Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Piwulang: Jurnal Pendidikan Agama Islam Tadris: Jurnal Pendidikan Islam
Addin Kholisin
STAI Ma’had Aly Al-Hikam Malang
Religion Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
STRATEGI GURU PAI DALAM MENGATASI KEJENUHAN BELAJAR DI SMAS DIPONEGORO TUMPANG KAB. MALANG Addin Kholisin; M.Yusuf agung Subekti
Piwulang: Jurnal Pendidikan Agama Islam Vol 5, No 2 (2023): edisi MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/piwulang.v5i2.1511

Abstract

The most important component in learning is the Teacher. Teachers are not only to learn, but also educate, nurture, guide, and shape students' personalities to prepare and develop human resources. The teacher's mistake in understanding the profession, resulted in a very burdensome and boring learning atmosphere. Learning saturation can attack any kind of lesson that exists in school. One of them is the Subject of Islamic Religious Education. The problem of learning saturation related to Islamic Religious Education lessons occurred at Diponegoro Senior High School in Tumpang. The type of research used is Qualitative research, with a descriptive approach. Its data collection techniques are through observation, interviews, and documentation. Its data analysis uses data reduction, data presentation, and drawing conclusions.
STRATEGI GURU PAI DALAM MENGATASI KEJENUHAN BELAJAR DI SMAS DIPONEGORO TUMPANG KAB. MALANG Addin Kholisin; M.Yusuf agung Subekti
Piwulang: Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2023): edisi MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/piwulang.v5i2.1511

Abstract

The most important component in learning is the Teacher. Teachers are not only to learn, but also educate, nurture, guide, and shape students' personalities to prepare and develop human resources. The teacher's mistake in understanding the profession, resulted in a very burdensome and boring learning atmosphere. Learning saturation can attack any kind of lesson that exists in school. One of them is the Subject of Islamic Religious Education. The problem of learning saturation related to Islamic Religious Education lessons occurred at Diponegoro Senior High School in Tumpang. The type of research used is Qualitative research, with a descriptive approach. Its data collection techniques are through observation, interviews, and documentation. Its data analysis uses data reduction, data presentation, and drawing conclusions.
Beyond Historical Narrative: Integrated Strategies for Fostering Moral Development in Sirah Nabawiyah Instruction Addin Kholisin; Mutamakin; M Yusuf Agung Subekti
TADRIS: Jurnal Pendidikan Islam Vol 20 No 2 (2025)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v20i2.18760

Abstract

This article addresses the gap in Sirah Nabawiyah instruction where traditional historical transmission often fails to foster contemporary character development. This study employs a qualitative systematic literature review, analyzing major Islamic studies and education databases through thematic synthesis. Results indicate that monolithic teaching methods are insufficient for sustaining student engagement or observable moral growth. Instead, superior outcomes emerge from integrated designs that link narrative grounding with critical source work, ethical inquiry, and student-led projects. Purposeful technology use further enhances these phases by supporting active production rather than mere digitization. The synthesis emphasizes balancing collaboration with structured reflection to internalize moral vocabulary and perspective-taking. Consequently, this article proposes a teachable methodological cycle and assessment logic for character outcomes. These findings imply that curriculum planning and teacher education should prioritize replicable integrated designs and culturally sensitive dialogue to ensure Sirah learning is both historically rigorous and ethically transformative.
Co-Authors M Yusuf Agung Subekti M.Yusuf agung Subekti Mutamakin