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All Journal Bunayya : Jurnal Pendidikan Anak Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial Takuana: Jurnal Pendidikan, Sains, dan Humaniora Lencana: Jurnal Inovasi Ilmu Pendidikan TOFEDU: The Future of Education Journal Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Indonesian Journal of Islamic Education Indonesian Journal of Innovation Multidisipliner Research Referensi Islamika: Jurnal Studi Islam
Juliana Batubara
Universitas Islam Negeri Imam Bonjol Padang
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Social Learning Theory and Constructivism from the Perspective of Islamic Psychology Mutia Chairunnisa; Nurfarida Deliani; Juliana Batubara
The Future of Education Journal Vol 4 No 9 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1231

Abstract

The development of modern education demands a learning approach that not only focuses on cognitive aspects, but also develops social, moral, and spiritual skills. However, learning practices in many educational institutions are still dominant using lecture methods and have not been integrated with Islamic learning, so they lack effective learning theory. This study aims to describe Bandura's social learning theory and Piaget and Vygotsky's constructivism as a conceptual foundation for learning that is in line with the principles of Islamic education. Through a qualitative method based on literature studies, this study examines the literature on educational psychology and Islamic references to understand the characteristics, components, and implications of the two theories in holistic learning. The results show that social learning theory, which emphasizes the process of observation, modeling, and social reinforcement, is in line with the concept of exemplary (uswah hasanah) in Islam. Meanwhile, Piaget and Vygotsky's constructivism that emphasizes cognitive development, social interaction, and scaffolding in the Zone of Proximal Development (ZPD) is also in line with Islamic learning that is gradual, dialogical, and experiential. These findings provide a direction that these modern psychological theories can be the basis for the development of Islamic learning that touches on intellectual, spiritual, emotional, and social aspects, as well as become a theoretical foothold for a more comprehensive and contextual model of Islamic education.
Analysis of the Physical Environment and Socio-Emotional Environment in an Islamic Psychopedagogical Perspective and Its Implementation in Contemporary Education Rifqah Husnul Khatimah; Juliana Batubara; Nurfarida Deliani
The Future of Education Journal Vol 4 No 9 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1306

Abstract

From the standpoint of Islamic psychopedagogy and its applicability to modern education, this article explores the concepts of physical environment and socio-emotional environment.  This study examines theories from educational professionals and Quranic foundations for learning environments, which are crucial to the success of the educational process, using a qualitative library research technique. The results show that learning assessment functions not only as a measurement tool for cognitive achievement but also as a means of fostering affective and psychomotor development. Islamic principles emphasize fairness, proportionality, accountability, and appreciation for effort, which align with modern assessment approaches such as authentic assessment and competency-based evaluation. Current issues including imbalance between formative and summative assessment, the challenge of assessing character, and the integration of digital technology are also discussed. This study concludes that holistic assessment-integrating pedagogical theory and Islamic values is essential to developing an equitable and meaningful learning process.
Co-Authors Ahmad Sabri Berillya Imandika Dinda Dwi Azizah Febriyoli Elfa Gusril Kanedi Miftahul Husnah Muhammad Syahril Mutia Chairunnisa Nur Manna Nurfarida Deliana Nurfarida Deliani Ridhatul Husna Rifqah Husnul Khatimah Tomi Satria Wina Susanti Yusnil Khoiriah Siregar Zilfadlia Nirmala