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All Journal Jurnal Ilmiah Hukum LEGALITY Jurnal At-Tarbiyat : Jurnal Pendidikan Islam
Uswatun Khasanah
Faculty Of Islamic Studies, Universitas Darul Ulum Islamic Center Sudirman, Semarang, Indonesia
Religion Education Law, Crime, Criminology & Criminal Justice

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The Implementation of research-based Merdeka Belajar curriculum in Islamic religious education study programs in Indonesia Afiful Ikhwan; Fina Kholij Zukhrufin; Moh. Subhan; Darliana Sormin; Uswatun Khasanah
Legality : Jurnal Ilmiah Hukum Vol. 33 No. 2 (2025): September
Publisher : Faculty of Law, University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/ljih.v33i2.40611

Abstract

This study aims to explain the research-based learning model, its implementation in the Islamic Education Philosophy course, its implications for students, and its primary focus on improving students' critical thinking skills, thereby encouraging them to actively build knowledge through literature analysis and field findings. This study employs a qualitative approach, focusing on a case study within the Islamic Religious Education Undergraduate Study Program at Universitas Muhammadiyah Ponorogo. Data collection techniques include interviews with lecturers and the head of study programs, observation of learning activities, documentation of RPS, Google Classroom, and publication of results to evaluate the implementation and effectiveness of research-based learning. Data validity testing involves triangulating sources, methods, and conducting member checks to ensure data credibility. Data analysis using the Miles, Huberman, and Saldana models involves condensation, data display, and conclusion. The research learning model for the Islamic Education Philosophy course consists of five steps: downloading 20 journals; creating a research model canvas (RMC) research guideline; collecting data, compiling research articles, and submitting articles; peer review and mind-mapping of research results; and publishing articles and evaluating lectures. The theoretical implications of the research-based learning model are the development of students' critical and analytical thinking skills. In contrast, the practical consequences include enhancing research and publication skills, as well as contributing to the advancement of Islamic education science. This study describes a learning model that enhances students' critical thinking skills in Islamic Education Philosophy by addressing philosophical challenges and traditional, monotonous learning methods. This model contributes to the development of Islamic education science and students' research skills.
The Role of Internet Based Learning in Promoting Self-Directed Learning Among Students in Islamic Education Hamilaturroyya mila; Putri Ainur Rohmah; Uswatun Khasanah; Ahmad Zaki Mubarok; Muhammad Miftachurrachman
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 8 No. 3 (2025): Digital Cultural Transformation and Islamic Character Education
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.88i3.80

Abstract

The rapid development of internet technology has significantly transformed learning practices, highlighting the urgency of fostering self-directed learning (SDL) among students. This issue is particularly relevant in Islamic Religious Education (PAI), where digital media can potentially enhance student autonomy, critical reflection, and engagement. This study aims to explore the role of internet-based learning in promoting SDL among students at MTs Yaspi Pakis, Magelang. Using a qualitative case study approach, data were collected through in-depth interviews with teachers and students, participatory classroom observations, and document analysis. The data were analyzed using Miles and Huberman’s interactive model, including data reduction, presentation, and conclusion drawing. Findings indicate that while internet access and platforms such as Google, WhatsApp, and YouTube are widely utilized, students remain highly dependent on teacher guidance, exhibit limited motivation for independent exploration, and often use digital media for entertainment rather than academic purposes. Other barriers include low digital literacy, limited access to devices, lack of interactive digital content, weak parental support, and insufficient pedagogical design. The study concludes that internet-based learning alone does not guarantee increased autonomy in learning unless supported by improved digital literacy, interactive pedagogy, and collaboration among teachers, parents, and institutions. These findings contribute to the discourse on integrating technology into Islamic education by emphasizing the need for systemic interventions. Future research should explore broader contexts, employ mixed methods, and focus on developing innovative digital learning designs tailored to religious education.
Co-Authors Afiful Ikhwan Ahmad Zaki Mubarok Darliana Sormin Fina Kholij Zukhrufin Hamilaturroyya mila Moh. Subhan Muhammad Miftachurrachman Putri Ainur Rohmah