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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

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IMPLEMENTASI STRATEGI PEMBELAJARAN INTEGRATIF BERBASIS MICRO-CULTURE ISLAMI DALAM INTERAKSI KELAS: STUDI KASUS KONTEKSTUAL DI SEKOLAH ISLAM TERPADU Laila Kamilatu Rahmi; Lailan Najmi; Fadriati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55271

Abstract

This study aims to analyze and describe the implementation of an integrative learning strategy based on Islamic microculture in classroom interactions at Mutiara Hati Integrated Islamic School, Payakumbuh. This research is motivated by the suboptimal integration of Islamic values ​​into learning practices, which are often symbolic and do not address the micro-interaction dimension in the classroom. The study used a qualitative approach with a phenomenological method. Data were collected through classroom observations, in-depth interviews, and analysis of learning documents. Then, they were analyzed using data reduction, data presentation, and triangulation techniques. The results indicate that the implementation of the integrative learning strategy is carried out through three main stages: planning, implementation, and strengthening school culture. Classroom interactions serve as the primary space for the formation of Islamic microculture through habituation, role modeling, and communication of values. The findings also indicate that school culture functions as a hidden curriculum that strengthens the internalization of values ​​on an ongoing basis. Despite obstacles such as student heterogeneity and time constraints, institutional support and a religious environment are key factors in success. This study confirms that a microculture-based approach to classroom interactions is effective in shaping students' character holistically.
Analisis Pembelajaran PAI dan Budi Pekerti Materi SKI di SMAN 1 Pariangan dan SMAN 2 Batusangkar Putu Albiansyah Wijaya; Arben Arben; Fadriati Fadriati
YASIN Vol 4 No 6 (2024): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v4i6.4182

Abstract

The Element of Sejarah Kebudayaan Islam (SKI) is one of the important elements in the PAI and Budi Pekerti learning materials at the high school level. However, SKI materials are often considered boring and less popular. To overcome this, it is necessary to analyze how the learning process is carried out. The purpose of this study was to analyze and describe the PAI and Budi Pekerti learning process for SKI materials at the planning, implementation, and evaluation stages. The study was conducted qualitatively using the field research method by collecting data in the field through interviews with PAI teachers and documentation studies on the PAI and Budi Pekerti Teaching Module for SKI materials. The results of the data collection were processed and analyzed by considering the context and interests of the study. The results of the study showed that at the planning stage, teaching modules, media used, and other supporting facilities and tools were prepared. The implementation was carried out in accordance with the design in the Teaching Module and modified according to conditions and needs during the learning process. Evaluation was carried out in formative form to evaluate the learning process and summative to evaluate learning outcomes.
Pemahaman Guru PAI tentang Hakikat Manusia dan Daya-daya Ruhani dalam Pembelajaran: Studi Fenomenologis pada SDIT Mutiara Hati Laila Kamilatu Rahmi; Heru Yama Putra; Fadriati Fadriati; Ermis Suryana
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8236

Abstract

Although the nature of the human being and spiritual faculties has been widely discussed in the Islamic education literature, research that specifically explores how guru PAI interpret and implement these concepts in classroom practice through a phenomenological approach remains very limited. This gap highlights the need for studies that examine teachers’ authentic experiences in understanding fitrah, akal, and qalb as pedagogical foundations, particularly in the context of Sekolah Dasar Islam Terpadu. This study aims to describe guru PAI’s understanding of human nature, identify their interpretations of students’ spiritual faculties, and explain how these understandings influence pedagogical strategies at SDIT Mutiara Hati. The research employs a qualitative approach with an interpretative phenomenological design, involving six teachers selected through purposive sampling. Data were obtained through in-depth interviews, classroom observations, and documentation, and were analyzed using phenomenological stages that include horizontalization, clustering of essential themes, and interpretation of meaning. The findings show that all teachers view humans as beings endowed with fitrah, akal, and qalb, which are manifested in classroom practice through habituation of moral conduct, role modeling, reflective dialogue, and the facilitation of emotional–spiritual experiences. Students’ rational faculties are activated through value-based discussions and reflective questioning, the qalb is nurtured through gentle approaches and the presentation of exemplary stories, and fitrah is preserved through daily spiritual activities and the habituation of positive behaviors. These findings contribute theoretically to the development of a holistic Islamic education paradigm that integrates cognitive, affective, and spiritual dimensions. Practically, the study underscores the importance of strengthening teachers’ competence in spiritual guidance and the need for school support in building a learning culture oriented toward character and spiritual formation, while also opening avenues for further research on the development of instruments for assessing spiritual dimensions and more systematic learning models grounded in fitrah, akal, and qalb.
Integrasi Pembelajaran Holistik dalam Pendidikan Islam untuk Penguatan Aspek Spiritual dan Akhlak Peserta Didik Misrawati Misrawati; Fadriati Fadriati; Ermis Suryana
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8540

Abstract

Although holistic learning in Islamic education has received attention in several previous studies, research that specifically examines its implementation in strengthening students’ spiritual and moral dimensions in school contexts remains relatively limited. This study aimed to explore in depth how the integration of holistic learning in Islamic education contributes to the reinforcement of students’ spirituality and the habituation of moral behaviour. A qualitative approach with a case study design was employed, involving Islamic education teachers and students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations of the learning process, and document analysis, and were then analysed using thematic analysis to identify key patterns and themes. The findings showed that the integration of holistic learning was manifested in four main themes, namely the integration of spiritual values within the learning process, the habituation of moral conduct through learning activities, the dual role of teachers as facilitators and role models, and students’ generally positive responses to meaningful and contextual learning. These findings affirm that a holistic approach in Islamic education is more capable of comprehensively strengthening students’ spiritual awareness and moral behaviour than approaches that are solely cognitively oriented. Theoretically, this study reinforces the paradigm of holistic Islamic education, while practically it provides direction for schools and educators in designing Islamic education learning that is adaptive to the challenges of the digital era. The study also opens avenues for further research on the development of holistic learning models and the longitudinal measurement of their impact.
Pemaknaan Hakikat Ilmu dalam Islam oleh Guru Pendidikan Agama Islam di Era Digital: Studi Fenomenologis Bilal Abdullah; Fadriati Fadriati
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8607

Abstract

Although the nature of knowledge in Islam has been widely examined in Islamic education research, studies that specifically explore how Islamic Religious Education (PAI) teachers interpret the nature of knowledge in Islam in the digital era remain limited. This study aimed to explore how PAI teachers understand the nature of knowledge in Islam in the digital era, to identify digital factors that influence this understanding, and to explain its implications for teaching practices and teacher professionalism. The study employed a qualitative approach with a phenomenological design, involving ten PAI teachers selected through purposive sampling. Data were collected through in-depth interviews, participatory observations, and documentation, and were analyzed using phenomenological thematic analysis techniques. The findings indicate that PAI teachers conceptualize knowledge in Islam as integrative, encompassing spiritual, rational, and empirical dimensions, and not only oriented toward cognitive aspects but also toward the formation of moral character. Digital factors, such as the use of online learning platforms and interactive digital media, influence how teachers understand and convey knowledge, although their use tends to be selective and adaptive to the epistemological values of Islam. These findings contribute to the development of contemporary Islamic educational epistemology and broaden understanding of the role of PAI teachers in responding to digital transformation. The study concludes that value-based digital literacy rooted in Islamic principles is crucial in teaching practice and encourages educational institutions and policymakers to develop programs that strengthen the professional competencies of PAI teachers in the digital era, while also opening avenues for further research on students’ perspectives and the effectiveness of digital-based PAI learning models.
Pengembangan Kompetensi Sosial Pendidik Pendidikan Agama Islam dalam Praktik Interaksi Edukatif di Sekolah Muhammad Fikri; Fadriati Fadriati; Ermis Suryana
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8609

Abstract

Although teachers’ social competence has received attention in various educational studies, research that specifically highlights the development of the social competence of Islamic Religious Education (PAI) teachers within educational interactions grounded in Islamic values in school settings remains limited. This study aims to explore the forms of social competence demonstrated by PAI teachers, the strategies employed to develop it, and the challenges encountered in building effective and humanistic educational interactions in schools. The study adopts a qualitative approach with a case study design, involving ten PAI teachers selected through purposive sampling based on their experience and active involvement in PAI teaching. Data were collected through in-depth interviews, participatory observations, and documentation, and were systematically analyzed using thematic analysis techniques. The findings show that PAI teachers’ social competence is reflected in their ability to engage in dialogical interpersonal communication, their social sensitivity and empathy toward students, and their social role modeling in daily attitudes and behavior. The development of this competence is pursued through continuous reflection, personal approaches, and collaboration with school stakeholders, despite structural challenges such as time constraints and the complexity of students’ characteristics. These findings contribute to the development of teacher social competence theory by underscoring the importance of integrating Islamic values into educational interaction practices, while also broadening understanding of the role of PAI teachers as agents of moral and social development in schools. The study concludes by emphasizing the urgency of strengthening the social competence of PAI teachers to improve the quality of Islamic Religious Education, and encourages schools and education policymakers to design more holistic and sustainable teacher professional development programs. The implications of this research include theoretical contributions to enriching the literature on Islamic education and practical implications for educational institutions in enhancing the quality of value-based learning, as well as opening avenues for further research on the impact of PAI teachers’ social competence on learning outcomes and students’ character formation.
Pengaruh Literasi Digital dan Growth Mindset terhadap Kompetensi Pedagogik Guru SMPN di Sijunjung Dian Febrinal; Asmendri Asmendri; Isra Nurmai Yenti; Fadriati Fadriati; Lita Sari Muchlis
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.83625

Abstract

Perkembangan teknologi pendidikan, literasi digital guru menjadi kunci dalam mengintegrasikan teknologi dalam proses belajar mengajar. Di sisi lain, growth mindset, atau pola pikir berkembang, mempengaruhi sikap guru dalam menghadapi tantangan dan mengadopsi metode pembelajaran baru. Penelitian ini bertujuan untuk mengkaji (1) Pengaruh literasi digital terhadap kompetensi pedagogik guru, (2) Pengaruh growth mindset terhadap kompetensi pedagogik guru dan (3) Pengaruh  literasi digital dan growth mindset secara simultan terhadap kompetensi pedagogik guru di Kabupaten Sijunjung, Sumatera Barat. Penelitian ini menggunakan pendekatan kuantitatif dengan desain explanatory korelasional. Sampel penelitian terdiri dari 270 guru SMP di Kabupaten Sijunjung yang dipilih dengan teknik cluster sampling. Populasi penelitian berjumlah 781 guru, dan data dikumpulkan melalui angket yang mengukur literasi digital, growth mindset, dan kompetensi pedagogik. Analisis data dilakukan menggunakan regresi linier berganda dengan bantuan SPSS. Hasil penelitian menunjukkan tiga temuan utama: (1) literasi digital berpengaruh signifikan terhadap kompetensi pedagogik guru, (2) growth mindset juga berpengaruh signifikan terhadap kompetensi pedagogik, dan (3) literasi digital dan growth mindset secara simultan berpengaruh signifikan terhadap kompetensi pedagogik guru. Kesimpulannya, pengembangan literasi digital dan growth mindset merupakan faktor penting yang dapat meningkatkan kualitas pengajaran di Kabupaten Sijunjung. Oleh karena itu, disarankan untuk memperkuat pelatihan guru yang mencakup kedua aspek tersebut.
Problematika Implementasi Kurikulum Merdeka di SMP Negeri 5 Padang Panjang Hendra Susanti; Fadriati Fadriati; Iman Asroa B.S
ALSYS Vol 3 No 1 (2023): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v3i1.766

Abstract

This research was conducted with the aim of knowing and describing the problems of implementing the independent curriculum that occurred at SMPN 5 Padang Panjang. This research departs from the background of the many phenomena surrounding the implementation of the independent curriculum and various policies regarding the independent curriculum. The research question raised is how the problems of implementing the independent curriculum at SMPN 5 Padang Panjang are problematic. The research was conducted with a qualitative type of field research. Data was collected by interviewing school principals, curriculum representatives, and teacher councils as well as making observations at SMPN 5 Padang Panjang. The results of these interviews were analyzed and then presented in a descriptive form. The results of this analysis can answer the questions formulated in the research questions. The results of this analysis are in the form of problems in the implementation of the independent curriculum originating from the government in the form of less than optimal guidance and assistance in the implementation of the independent curriculum. In addition, there are also problems originating from teachers in the form of a lack of teacher ability to utilize independent teaching platforms and utilize technology to learn and understand independent curriculum.
Optimalisasi Peran Guru PAI dan Budi Pekerti dalam Pembentukan Karakter Religius dan Moral Siswa di Era Digital Tomi Okta Vernando; Isra Junaidi; Fadriati
Mauriduna : Journal of Islamic Studies Vol. 5 No. 2 (2024): Mauriduna : Journal of Islamic Studies, May 2024
Publisher : Institut Muslim Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/mauriduna.v5i2.481

Abstract

This study explores the optimization of the roles of Islamic Education (PAI) and character education teachers in fostering students' religious and moral character in the digital era. It highlights the challenges posed by digital technology, which can influence students' values and behaviors. The research emphasizes the necessity for educators to adapt their teaching methods and integrate digital literacy into their curricula. By employing innovative strategies, teachers can effectively instill strong moral values and religious principles, preparing students to navigate the complexities of modern society. This paper concludes that a collaborative effort among educators, parents, and the community is essential for nurturing well-rounded, ethically grounded individuals.
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