic Education teachers, supporting the objectives of the Independent Learning policy and contributing to the development of teachers who are pedagogically competent, ethically grounded, and spiritually aware.
ANALISIS STANDAR KOMPETENSI LULUSAN DAN KOMPETENSI INTI MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH Abdelsalam Ibrahim Issa Al-Mashay; Rabeeah Farj Amhimmid; Randi Purnama; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1184

Abstract

Masih terdapat indikasi ketidaksinkronan antara perumusan standar kompetensi dan implementasinya dalam pembelajaran PAI. Penelitian ini bertujuan untuk menganalisis keselarasan dan keterpaduan antara Standar Kompetensi Lulusan dan Kompetensi Inti mata pelajaran Pendidikan Agama Islam di sekolah, serta implikasinya terhadap pembelajaran PAI. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode analisis dokumen terhadap regulasi kurikulum dan dokumen resmi yang relevan. Data dianalisis secara deskriptif-analitis dengan menelaah struktur, muatan, dan hubungan antara SKL dan KI. Hasil penelitian menunjukkan bahwa secara konseptual SKL dan KI PAI telah dirumuskan selaras dengan tujuan pendidikan nasional dan nilai-nilai pendidikan Islam. Namun demikian, keterpaduan antara keduanya masih bersifat normatif dan belum sepenuhnya operasional, khususnya pada dimensi sikap spiritual dan sosial. Temuan ini mengindikasikan bahwa penguatan keterpaduan antara SKL dan KI diperlukan agar pembelajaran Pendidikan Agama Islam dapat lebih efektif dalam membentuk kompetensi peserta didik secara holistik. Penelitian ini memberikan kontribusi konseptual bagi pengembangan dan evaluasi kurikulum PAI di sekolah.
PROBLEMATIKA PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL: ANALISIS DARI PERSPEKTIF IDEOLOGIS DAN INSTITUSIONAL Nur Afni Oktavia; Lailan Najmi; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1187

Abstract

The rapid development of digital technology has brought significant transformations to various aspects of human life, including the implementation of Islamic Religious Education (PAI). Nevertheless, the implementation of PAI in the digital era encounters a range of complex challenges, both ideologically and institutionally. This study aims to critically examine the dynamics and challenges of PAI implementation within the context of educational digitalization, with particular attention to how religious ideology and institutional policies shape the direction and quality of religious instruction in educational institutions. The research adopts a library-based methodology with a qualitative analytical approach, drawing on a variety of primary and secondary sources, including peer-reviewed academic journals, scholarly books, and national education policy documents. The findings reveal that digitalization offers substantial opportunities to enhance access and foster innovation in PAI learning; however, it simultaneously generates ideological concerns in the form of fragmented religious understanding, as well as institutional challenges related to regulatory frameworks, educators’ digital competencies, and the authenticity of digital instructional resources. The study concludes by emphasizing the urgent need for a reconstruction of PAI paradigms and policies that prioritize religious moderation, strengthen digital literacy, and integrate spiritual values with technological advancement, ensuring that Islamic religious education remains relevant and meaningful in the digital era.
STRUKTUR ILMU DALAM ISLAM DAN IMPLIKASINYA TERHADAP PENGEMBANGAN PENDIDIKAN ISLAM Yoprisya Yoprisya; Kevin Ariful Fikri; Fadriati Fadriati; Ermis Suryana
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1224

Abstract

This study examines the structure of knowledge in Islam and its implications for the development of Islamic education within contemporary educational contexts. The background of this research is rooted in the ongoing epistemological crisis in Islamic education, particularly the persistence of the dichotomy between religious and secular sciences, which has weakened the integrative and value-oriented nature of Islamic education. The aim of this paper is to analyze the Islamic conception of the structure of knowledge and to explain how this structure provides a foundational framework for reconstructing the goals, curriculum, and pedagogical orientation of Islamic education. This study employs a qualitative approach through library research, utilizing classical and contemporary scholarly works on Islamic epistemology, philosophy of education, and Islamic educational thought. Data were analyzed using descriptive-analytical and comparative methods to identify core concepts, patterns, and relationships among key ideas. The findings reveal that the structure of knowledge in Islam is inherently integrative, grounded in the principle of tawhid, and unites revelation, reason, and empirical reality within a coherent epistemological system. This structure positions knowledge not only as a means of intellectual development but also as a moral and spiritual guide for human life. The study concludes that understanding and applying the Islamic structure of knowledge is essential for developing Islamic education that is holistic, value based, and responsive to modern challenges without losing its normative and spiritual foundations.
INTEGRASI NILAI-NILAI SEJARAH KEBUDAYAAN ISLAM DALAM PEMBELAJARAN SEJARAH DI SEKOLAH MENENGAH PERTAMA: SEBUAH PENDEKATAN KONTEKSTUAL Nur Afni Oktavia; Rabeeah Farwj Amhimmid; Fadriati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16229

Abstract

Integrasi nilai-nilai sejarah kebudayaan Islam dalam pembelajaran sejarah di Sekolah Menengah Pertama (SMP) menjadi penting untuk memperkenalkan dan memperkuat pemahaman siswa tentang kontribusi peradaban Islam terhadap perkembangan sejarah dunia. Meskipun pendidikan sejarah di Indonesia telah mencakup berbagai aspek budaya, nilai-nilai kebudayaan Islam sering kali kurang diperkenalkan secara mendalam. Penelitian ini bertujuan untuk mengkaji bagaimana nilai-nilai sejarah kebudayaan Islam dapat diintegrasikan dalam pembelajaran sejarah di SMP melalui pendekatan kontekstual. Metode penelitian yang digunakan adalah studi pustaka, yang menganalisis literatur terkait integrasi kebudayaan Islam dalam kurikulum pendidikan sejarah. Hasil penelitian menunjukkan bahwa pengintegrasian nilai-nilai sejarah kebudayaan Islam dapat memperkaya wawasan sejarah siswa, mengembangkan rasa kebanggaan terhadap warisan budaya Islam, serta meningkatkan pemahaman tentang kontribusi Islam dalam pembentukan peradaban global. Penelitian ini menyimpulkan bahwa pendekatan kontekstual dalam integrasi nilai sejarah kebudayaan Islam dalam pembelajaran sejarah dapat memperkuat pembentukan karakter siswa dan meningkatkan relevansi pembelajaran sejarah di tingkat SMP, dengan memberikan perspektif yang lebih komprehensif tentang sejarah dunia.
Co-Authors Abdelsalam Ibrahim Issa Al-Mashay Adam Mudinillah Adripen Adripen Afriani, Risa Akmal Alwis, Dona Ana Yori Amanda, Nadya Rizki Amri, Irzan Andri Andri Anggalina, Fitria Aprima, Septi Gia Arben Arben Ardiansyah Ardiansyah Arnol Arnol Asmendri Asmendri Asmendri Asmendri Astuti, Devi Astuti, Yulisa Dwi Ayunda, Hasnirda Azizah Febriza Bawadi, Ahmad Jihad Bilal Abdullah Bilal, Bilal Abdullah Chelsie Aprilia Chelsie Aprilia Darmalinda Daswati Daswati David David David David Dedi Irwan Demina Demina Deri Hermawan Des Erna Weni Dessy Dian Febrinal Dina Andriyani Dina Andriyani Dino Yudia Permana Dona, Dona Doni Warman Elizasri Elza Salmawati Ermansyah Ermansyah Ermida Ermida, Ermida Ermis Suryana Ermis Suryana Ermiyanto Ermiyanto, Ermiyanto Fachry Abda El Rahman Fadhilah Fadhilah Fifani, Nur Astri Firdayeni Firdayeni firma Adinda Fitra Kasma Putra, Fitra Kasma Fitrah Rahma Yani Fitrah Rahma Yani Fitria Anggalina Gusri, Fauziah Gustia, Nanin Gustina Gustina Gustina Habibillah, Ahmad Hady, Mulya Halimatus Sa'diah Hamdi, Choirul Handriadi Handriadi Hartono, Rudi Hasni, Walidatil Hayati, Salmi Hazli, Muhammad Khairul Hefrita, Nelly Octovia Heliwasnimar Heliwasnimar Hendra Susanti Hendra Susanti Henny Hamdani Basri Hersanti Arnita Heru Yama Putra Heviana, Elsi Himmah, Uzmal Ikhwan, Zul Iman Asroa B.S Iman Asroa BS Isra Junaidi Isra Nurmai Yenti Jamilus Jamilus Junaidi, Isra Kevin Ariful Fikri Khairat, Annisaul Kholik, Muhammad Habib Ilham Kurnia Fitri Andani Laila Kamilatu Rahmi Lailan Najmi Lailan Najmi Latifa, Putri Dwi Lazwardi, Lisa Lita Sari Muchlis Lita Sari Muchlis Litasari Muchlis Liza, Nova M. Haviz Marjoni Imamora Ali Umar Marzuki, Darlina Nuralisyarifah Masril Masril Mela Amelia Santika Misrawati Misrawati Mudinillah, Adam Muhammad Afdhol Muhammad Aziz Muhammad Aziz Muhammad Basri muhammad fikri Muharnis Muharnis Mulyani Mulyani Mulyeni Mulyeni Muntatsiroh, Addurorul Muspiarman, Muspiarman Nanin Gustia Nur Afni Oktavia Nur Afni Oktavia Nur Azizah Nurlaila Nurlaila Nurul Wahyuni Nuryupa Oriza Satifa Putri Pelina, Dilla pengelola, pengelola Permana, Dino Yudia Puja Hidayati Putra, Joni Putra, Rudi Yongki Nanda Putri, Lilida Putri, Widya Putu Albiansyah Wijaya Rabeeah Farj Amhimmid Rabeeah Farwj Amhimmid Raden Mohamad Herdian Bhakti Rafi Saifullah Rahadian, Alip Rahamafitri, Fadhilah Rahma Yulira, Melisa Rahmadani, Dinda rahmadani, novreza Rahmadhani, Riri Ramadani, Putri Amalia Randi Purnama Reni Susanti Ria Nofia Ridwal Trisoni Rina Nofriana Ritman Hendra Ritman Hendra roki Romi Muliawarman Roni Indra Partini Rosmiati Rosmiati Roza, Yanti Mulia Rusmita Rusmita Sa'diah, Halimatus Safira, Elsa Safrizal Safrizal Safrizal Safrizal Sarmen Aris Sarmen Aris Silvia Susrizal Sirajul Munir Siregar, Yahpuri Ayunda Sri Nanti Sri Wahyuningsih Suharmon Suharmon Suhendri Suryana , Ernis Susi Herawati Suswati Hendriani Syafni Nurti Syafri, Zulfawan Syahrur Ramli T Idris Takwim Teti Rosminda Tomi Okta Vernando Turrohma, Mitra Vernando, Tomi Okta Weni, Weni Willy Akmansyah Lubis Wince Wince, Wince Yenti, Desmy Yoma, Abdul Razzak Yoprisya Yoprisya Yozara Hendri YUDI NUR SUPRIADI Yuliana Putri Yulisa Dwi Astuti Zakia, Nadia Zihnil Afif Zikri, Akmaluz Zilfadhliyah, Zilfadhliyah Zulhendri Zulhendri Zulhendri Zulhendri Zunita, Irma Zurhidayati, Zurhidayati