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All Journal Istighna : Jurnal Pendidikan dan Pemikiran Islam Ghaitsa: Islamic Education Journal
Muhammad Hajirin Nur
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Religion Education Social Sciences

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PENDIDIKAN PERSPEKTIF ISLAM REKONSTRUKSIONISME Muhammad Hajirin Nur; Rahmat Soe'oed; Khojir Khojir
ISTIGHNA: Jurnal Pendidikan dan Pemikiran Islam Vol 5, No 2 (2022): Edisi Juli
Publisher : stit-islamic-village

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33853/istighna.v5i2.448

Abstract

The friction between eastern and western cultures that occurs and influences each other has implications for the friction between Islamic education and global culture. The touch of global culture causes socio-cultural changes and local wisdom values. Modernization and globalization have built and introduced new values in Islamic thought and philosophy. In the context of the perspective of the philosophy of Islamic education, the school of reconstructionism is a school that seeks to overhaul the old order by building a modern pattern of cultural life, as well as trying to find agreement among human beings. The flow of reconstructionist philosophy influences and brings changes to the construction of Islamic education. This paper aims to examine issues related to education from an Islamic perspective on reconstructionism using library research with a qualitative research approach and descriptive-analytical methods. This study concludes that it is necessary to reconstruct Islamic education in various aspects and turn every challenge it faces into an opportunity so that progress, independence, and existence remain and can survive amidst the challenges of the times.
From Knowing to Becoming: A Metacognitive–Spiritual Pedagogy for Transformative Islamic Education in Secondary Schools Muhammad Hajirin Nur; Zurqoni; Abdul Majid; Taufikin Taufikin; Moses Adeleke Adeoye
GHAITSA : Islamic Education Journal Vol. 7 No. 2 (2026): June
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i2.2151

Abstract

This study arises from a paradox in Islamic Religious Education (IRE): although teaching often relies on textual and rule-based methods, these have not developed students' ability to reflect or transform their values. The study aims to develop and test the Pendidikan Agama Islam Based on Metacognitive Thinking Skills (PAI-BMTS) learning model, which integrates thinking, self-awareness, and spiritual aspects into a single teaching approach. The research uses Educational Design Research (EDR), which includes stages like investigation, design, creating materials, testing, and applying them in four Indonesian secondary schools with about 300 students and 5 teachers. The results show that the PAI-BMTS model has strong validity (Aiken’s V = 0.75–0.91), good reliability (Cronbach’s Alpha = 0.922), and works well in classrooms. Evidence shows that this model increases students' self-awareness, learning techniques, and adoption of Islamic values. Qualitative results also show that teaching has shifted from memorizing to thinking and reflecting, encouraging self-examination (muhasabah) for personal growth. The main contribution of this study is the creation of Metacognitive Spiritual Pedagogy, a method that combines reflective thinking with spiritual aspects in a complete learning cycle (the metacognitive–spiritual loop). This model expands how metacognition is understood and encourages a shift in Islamic education toward more reflection and transformation. The PAI-BMTS model supports both knowledge and complete personal growth.
Co-Authors Abdul Majid Khojir Moses Adeleke Adeoye Rahmat Soe'oed Taufikin Taufikin Zurqoni