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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Istawa: Jurnal Pendidikan Islam Jurnal Pendidikan Islam AL-ILMI Hikmah Ilmuna: Jurnal Studi Pendidikan Agama Islam Journal of Contemporary Islamic Education Berkala Ilmiah Pendidikan at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Damhil Education Journal Al'Ulum Jurnal Pendidikan Islam at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Tahdzib Al-Akhlaq Jurnal Pendidikan Islam Social Journal of Studies in Education
Syahrur Ramli
UIN Mahmud Yunus Batusangkar
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Comparison of Reflective Thinking through Project Based Learning and Differentiated Instruction in Islamic Religious Education Based on Minangkabau Ethnography Herawati, Susi; Ramli, Syahrur; Susrizal, Silvia; Akbar, M Ravi; Delvica, Ghusti
Hikmah Vol. 22 No. 1 (2025): Januari-Juni 2025
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v22i1.510

Abstract

Low reflective thinking skills and a lack of understanding of local values among students in Islamic Religious Education are problems at State Senior High School 1 Lintau. Theoretical learning makes it difficult for students to relate religious teachings to the ethnographic culture of Minangkabau. This study aims to compare the effectiveness of project-based learning and differentiated learning models in improving students' reflective thinking skills in integrated Islamic Education lessons incorporating Keminangkabau ethnography. The study used a quantitative comparative approach through an experiment involving 158 students and 4 educators. Data were collected through questionnaires and interviews. The results indicate that the differentiated learning model is more effective in enhancing self-awareness, reflection in action, and future planning. Meanwhile, the project-based model is superior in fostering social reflection. These findings highlight the importance of selecting appropriate learning models to develop reflective skills and strengthen understanding of local values, thereby making Islamic Education more meaningful and contextual.
ANALISIS ASSESMENT KOMPETENSI KETERAMPILAN MENGAJAR DALAM PERKULIAHAN MICRO TEACHING BERBASIS NILAI KEISLAMAN PADA MAHASISWA PAI Ramli, Syahrur; Susrizal , Silvia; Herawati, Susi; Ravi Akbar, M.
Ilmuna: Jurnal Studi Pendidikan Agama Islam Vol. 7 No. 2 (2025): in Press
Publisher : Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/ilmuna.v7i2.2327

Abstract

This research aims to analyze the evaluation results of micro teaching lectures for Islamic Education students using assessment indicators of teaching skills based on Islamic values. Islamic Education students are prepared to become prospective Islamic Education teachers through basic teaching skills that consist of skills in opening, explaining, questioning, providing reinforcement, variation, using media, managing the classroom, and closing the learning process. The observation results show that the Islamic Education students have not optimally implemented Islamic values in micro teaching practices. The preliminary questionnaire results with two indicators, opening and questioning skills, indicate that 70% of respondents are not skilled in using Islamic values. This research uses a mixed method approach by combining analysis of the results of a questionnaire on Islamic teaching skills, with coursework grades and interviews. The results show that the highest micro teaching skills based on Islamic values are found in the indicators "delivering learning objectives in an Islamic way" and "providing a review of the material and relevant connections with Islamic concepts through verses and hadiths," both of which achieved 100% (Very Skilled). In contrast, the skills with the lowest achievement of Islamic values are found in the indicator "preparing students' mental state in an Islamic way," with a percentage of 50% (Less Skilled).
Perception on Building Cultural Responsiveness through ‎the Synergy of Maqasid al-Shariah and Rahmatan Lil ‎‎'Alamin in Islamic Academia Idris, T; Ramli, Syahrur; Iswantir; Akbar, M. Rafi; Darmawan, Aidil
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.26758

Abstract

This study examines cultural responsiveness through the synergy of Maqashid al-Shariah and Rahmatan Lil 'Alamin for university students. Empirical data indicate that consistent religious practice has decreased to 50.5%, despite the widespread adoption of moderation. This gap is exacerbated by cognitive repetition and a disconnect between theoretical concepts and the realities of campus life. As a result, religious literacy remains stagnant and fails to translate into meaningful social “praxis.” To address this issue, a systemic reorientation is proposed, utilizing Jasser Auda's Maqashid al-Shariah framework as an adaptive value filter to navigate modern cultural disruptions. This study employs a qualitative descriptive design, grounded in a humanistic systems approach, to explore student perceptions. The primary subjects are PAI (Islamic Religious Education) students at Universitas Islam Negeri Mahmud Yunus Batusangkar. Data were collected through reflective interviews and observations, and analyzed using the Miles and Huberman model. The findings show that students frequently adopt hedonistic digital trends, such as “cultural show-offs,” rather than religious principles for social validation. While 53.6% recognize the fundamental right to worship, maintaining consistency in religious practice remains a challenge amidst academic pressures. Additionally, participants exhibited 60.8% social empathy but lacked effective religious coping mechanisms to manage the psychological stress of culture shock. Despite their strong academic focus, 84.5% of students acknowledge the need for critical religious literacy to effectively filter misinformation in the digital world. This study highlights that synergizing Maqashid al-Shariah with Rahmatan Lil 'Alamin offers a robust defense against moral decline and radicalism. Ultimately, this framework revitalizes Islamic education, transforming it into a dynamic guide for promoting universal well-being and inclusive social harmony.
Need Analysis for Ecological Consciousness to Improve Metacognitive Awareness for Students in Islamic Learning Demina; Ramli, Syahrur; Susrizal, Silvia; Zakia, Nadia; Khadafi, Muhammad
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.27257

Abstract

This study explores the integration of ecotheology into Islamic Religious Education (PAI) to enhance metacognitive awareness among students. Given the increasing ecological crisis, particularly in Indonesia, this research addresses the gap between students' cognitive understanding of environmental issues and their moral responsibility towards nature. Using a qualitative approach, interviews were conducted with 94 12th-grade students at MAN 2 Tanah Datar, West Sumatra, to assess their needs for combining ecological consciousness with metacognitive skills. The findings indicate that 71.5% of students require integrative knowledge that merges ecological awareness with metacognitive strategies. In comparison, 55.5% express the need for structured learning steps and regulations to effectively connect these areas. The results suggest that a two-month learning process is necessary to cultivate meaningful metacognitive understanding through ecotheological integration. This study highlights the importance of fostering reflective thinking and self-regulation in students to bridge the gap between theoretical ecological knowledge and real-life behaviors. However, the study is limited by its focus on a single institution and the use of only two metacognitive indicators. Future research should expand to include a broader range of metacognitive aspects and explore the integration of ecotheology in diverse educational settings to enhance students' ecological consciousness and critical thinking skills.
Developing Differentiated Content of PAI Based on Divergent Thinking: A Define-Stage of Khalifa Abu Bakr as-Siddiq at SDN 02 Pariangan Fadhila, Gusrina; Ramli, Syahrur; Zakia , Nadia
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article In Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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

Abstract

This research aims to analyze the necessity of developing differentiated Islamic Cultural History (SKI) content during the define stage to stimulate the divergent thinking skills of elementary school students. The primary problem driving this study is the prevalence of rigid rote-learning patterns that stifle students' creativity and original ideation when attempting to understand historical dynamics. Specifically, initial diagnostic assessments at SDN 02 Pariangan revealed low performance in fluency, flexibility, originality, and elaboration indicators, as students struggled to engage with the complex leadership and strategic policies of Khalifa Abu Bakr as-Siddiq. This study utilizes a Research and Development (R&D) approach, adopting the 4D development model which encompasses the define, design, develop, and disseminate phases. The methodology is specifically focused on the Define stage, incorporating front-end analysis, learner analysis, task analysis, concept analysis, and the specification of learning objectives for eighteen sixth-grade students at SDN 02 Pariangan. Findings indicate that efforts to enhance divergent thinking are realized by integrating problematic historical narratives as a cognitive stimulus to trigger diverse, open-ended, and non-linear exploration of ideas. The form of content differentiation is implemented by presenting the biography and policies of Abu Bakr through various modalities—visual, auditory, and kinesthetic—while adjusting difficulty levels to align with each student's unique learning profile. The urgency of this research underscores the necessity of an inclusive and responsive Merdeka Curriculum to equip the younger generation with analytical sharpness and intellectual courage to navigate complex global challenges.
Integrating Maqashid Shari’a on Cultural Responsiveneness to Constructing Academic Culture Ramli, Syahrur; Fadhila, Gusrina; Husmen, Ramza; Darmawan, Aidil
Social Journal of Studies in Education Vol. 2 No. 01 (2026): Article In Press
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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

Abstract

This study aims to develop a culturally responsive instrument based on the principles of Maqashid Syariah to address the cultural identity crisis among students at the State Islamic University of Indonesia. Focusing on the integration of five essential safeguards (faith, life, reason, progeny, and wealth) with a hierarchical culturally responsive model, this study specifically examines how the levels of needs, requirements, and embellishments (tahsiniyyah) can map the inclusive attitudes of students. Using the Systematic Literature Review (SLR) methodology, this study synthesizes existing literature to build a comprehensive framework. The results of the study indicate successful integration, where Maqashid Syariah provides a strong ethical and transcendental foundation for measuring cultural responsiveness, going beyond mere social skills to embody the practice of universal Islamic values such as compassion and modesty. This instrument offers a nuanced and spiritually grounded alternative to conventional secular scales, allowing for a more holistic evaluation of how students navigate cultural plurality while remaining rooted in their religious and local wisdom.
Overcoming Dehumanization in Education: The Significance of a Love-Based Curriculum in Improving Student Learning Effectiveness Hasanah, Aisyah Ramadhani; Gustina, G; Utami, Aisyah Putri; Ramli, Syahrur; Bal'qis, Aisyah Shinta; Khairani, Arrahmi
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 1 March 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.1055

Abstract

This study aims to analyze the significance of implementing a love-based curriculum as a solution to dehumanization in education, which is characterized by the dominance of a mechanistic paradigm, excessive standardization, and neglect of the social-emotional dimensions of students. The method used qualitative phenomenology with data collection through interviews, observations, and document analysis in three secondary schools in Central Java. The results of the study reveal that the pressure of a dense curriculum and standardized assessment system does reduce the space for empathic practices. However, the findings also show that the seeds of love-based practices that have emerged, such as emotional check-ins and collaborative projects, have positive implications in terms of increasing students' sense of security, courage in learning, and more optimal cognitive function. The discussion concludes that a love-based curriculum is not only ethical but also scientifically supported as a transformative approach to enhance the effectiveness of holistic learning.
Analysis of Teachers' Specific Readiness in An In-Depth Approach to Islamic Education Learning Cahyati, Putri; Elvita, Yanti; Ilahi, Wahyu; Ramli, Syahrur; Rusdi, Luthfia Fadhila; Rosalina, Viona
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 1 March 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.1059

Abstract

This study aims to analyze the specific readiness of Islamic Religious Education (PAI) teachers in implementing the deep learning approach within the Independent Curriculum. The main issue addressed in this study is the gap between teachers’ mastery of religious content (tafaqquh fiddin) and their ability to design innovative pedagogical strategies that encourage inquiry-based learning, such as projects on Religious Moderation. This research employs a qualitative approach with a phenomenological design. The participants of this study were 12 PAI teachers from several senior high schools in Tanah Datar, West Sumatra. Data were collected through in-depth interviews, participatory observation, and document analysis. The data were analyzed using thematic analysis techniques. The findings show that teachers who successfully implement deep learning approaches are those who are able to negotiate their professional identity between maintaining religious traditions and acting as agents of pedagogical innovation. These teachers are capable of integrating the authority of religious texts with students’ critical experiences in the learning process. The study highlights the importance of strengthening Subject-Specific Teacher Readiness and Spiritually-Engaged Pedagogical Reasoning in order to support authentic teacher readiness in Islamic education.
Analysis of Academic Procrastination at Islamic University by Using Spiritual Risk Management Ramza Husmen; Syahrur Ramli; Silvia Susrizal; Muhammad Khadafi; M Ravi Akbar; Dzaky Hafizh Muttaqien; Andieni Putri Olivia Arifin; Yusuf Baihaqi; Masruchin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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

Abstract

This study aim to analyze academic procrastination in Islamic University. Internal factors sourced from motivation, skills and commitment. External factors sorced from environment, academic facilities, digital ethics and irrelevance academic method. These are making more impact for result of academics, finishing study and institution. Research implemented at PAI major of UIN Mahmud Yunus Batusangkar. Preliminary data on 2021/2022 academic year there are 42,2% higher student impacted on procrastination. Data collected from guided interview with head master of major and academic. The result is 51% form communication and outcome of study. Using spiritual risk management can encourage participants to improve their academic and decresing their problem. Implementation of commitment from inside and time management shoul be self efficacy. Spiritual activity can balancing for emotion, online games and bad friendship can be impactfull to reducing.
Build Cultural Responsiveness: Integration Model Cross Element PAI Co Curricular with Minangkabau Ethnography Silvia Susrizal; Syahrur Ramli; Susi Ratna Sari; Gusrina Fadhila; Demina
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i2.13058

Abstract

This study aims to develop a co-curricular integration model of Islamic Religious Education across elements based on Keminangkabauan ethnography to build...cultural responsivenesson students. The research method used isresearch and development(R&D) by adopting the ADDIE model (Analyze, Design, Development, Implementation, EvaluationThis research was conducted at MTsN 6 Lima Puluh Kota, West Sumatra. The results of the research produced a PAI co-curricular module integrated with four sub-themes of Minangkabau ethnography:Alua Jo Sambah(integration of Islamic values of law and contemplation with honesty, politeness and ethics),Marandang(integration of Islamic values of ta'awun and halal haram with mutual cooperation, cooperation and health), Blessings for the Village (integration of Islamic texts with the harmony of nature and the environment), as well asScars (cross-element performing arts, namely faith, morals, worship, and Minangkabau ethnography in theater, drama, and dance). Expert validation of the teaching module obtained an average score of 93% (very valid), while the practicality test by educators reached 92.6% (very practical). This model has proven effective in transforming normative Islamic values into contextual and culturally relevant learning experiences, thereby strengthening students' cultural responsiveness. However, the study also highlighted the need for a balance between cultural approaches and strengthening students' existential navigation skills so that Islamic Religious Education learning is not only a socialization of tradition, but also fosters independent thinking in facing global diversity.
Co-Authors Afrita Wahyuni Akbar, M Ravi Akbar, M. Rafi Akbar, Muhammad Ravi Andieni Putri Olivia Arifin Bal'qis, Aisyah Shinta Cahyati, Putri Darmawan, Aidil Delvica, Ghusti Demina Dzaky Hafizh Muttaqien Elvita, Yanti Fadhila, Gusrina Fadriati Fadriati Gusrina Fadhila Gustina Gustina Gustina, G Hamdi, Choirul Hasan Basri Hasanah, Aisyah Ramadhani Husmen, Ramza Idris, T Ilahi, Wahyu In'ami, Moh Iswantir M KHADAFI, MUHAMMAD Khairani, Arrahmi Lainah, Lainah M Ravi Akbar Maimori, Romi Masruchin Muhammad Khadafi Nur Faizah Pelina, Dilla Ramza Husmen Ravi Akbar, M. Ridha Ahida Ridwal Trisoni Rosalina, Viona Rusdi, Luthfia Fadhila Silvia Susrizal Silvia Susrizal Susi Herawati Susi Ratna Sari, Susi Ratna Syafri, Zulfawan Syamsul Bahri T. Idris Thongin, Arthit Utami, Aisyah Putri Wiwik Handayani Yahdillah Fahmi Yusuf Baihaqi Zakia , Nadia Zakia, Nadia Zulfani Sesmiarni