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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 Jurnal Pustaka Indonesia Tahdzib Al-Akhlaq Jurnal Pendidikan Islam SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Social Journal of Studies in Education JRTIE
Syahrur Ramli
Universitas Islam Negeri Mahmud Yunus Batusangkar, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Eksplikasi Pendidikan Islam terhadap Konsep Merdeka Belajar Basri, Hasan; Ramli, Syahrur; In'ami, Moh; bahri, syamsul; Mustafa, Mustafa
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 5 No. 2 (2024)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v5i2.13505

Abstract

Penelitian ini menyajikan tinjauan kritis perspektif pendidikan Islam terhadap konsep merdeka belajar. Pendekatan yang digunakan adalah kulitatif dengan menggunakan library reseach guna menemukan litertur dari buku terutama artikel di jurnal yang diterbitkan dalam kurun tahun 2020 ÔÇôdimana wacana merdeka belajar sudah digulirkan, sampai 2024. Literatur yang terkumpul diklasifikasi dan dirangkum intinya sesuai topik pembahasan dengan menggunakan content analysis secara fleksibel, lalu dibangun kesimpulan dengan menggunakan analytical construct. Hasil kajian menunjukkan bahwa konsep merdeka belajar yang terambil dari konsep filsafat progresivisme menghendaki kebebasan dan kemajuan dalam pendidikan. Dalam pendidikan Islam, konsep merdeka belajar terwujud dalam bentuk kebebasan peserta didik untuk memilih menekuni suatu bidang ilmu sesuai minatnya pada kategori sains dan ß╣íaq─üfah Islam. Adapun terkait pendidikan pada aspek pembentukan kepribadian Islam, tidak diberlakukan kebebasan dalam arti bahwa setiap peserta didik tidak memilih untuk memiliki kepribadian Islam atau tidak, melainkan mereka mesti memiliki kepribadian Islami, yakni memiliki pola pikir, pola sikap dan perilaku berdasarkan ajaran Islam.┬áKata Kunci: Merdeka belajar, eksplikasi, pendidikan Islam, progresivisme.┬á
Problematika Implementasi Kurikulum Merdeka dalam Modul Ajar (Analisis Didaktis terhadap Model Pembelajaran di MTsN 6 Tanah Datar) Herawati, Susi; Faizah, Nur; Gustina, Gustina; Maimori, Romi; Ramli, Syahrur; Akbar, Muhammad Ravi
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 5 No. 2 (2024)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v5i2.13674

Abstract

Penelitian ini bertujuan untuk mendeksripsikan hasil analisis terhadap modul ajar kurikulum merdeka. Ditemukan berbagai problematika didaktis dalam menyusun TP, ATP, KKTP, dalam modul berbasis PBL, PjBL dan DBL. Guru belum memahami teknik menyusun modul ajar secara optimal. Pembelajaran yang kurang terencana akibat ketidaksiapan modul ajar mengakibatkan pembelajaran belum optimal. Jenis penelitian ini adalah penelitian lapangan menggunakan metode kualitatif deskriptif. Teknik pengumpulan data adalah wawancara dan dokumentasi. Sumber data penelitian adalah guru PAI di MTsN 6 Tanah Datar, Kepala Madrasah, dan wakil kurikulum. Teknik analisis data yang digunakan adalah reduksi, pemaparan (display data) dan penarikan kesimpulan. Teknik penjaminan keabsahan data menggunakan triangulasi. Hasil penelitian ini adalah guru memahami kewajiban untuk menyusun modul ajar berbasis kurikulum merdeka, namun mengalami beberapa kendala. Pertama, untuk merumuskan (TP) guru mesti menganalisis TP kognitif (konseptual dan factual), TP psikomotorik (prosedural), TP afektif (meta kognitif). Kedua, untuk merumuskan ATP dilandasi analisis kebutuhan peserta didik. Ketiga, untuk menyusun KKTP dan rubric harus disesuaikan dengan TP. Keempat, untuk menyusun modul PBL dan PjBL guru membutuhkan pedoman dan pelatihan dalam MGMP.
Developing Differentiated Content of PAI Based on Divergent Thinking: A Define-Stage of Khalifa Abu Bakr as-Siddiq at SDN 02 Pariangan Gusrina Fadhila; Syahrur Ramli; Nadia Zakia
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

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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 Syahrur Ramli; Gusrina Fadhila; Ramza Husmen; Aidil Darmawan
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

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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.
Effectiveness of Eco Theology Based Arabic Posters in Enhancing Reading Literacy in Mahārat al-Qirā’ah Rita Zahara Kamsir; Syahrur Ramli; Rahmatia Safitri; Zulpina Zulpina; Meisil Yanda; Suryati Suryati; Tri Rifni Rosita
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2069

Abstract

This research aims to integrate specific eco-theological values into Mahārat al-Qirā’ah (reading skills) through strategically designed visual media. By embedding these themes, the study seeks to transform language learning from a mechanical exercise into a transformative ethical experience that fosters sustainable behavior. The escalating global climate crisis necessitates an urgent pedagogical shift within Islamic higher education to address stagnant environmental literacy among students. Traditional Arabic curricula often exacerbate this by relying on classical materials that lack contextual relevance. A mixed-methods research design was employed at State Islamic University in Batusangkar to capture quantitative literacy shifts and qualitative experiences. The study involved 119 second-year Islamic Education (PAI) students from the 2024/2025 academic years, selected by purposive sampling. Data collection utilized pre-tests and post-tests alongside interviews and student reflections. Quantitative analysis was performed using T-tests and N-gain scores. The results of eco-theological posters significantly enhance student performance across all evaluated dimensions. Vocabulary Recognition and Literal Comprehension showed steady improvements of 41.1% and 42.2%, respectively. However, higher-order skills experienced a dramatic surge: Inferential Reading scores rose by 69.5%, while Ethical Synthesis demonstrated a remarkable 113.0% improvement. N-gain analysis confirmed high effectiveness, particularly in Ethical Synthesis, which achieved a score of 0.75. These findings reflect a successful transition from foundational decoding to advanced value-based interpretation. Posters act as a "semiotic bridge," successfully linking language, faith, and action. By integrating imagery and text, the media created durable memory traces and reduced the cognitive load required to process complex linguistic structures.
Challenging the Eco-Islamic Decoupling: A Critical Analysis of Strategic Gaps Between Government Mandates and Green Madrasah SWOT Capacity toward Institutional Transformation Mustafa Mustafa; Darul Ilmi; Syafrul Nalus; Yanti Elvita; Syahrur Ramli; Mega Adyna Movitaria; M Fauzil Azra
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2104

Abstract

This study investigates the profound Eco Islamic decoupling within Islamic education, focusing on the strategic gap between ambitious government green madrasah mandates and the localized operational capacities of schools. The core problem stems from top-down, unfunded environmental regulations that systematically ignore the specific SWOT profiles of educational institutions. Resolving this friction is highly urgent, as coercive mandates currently breed severe institutional exhaustion and theoretical stagnation of eco-theological values, preventing real change. Therefore, this research aims to critically analyze the structural root causes of green madrasah policy failures and deeply uncover the underlying mechanisms of organizational transformation decoupling. Utilizing a critical qualitative methodology, the study employs in-depth institutional ethnography at MTsN 3 Lima Puluh Kota. Data were rigorously collected over six months through prolonged non-participant observation, semi-structured interviews via targeted purposive sampling, and comprehensive document analysis, followed by thematic transformation analysis and source triangulation. The results reveal a catastrophic alignment failure: government mandates function as coercive technocratic mechanisms, while the green madrasah experiences them as severely underfunded administrative burdens. Consequently, schools engage in performative compliance and defensive decoupling such as fabricating sustainability reports and prioritizing superficial visual greening as rational institutional survival strategies rather than ideological rejection. The discussion concludes that authentic Eco-Islamic institutional transformation remains mathematically impossible without radically shifting from uniform, unfunded bureaucratic audits toward localized, resource-backed empowerment frameworks specifically tailored to individual green madrasah capabilities.
Pengaruh internalisasi etika digital islami terhadap pembentukan akhlak siswa MTs S balimbing Siska Andeska Putri; Sel Pitriyani; Gustina; Syahrur Ramli; Niatul Sovia; Rahmatul Riza
Journal of Research and Thought on Islamic Education (JRTIE) Vol. 9 No. 1 (2026): Journal of Research and Thought on Islamic Education (JRTIE)
Publisher : Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/nmq7w097

Abstract

This study aims to analyze the influence of Islamic digital ethics internalization on the moral formation of students at Balimbing Private Islamic Junior High School. The specific problem is the gap between students' high religious understanding (88.6–95.5%) and problematic digital behavior, such as online bullying and digital dating practices. The expected solution is strengthening internalization of honesty, responsibility, tabayyu, and ḥayā values in digital technology use as a foundation for noble character formation. The hypothesis states there is a significant positive influence of Islamic digital ethics internalization on students' moral formation, arguing that internalized Islamic values become a moral filter in digital activities while shaping character in real life. The research employed a descriptive quantitative approach with Likert-scale questionnaires distributed to 60 student respondents at students at Balimbing Private Islamic Junior High School. Data analysis used SPSS through prerequisite tests (normality, homogeneity, linearity) and hypothesis testing with simple linear regression. Results showed data were normally distributed (Sig. > 0.05), homogeneous (Sig. 0.129), and had a linear relationship (Sig. deviation from linearity 0.765). Hypothesis testing proved a significant influence with the correlation coefficient (R) of 0.654 (strong category) and a determination coefficient (R²) of 0.145, meaning Islamic digital ethics internalization contributes 42.8% to students' moral formation. The regression equation Y = 12.432 + 0.587X indicates that each one-unit increase in Islamic digital ethics internalization increases moral formation by 0.587 units. The discussion reveals that internalizing ḥayā' values as an internal filter and strengthening moral feeling are key to bridging the gap between students' religious knowledge and digital behavior.
Deconstruction of Islamic Scientific Authority: A Phenomenological Study on the Impact of Authentication Reduction Toward Pseudo Literacy Among Islamic University Eliwatis Eliwatis; Syahrur Ramli; Silfia Hanani; Salmiwati Salmiwati; Rabiha Maya Adiera; Zulfani Sesmiarni; Nadia Zakia
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.1990

Abstract

The rapid integration of Artificial Intelligence (AI) in Islamic Higher Education Institutions (PTAI) has sparked a significant shift in how students engage with religious knowledge. This study investigates the deconstruction of Islamic scientific authority, focusing on the impact of authentication reduction toward "pseudo-literacy" among Islamic Religious Education (PAI) students at UIN Mahmud Yunus Batusangkar. Utilizing a phenomenological approach combined with quantitative empirical data, this research explores the lived experiences of the 2023-2025 cohorts the "AI-native" generation. Findings indicate a critical trend of "epistemic dislocation," where students increasingly bypass traditional verification processes (isnad and tabayyun) in favor of algorithmic convenience. Statistical analysis reveals that authentication reduction has a significant positive influence on the rise of pseudo-literacy, with 82% of respondents showing high dependency on AI-generated content without cross-referencing primary classical texts (turats). Qualitative interviews further highlight "competence illusions," where students produce high volumes of text but lack deep conceptual understanding, leading to "cognitive atrophy." This phenomenon poses a serious theological and pedagogical threat, potentially producing a generation of religious educators severed from their scholarly roots. This study recommends a radical pedagogical reorientation through an "AI-Literacy with Sanad" framework, positioning AI as a supportive tool rather than a substitute for intellectual rigor. Ultimately, reclaiming scholarly authority requires reintegrating the ethics of adab and strict authentication into the digital-era curriculum to safeguard the integrity of Islamic scientific traditions.
Mapping the Discursive Barriers of Religious Moderation in Islamic Schools: A Systematic Literature Review of Sinta-Indexed Research (2019–2026) Bambang Supradi; Ali Muddin Jailani; Mustafa Mustafa; Syahrur Ramli; M Yoga Habibullah; Yudha Putra Pratama; Radhitiya Dwi Putra
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2236

Abstract

This systematic literature review investigates the structural and discursive barriers hindering the implementation of state-led religious moderation policies in Indonesian Islamic schools (Madrasahs). Utilizing the PRISMA framework to analyze 35 selected articles from Sinta-indexed journals published between 2019 and 2026, the study maps the implementation bottlenecks into three primary problem clusters: ideological-epistemological resistance, pedagogical-curricular constraints, and institutional policy ambiguities. The findings reveal a profound structural paradox: rather than fostering genuine civic tolerance, the top-down imposition of standardized moderation modules inadvertently triggers a defensive theological response from frontline educators. Driven by fears of 'theological dilution' (pendangkalan akidah) and burdened by rigid administrative compliance metrics, schools frequently resort to institutional decoupling—displaying superficial symbols of compliance while maintaining traditional, exclusionary classroom dynamics. Furthermore, a resource-driven divide exacerbates systemic inequalities between wealthy urban institutions and underfunded rural schools, forcing the latter to rely on informal, localized religious networks that fracture national standardization. This review argues that the current securitized, state-imposed approach destroys pedagogical trust and alienates educators. To overcome this impasse, policymakers must transition from punitive bureaucratic mandates toward a collaborative governance model that re-centers educational autonomy and utilizes traditional Islamic frameworks like wasathiyah.
Integrasi Literasi Digital dalam Kurikulum PAI: Tantangan dan Peluang bagi Guru di Sekolah Dasar Islam Terpadu Muh. Fauzi; Ariyogo Adi‎ Guna; Zulfani Sesmiarni; Syahrur Ramli
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.463

Abstract

This study aims to analyze the challenges and opportunities for integrating digital literacy into the Islamic Religious Education (PAI) curriculum at Integrated Islamic Elementary Schools (SDIT). Amidst the massive digital transformation, PAI teachers face pressure to adopt technology without compromising spiritual values. The research methodology used is descriptive qualitative with data collection techniques through observation, in-depth interviews, and curriculum documentation studies at SDIT. The results of the study indicate that digital literacy integration is still at the media substitution stage, where technology is used as a presentation aid but has not yet touched on a deep pedagogical transformation. The main challenges include the technological competency gap between generations of teachers, the limited digital content that is in accordance with Islamic beliefs for elementary school children, and sociocultural concerns about the negative impacts of the internet. However, this study also found significant opportunities in the use of gamification and digital portfolios that have been proven to increase student learning motivation by forty percent. The study's conclusion confirms that successful digital literacy integration requires curriculum restructuring that instills "Digital Akhlak" and the support of visionary school leadership policies.
Co-Authors Adripen Adripen Afrita Wahyuni Aidil Darmawan Akbar, M Ravi Akbar, M. Rafi Akbar, Muhammad Ravi Ali Muddin Jailani Andieni Putri Olivia Arifin Ariyogo Adi‎ Guna Bal'qis, Aisyah Shinta Bambang Supradi Budi Budi Cahyati, Putri Darmawan, Aidil Darul Ilmi Darul Ilmi Delvica, Ghusti Demina Dzaky Hafizh Muttaqien Eliwatis Eliwatis Elvita, Yanti Fadriati Fadriati Fahmi, Yahdillah Febi Nuris Putra Ferdino Wedi Sanjaya Gusrina Fadhila Gusrina Fadhila Gusrina Fadhila Gustina Gustina Gustina Gustina, G Hamdi, Choirul Hasan Basri Hasanah, Aisyah Ramadhani Idris, T Ilahi, Wahyu Iswantir M KHADAFI, MUHAMMAD Khairani, Arrahmi Lainah, Lainah M Fauzil Azra M Ravi Akbar M Yoga Habibullah Maimori, Romi Masruchin Meisil Yanda Moh Inami Movitaria, Mega Adyna Muh. Fauzi Muhammad Khadafi Mustafa Mustafa Mustafa Mustafa Nadia Zakia Nadia Zakia Niatul Sovia Nur Azizah Nur Faizah Pelina, Dilla Rabiha Maya Adiera Radhitiya Dwi Putra Rahmatia Safitri Rahmatul Riza Ramza Husmen Ramza Husmen Ravi Akbar, M. Ridha Ahida Ridwal Trisoni Rita Zahara Kamsir Rosalina, Viona Rusdi, Luthfia Fadhila Salmiwati Salmiwati Sel Pitriyani Silfia Hanani Silvia Susrizal Silvia Susrizal Siska Andeska Putri Suryati Suryati Susi Herawati Susi Ratna Sari Susi Ratna Sari, Susi Ratna Syafri, Zulfawan Syafrul Nalus Syamsul Bahri T. Idris Thongin, Arthit Tri Rifni Rosita Utami, Aisyah Putri Wiwik Handayani Yahdillah Fahmi Yanti Elvita Yudha Putra Pratama Yusuf Baihaqi Zakia, Nadia Zulfani Sesmiarni Zulfani Sesmiarni Zulfani Sesmiarni Zulpina Zulpina