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All Journal Jurnal Ushuluddin AJIS : Academic Journal of Islamic Studies Tarbawi : Jurnal Ilmu Pendidikan Islamika : Jurnal Ilmu-Ilmu Keislaman International Journal of Social Science and Business Jurnal Pendidikan dan Konseling Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar Tarikhuna: Journal of History and History Education Idarah Tarbawiyah: Journal of Management in Islamic Education Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan El-Rusyd TOFEDU: The Future of Education Journal At- Ta'lim : Jurnal Pendidikan Ahlussunnah: Journal of Islamic Education Al Waraqah: Jurnal Pendidikan Bahasa Arab Aktualita JURDIASRA Jurnal Pelita PAUD Women, Education, and Social Welfare RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Ade Putra Hayat
Institut Agama Islam Negeri Kerinci
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Challenging Western Dominance: Islamic Intellectual Paradigms of Education in al-Ghazali, Ibn Qayyim, and al-Zarnuji Charles Charles; Ade Putra Hayat; Febria Sri Artika; Herdianto Herdianto
Jurnal Ushuluddin Vol. 33 No. 2 (2025): December
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jush.v33i2.38275

Abstract

Modern educational systems frequently emphasize cognitive outcomes, often at the expense of moral and spiritual development, resulting in graduates who may be academically adept yet ethically or spiritually unfulfilled. This study aims to reconstruct a holistic educational paradigm inspired by the pedagogical philosophies of three Islamic intellectuals—Al-Ghazali, Ibn Qayyim Al-Jauziyah, and Az-Zarnuji—by examining their conceptualizations of purposive learning, moral cultivation, and the role of the educator. Using a qualitative literature review method, the research analyzes primary classical texts and compares their holistic framework with Western holistic educational traditions such as Waldorf and the Humboldtian model. The findings reveal a tripartite pedagogical structure: spiritual purification (tazkiyat al-nafs), ethical integrity as a safeguard against intellectual hubris, and etiquette-infused teacher–student dynamics. These elements, when synthesized with Western models that prioritize creativity, individuality, and interdisciplinary growth, offer a robust paradigm for integrated human development. Ultimately, this framework proposes an education reoriented toward cognitive, ethical, and spiritual wholeness
PELATIHAN PENERAPAN MODEL RHOMI (REALISTIC AND HOLISTIC MATHEMATICS INTEGRATION) BAGI GURU DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA DI SMPN 8 KOTA SUNGAI PENUH Rhomiy Handican; Ahmad Yani; Riki Saputra; Ade Putra Hayat; Agung Tri Prasetia; Syukron Saputra
RANGGUK: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 2 (2025): RANGGUK: Jurnal Pengabdian Kepada Masyarakat
Publisher : Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/rgk.v5i2.6458

Abstract

This community service program aimed to enhance teachers’ competencies in implementing mathematics instruction oriented toward the development of students’ critical thinking skills through training on the RHOMI (Realistic and Holistic Mathematics Integration) model. The program was conducted at SMPN 8 Kota Sungai Penuh using a Participatory Action Research (PAR) approach, positioning teachers as active participants throughout all stages of the program, including planning, action, observation, and reflection. The PAR approach was selected to ensure that the training was participatory, contextual, and sustainable, in line with teachers’ actual classroom needs. The results indicated an improvement in teachers’ understanding of realistic and holistic mathematics learning, as well as a shift in instructional practices from procedural teaching toward more dialogical, reflective, and critical-thinking-oriented learning. Teachers were able to design RHOMI-based instructional materials that integrated real-life contexts with mathematical concepts in a coherent manner. Furthermore, the program fostered collaboration and reflective practices among teachers. Therefore, the PAR-based RHOMI training proved to be an effective community service strategy for improving the quality of mathematics instruction and enhancing students’ critical thinking skills
Multikulturalisme dan Implikasinya dalam Pendidikan Agama Islam di Sekolah Dasar Ade Putra Hayat; Dertha Mukhtar; Junaidi Junaidi
Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar Vol 16, No 1 (2026)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/alawlad.v16i1.14217

Abstract

Masyarakat Indonesia yang majemuk menuntut Pendidikan Agama Islam (PAI) di Sekolah Dasar mampu menanamkan penghargaan terhadap keberagaman sekaligus mempertahankan identitas keislaman siswa. Penelitian ini bertujuan melakukan kajian literatur integratif untuk menganalisis sejauh mana teori multikulturalisme dibahas dalam literatur PAI SD, bentuk penerapannya, serta implikasinya terhadap pembentukan budaya akademik sekolah. Menggunakan pendekatan integrative literature review dengan analisis tematik, kajian ini mensintesis literatur yang relevan mengenai integrasi nilai multikultural dalam PAI di tingkat sekolah dasar dan madrasah ibtidaiyah di Indonesia. Hasil sintesis menunjukkan bahwa pembahasan teori multikulturalisme, khususnya kerangka James A. Banks, masih dominan bersifat implisit melalui penekanan pada toleransi dan moderasi beragama. Penerapan paling berkembang pada level integrasi konten kurikulum dan metode Contextual Teaching and Learning (CTL), sementara kontribusi terhadap transformasi budaya akademik sekolah secara institusional masih terbatas. Terdapat ketegangan antara risiko relativisme agama akibat pendekatan yang terlalu longgar dan risiko eksklusivisme yang membuat siswa kurang siap menghadapi masyarakat majemuk. Perbedaan konteks antara SD umum dan SDIT/MI juga menjadi edge case yang memengaruhi strategi integrasi. Sebagai kontribusi orisinal, penelitian ini mengusulkan Kerangka Konseptual Integrasi Tiga Lapis PAI–Multikultural–Budaya Akademik yang terdiri dari: (1) Lapis Inti (Tauhid dan Tiga Pilar PAI), (2) Lapis Tengah (adaptasi lima dimensi Banks yang di-Islamisasi), dan (3) Lapis Luar (elemen budaya akademik). Kerangka ini dirancang untuk memastikan integrasi multikultural tetap berakar pada akidah sekaligus mentransformasi school culture secara holistik. Implikasi praktis ditujukan bagi guru PAI, kepala sekolah, dan perumus kebijakan dalam mengembangkan pendidikan multikultural Islami yang moderat dan inklusif di tingkat dasar.
Co-Authors Abdul Rozak ABDUL ROZAK Ade Putra Hayat Agung Tri Prasetia Agung Tri Prasetia Ahmad Yani Ahmad Yani Ahmad, Jafar Al-Amin Al-Amin Al-Amin Arif Rahmat Triasa Budi Harto Charles Charles Charles Charles Charles Dertha Mukhtar Dertha Mukhtar Dertha Mukhtar Fachry Abda El Rahman Farida Asy'ari Farida Asy'ari Febria Sri Artika Hairul Fauzi Hengki Firmanda Herdianto Herdianto Herdiawanto, Heri Iswantir M Junaidi Junaidi M. Beni Saputra M. Nurzen S Mahmud Hibatul Wafi Marsuni Marsuni Marsuni Mudjiran Mudjiran Muhammad Munawir Pohan Muttaqin Muttaqin Muttaqin Natasya, Audy Nurzen Nurzen, Nurzen Ramadhoni Aulia Gusli Rhomiy Handican Rhomiy Handican Ridha Ahida Ridha Ahida Rifka Haida Rahma Rifka Haida Rahma Rifka Haida Rahma Riki Saputra Saputra, Syukron Siti Fatimatus Zahro Supratman Supratman Supratman Syukron Saputra Syukron Saputra Wedra Aprison Yan Guspriadi Yogi Ahmad Yani Yudi Gucandra Yudi Gucandra Zulfani Sesmiarni