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All Journal Jurnal Pendidikan dan Pengajaran Al Ishlah Jurnal Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Kuttab: Jurnal Ilmu Pendidikan Islam Atthulab: Islamic Religion Teaching and Learning Journal AT-TA`DIB AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Tarbawiyah Jurnal Ilmiah Pendidikan HIKMAH : JURNAL PENDIDIKAN AGAMA ISLAM MANAZHIM Islamika: Jurnal Keislaman dan Ilmu Pendidikan Attadib: Journal of Elementary Education AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Al Hikmah: Journal of Education Majalah Ilmiah Tabuah: Ta`limat, Budaya, Agama dan Humaniora ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar JIMPI: Jurnal Inovatif Manajemen Pendidikan Islam AL ULYA: JURNAL PENDIDIKAN ISLAM Zona Education Indonesia INTIHA : Islamic Education Journal Proceeding Of International Conference On Education, Society And Humanity IJoEd: Indonesian Journal on Education Al-Hayat: Journal of Islamic Education Khazanah Pendidikan Islam
Tatang Muh Nasir
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Integrating Technology In The Development Of Interactive Media And Learning Resources For The Digital Era Nasir, Tatang Muh; Zulfahmi, Hikmat; Febriyadi, Fuky Ronald; Sobariah, Eneng Dewi Siti; Dharmawan, Herryanto
HIKMAH: JURNAL PENDIDIKAN AGAMA ISLAM Vol 14, No 1 (2025): HIKMAH
Publisher : STAI Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55403/hikmah.v14i1.1094

Abstract

The rapid progress of science and technology requires education to adapt through innovative and effective learning processes. Media and learning resources play a critical role in supporting students’ understanding and engagement, preventing monotonous and uninteresting learning activities. This study aims to analyze the development and functions of learning media and resources in achieving educational objectives. A qualitative method with library research was employed, focusing on the exploration of theories and best practices in media and resource utilization. The results show that well-designed media serve communicative, motivational, and perceptual functions, while learning resources must meet criteria such as practicality, flexibility, and alignment with learning objectives. The discussion emphasizes that the proper selection and application of media enhance student participation, motivation, and achievement. In conclusion, the integration of creative and adaptive learning media and resources is essential to foster effective knowledge transfer and ensure meaningful learning outcomes in modern education.
IMPACT OF PUBLIC SERVICE AGENCY STATUS ON MANAGEMENT AND IMPROVEMENT OF HIGHER EDUCATION SERVICES: CASE STUDY AT BANDUNG STATE POLYTECHNIC Awaliyah, Siti Aini Latifah; Nasir, Tatang Muh; Yudiyanto, Mohamad; Apandi, Taufik; Badrudin, Badrudin
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 2, No 2 (2024): Third International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Public Service Agency (BLU) status provides financial management flexibility for state universities in Indonesia, including the Bandung State Polytechnic (Polban), to improve the efficiency and quality of educational services. This research aims to analyze the impact of BLU implementation on asset optimization, income diversification, and improving academic and non-academic services in Polban. This research uses a case study-based qualitative method, data was collected through in-depth interviews, observation and document analysis. The research results show that the implementation of BLU in Polban increases financial autonomy and enables more productive asset management, despite facing challenges in operational efficiency and asset management. In conclusion, the implementation of BLU in Polban has succeeded in improving service performance and financial independence, but requires regulatory support and strategic management to overcome existing obstacles.
Innovation in the Field of Learning: Deep Learning Approach and Its Application in Learning at Hayat School Bandung City Nasir, Tatang Muh; Rohima, Yulia Kuraesin Ila; Sabarudin, Mohammad; Yasir, Muhamad; Supiana, Supiana; Zaqiah, Qiqi Yuliati
Al Ulya: Jurnal Pendidikan Islam Vol. 10 No. 2 (2025): Al Ulya: Jurnal Pendidikan Islam (Oktober)
Publisher : Fakultas Tarbiyah - Universitas Nahdlatul Ulama Sunan Giri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/alulya.v10i2.4414

Abstract

The rapid advancement of technology in the digital era demands that the field of education adapt by creating learning models that are contextual, personalized, and meaningful. One relevant approach to addressing this challenge is Deep Learning, which integrates artificial intelligence with experiential, pedagogy-based methods. This study aims to examine the implementation of the Deep Learning approach in the learning process at Hayat School Bandung SCM (School of Creative Minds) and its impact on the development of 21st-century competencies and student character. The research employs a descriptive qualitative method using techniques such as observation, documentation, and interviews with educators, students, and parents, alongside an analysis of the curriculum and supporting facilities at Hayat School. Data were analyzed inductively to uncover the meanings and transformative practices within the learning process. The findings reveal that the Deep Learning approach is applied through contextual learning, active reflection, meaningful discussions, project-based learning (PjBL), and a personalized curriculum. Teachers, referred to as "Kakak Fasil" (Facilitator Siblings), serve as facilitators who encourage student exploration and self-awareness. This approach proves effective in enhancing critical thinking skills, social empathy, and student spirituality. The discussion highlights that a tauhidullah-based curriculum and inclusive learning facilities support the success of this approach. In conclusion, Deep Learning at Hayat School not only improves academic quality but also shapes holistic individuals who are prepared to face future challenges with a strong internalization of Islamic values.
DEVELOPMENT OF SCIENCE AND TECHNOLOGY IN THE PAI CURRICULUM Nasir, Tatang Muh; Hasbiyallah, Hasbiyallah; Syarif, Ahmad
INTIHA: Islamic Education Journal Vol. 1 No. 2 (2024): Islamic Education
Publisher : Prodi Pendidikan Agama Islam STAI Darul Falah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58988/intiha.v1i2.310

Abstract

Education is a conscious effort to prepare students through guidance, teaching and/or training activities, as well as equipping students with knowledge for their future roles. Meanwhile, technology is the application of scientific knowledge and other sciences to solve practical problems. Thus science and technology cannot be separated. Science and technology are developing very rapidly along with the pace of development of society. Science and technology have a reciprocal relationship with education and the curriculum. Education and curriculum must be able to respond to the rapid development of science and technology, because education is an effort to prepare students to face a better future. Curriculum development for all subjects including Fiqh must be based on developments in science and technology. The development of science and technology directly has implications for curriculum development which includes objectives, materials, methods and evaluation. Technology has an important role in developing the Fiqh curriculum because Fiqh material must always be up to date with the conditions and needs of students. Fiqh learning must always be contextual to students' real lives so that its existence is always present and becomes a student's need.
Islamic Religious Education as A Core Curriculum of National Education in Schools Nugraha, Mulyawan Safwandy; Bakhtiar, Yusup Hamdani; Nasir, Tatang Muh
Indonesian Journal on Education (IJoEd) Vol. 1 No. 1 (2024)
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/ijoed.v1i1.7

Abstract

Islamic Religious Education not only takes the discourse on religious knowledge course material to students but also guides students to behave according to the values taught by religion that promote karakul karma or noble character as the primary behavior the learner should own. The position of Isla, mic religious education, among other subjects at school, is the core of the national education curriculum. Therefore, practice in the field should be about providing transparency, understanding, and application process, thus giving birth to inclusive attitudes and behaviors equivalent to other subjects or even prioritized. It puts the subjects of Islamic religious education as a core subject in the school curriculum, which is a need and a necessity. This is an intelligent effort to strengthen forms of Islamic religious education in the school curriculum. So, Islamic religious education covers all aspects of integrated subjects in knowledge, attitudes, behavior, and social interaction.
Modernization and National Identity: Quantitative Insights into the Role of Islamic Education in Malaysia Rachanda Ambya; Mohamad Erihadiana; Tedi Priatna; Tatang Muh Nasir
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6611

Abstract

Islamic education plays a crucial role in shaping national identity and fostering social cohesion in Malaysia. This study examines its significance in the digital era, focusing on curriculum integration and contemporary challenges. A quantitative approach was employed, with data collected from 145 respondents through surveys. Participants, selected using cluster sampling, included students, parents involved in educational policy, educators, and policymakers. Data were analyzed using one-sample t-tests and descriptive statistics. Findings indicate that Islamic education significantly contributes to moral value preservation, tolerance, and inclusivity, with mean scores exceeding 4.5. However, challenges persist in curriculum adaptation to technological advancements, teacher qualification improvements, and aligning content with societal expectations. Three key dimensions emerged: the role of Islamic education in shaping identity and cohesion, its integration with digital curricula, and public expectations regarding contemporary issues. While Islamic education supports national identity and inclusivity, addressing curriculum modernization and teacher training is essential. The findings align with Durkheim's social cohesion theory and Smith’s national identity theory, highlighting the need to balance traditional values with modern pedagogy. To enhance its impact, policymakers should revise curricula to include global issues such as sustainability and technological ethics while preserving traditional values. Strengthening teacher training and resource allocation is also crucial. Future research should incorporate mixed methods and longitudinal studies to enhance generalizability and address evolving educational challenges in a globalized context.
Integrating Reason, Logic, and Islamic Epistemology for Holistic Science in Modern Education Nasir, Tatang Muh; Purnama, Wawan; Haryanti, Erni; Komara, Dadang; Sain, Zohaib Hassan
Jurnal al-Thullab Vol 10 No 1 (2025): Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v10i1.44031

Abstract

This study addresses the growing concern over the decline of students’ critical thinking skills and the limited integration of scientific knowledge with ethical and spiritual values in modern education. It aims to examine how reasoning, logic, and Islamic epistemology can be integrated to develop a holistic approach to science education. Employing a qualitative phenomenological method, data were collected through semi-structured interviews with students from both general and Islamic educational backgrounds and analyzed using thematic analysis. The findings reveal that students actively use inductive and deductive reasoning in academic and everyday contexts, while logic serves as a systematic framework for constructing valid conclusions. Furthermore, sources of knowledge are understood as a combination of empirical experience, rational thinking, and spiritual guidance, including revelation and intuition. These elements are interconnected and form a comprehensive epistemological framework. The study highlights that integrating rational, empirical, and spiritual dimensions can enhance curriculum design and pedagogical practices. This integration contributes to fostering critical thinking, ethical awareness, and holistic character development, offering a balanced and relevant educational paradigm for addressing contemporary global challenges.
Educational Quality Inequality and the Role of Principal Leadership in Realizing Educational Equity Hasbiyallah, Hasbiyallah; Hermawan, A. Heris; Salsabila, Aulia Nursekha; Nasir, Tatang Muh; Sain, Zohaib Hassan
JURNAL AL-TANZIM Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i1.12085

Abstract

Inequality in education is still a structural and ongoing problem in Indonesia. This phenomenon includes regional differences in quality, restricted access to educational technology, and a lack of professional development opportunities for instructors in underprivileged areas. These circumstances have increased the disparity between richer and less developed regions and led to unequal educational services. The purpose of this study is to investigate how school principals may lead in resolving these problems and advancing educational equity. A Systematic Literature Review (SLR) of 34 reputable journal publications and policy papers was used in this investigation. Google Scholar, Scopus, and Garuda were used for the search, and the results were selected based on theoretical contribution, methodological quality, and topic relevance. To identify trends, tactics, and the role of school leadership in advancing educational equity, the data were subjected to thematic analysis. The results show that thoughtful, context-responsive, and participative leadership makes a substantial contribution to closing educational gaps. By encouraging cooperation, raising teacher motivation, and making the most of school resources, principals serve as change agents. The study’s practical implications promote the implementation of equitable national education by highlighting the need for context-specific, long-lasting, and socially just school leadership development strategies.
Foundation and Epistemology of Islamic Education in Indonesia Tatang Muh Nasir; Gina Aria Sonia; Nasirudin Rusyd; Muhammad Kafnun Kafi; Leti Latifah
Khazanah Pendidikan Islam Vol. 5 No. 2 (2023): Khazanah Pendidikan Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/kp.v5i2.22304

Abstract

The aim of the national education system is to establish educational standards that are adopted by Islamic education providers in Indonesia as a whole. This preference of course leaves open the question of how far the educational foundation has been met by national education standards. This descriptive-analytic study explains the foundations of Islamic education as included in national education standards. This study can identify that the foundation of Islamic education is relevant to the educational standards set by the national education system. The national education system has contained human values with various conditions, challenges and changing times which are very quickly eroding human values themselves. The national education system has demonstrated an effort to change humans with knowledge, attitudes and behavior that are in accordance with the framework of Islamic values, because the aim of education is to create Human Resources (HR) who have an Islamic personality, in the sense that their way of thinking is based on Islamic values and has a spirit in accordance with the spirit and breath. Islam. Islamic education based on the Koran and Sunnah is designed by taking into account the concept of Islamization of knowledge regarding the nature of science in an Islamic perspective which is based on spiritual power which has a harmonious relationship between reason and revelation, the interdependence of reason and intuition towards the epistemology of the spiritual values of Islamic education like this. become a beacon of hope in building a better life for Muslims with a more established and stable Islamic civilization. Islamic educational epistemology like this emphasizes the totality of experience and reality (empiricism) and advocates many ways to study nature (rationalism, so that knowledge obtained from revelation and reason from observation and intuition from tradition and theoretical speculation truly produces a balanced generation of intellectual abilities. and spirituality and morality.
Integrating Student-Centered Approaches in Islamic Education: A Case Study of SMPN 1 Kadipaten, Indonesia Tatang Muh Nasir; Mohammad Sabarudin; Yusuf Sugiana; Muhamad Yasir; Mahmud Mahmud; Pepen Supendi
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8797

Abstract

Islamic Religious Education (PAI) in secondary schools plays a crucial role in fostering students’ moral character, spiritual awareness, and social responsibility. Amid rapid digitalization and shifting adolescent values, there is a growing need for pedagogical approaches that emphasize the internalization of Islamic values through student-centered learning.This study employed a descriptive qualitative design conducted at SMPN 1 Kadipaten, Tasikmalaya Regency. Data were collected through classroom observations, in-depth interviews with PAI teachers, and a review of relevant literature. The data were analyzed using thematic analysis to identify patterns in learning approaches, strategies, methods, and instructional techniques.The findings indicate that PAI instruction consistently կիրառes a student-centered approach supported by three primary strategies: inquiry-based, collaborative, and contextual learning. Four dominant teaching methods—group discussion, role-playing, interactive questioning, and digital media integration—were regularly applied. Contextual techniques, including storytelling, Islamic-themed ice breaking, and authentic assessment, enhanced student engagement, motivation, and the internalization of values across cognitive, affective, and psychomotor domains.The integration of student-centered approaches with diverse strategies and contextual techniques significantly improves the effectiveness of PAI learning and supports Islamic character formation. These findings contribute empirical insights to contemporary discourse on Islamic and moral education, highlighting the importance of adaptive pedagogy in addressing current educational challenges.
Co-Authors Aan Hasanah Acep Heris Hermawan Ahmad Syarif Alhaq, Mutia Arief Agus Triansyah Awaliyah, Siti Aini Latifah Badrudin Bakhtiar, Yusup Hamdani Dadang Komara Dedih, Ujang Dharmawan, Herryanto Didin Sahidin Eneng Dewi Siti Sobariah Erni Haryanti Fachriyah, Neng Vera Febriyadi, Fuky Ronald Gina Aria Sonia Gina Aria Sonia Gunawan, Ade Hendra Hajrah Hajrah, Hajrah Hasbiyallah , Hasbiyallah Hasbiyallah Hasbiyallah Hasbiyallah Hasbiyallah, Hasbiyallah Hatala, Abdul Azis Hermawan, A. Heris Hermawan, Acep Heris Hidayat Aji Permana Hudah, Iana Rotul Iana Rotul Halready Ida Nursa'adah Ihsan, Mahlil Nurul Ilham Arif Pebriansyah Irawan Irawan Irawan Irawan Irawan Irawan Jumiati, Menia Kafi, Muhammad Kafnun Karimah, Rika Siti Karlaely, Irma karman karman Karyana Karyana Khoiruddin, Heri Kurahman, Opik Taupik Laelatul Nuroh Latifah, Leti Leti Latifah Lilis Yulistiawati Mahmud Mahmud Mohamad Erihadiana, Mohamad Mohamad Jaenudin Mohammad Sabarudin Muhamad Arif Nugraha Muhamad Yasir Muhamad Yasir Muhammad Kafnun Kafi Mulyawan Safwandy Nugraha Nasirudin Rusyd Neng Vera Fachriyah Nurdiana, Budi Nuroh, Laelatul Oding Oding Opik Taufik Kurahman Pasyola, Naufal Ridho Pebriansyah, Ilham Arif Pepen Supendi Permana, Hidayat Aji Pitriyadi, Sandi Wijaya Priyatna, Tedi Qiqi Yuliati Zaqiah, Qiqi Yuliati R Dedi Supriatna Rachanda Ambya Restiana, Dwi Rika Siti Karimah Rika Siti Karimah Rizal Rahmatullah Robaeah, Wilam Nafilah Rohima, Yulia Kuraesin Ila Ruswandi, Uus Rusyd, Nasirudin Sabarudin, Mohammad Saca Suhendi Safwannur, Safwannur Sain, Zohaib Hassan Salsabila, Aulia Nursekha Sari, Iis Indah Sidik, Moch. Sobariah, Eneng Dewi Siti Sonia, Gina Aria Sri Juwita, Sri Sugiana, Yusuf Suhendi, Saca Supiana, Supiana Taufik Apandi, Taufik Tedi Priatna Teguh Turwanto Triansyah, Arief Agus Turwanto, Teguh Warman, Oman Wawan Purnama Wilam Nafilah Robaeah Yudiyanto, Mohamad Yulistiawati, Lilis Yusuf Sugiana Yusup Hamdani Bakhtiar Zulfahmi, Hikmat