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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 JRTIE
Syahrur Ramli
UIN Mahmud Yunus Batusangkar
Religion Arts Humanities Education 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.
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; 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.
Co-Authors Afrita Wahyuni Akbar, M Ravi Akbar, M. Rafi Akbar, Muhammad Ravi Andieni Putri Olivia Arifin Bal'qis, Aisyah Shinta Budi Budi Cahyati, Putri Darmawan, Aidil Darul Ilmi Darul Ilmi Delvica, Ghusti Demina Dzaky Hafizh Muttaqien Elvita, Yanti Fadriati Fadriati Fahmi, Yahdillah Gusrina Fadhila Gustina Gustina Gustina Gustina, G Hamdi, Choirul Hasan Basri Hasanah, Aisyah Ramadhani Idris, T Ilahi, Wahyu In'ami, Moh Iswantir M KHADAFI, MUHAMMAD Khairani, Arrahmi Lainah, Lainah M Fauzil Azra M Ravi Akbar Maimori, Romi Masruchin Mega Adyna Movitaria Muhammad Khadafi Mustafa Mustafa Mustafa Niatul Sovia Nur Faizah Pelina, Dilla Rahmatul Riza Ramza Husmen Ravi Akbar, M. Ridha Ahida Ridwal Trisoni Rosalina, Viona Rusdi, Luthfia Fadhila Sel Pitriyani Silvia Susrizal Silvia Susrizal Siska Andeska Putri Susi Herawati Susi Ratna Sari, Susi Ratna Syafri, Zulfawan Syafrul Syamsul Bahri T. Idris Thongin, Arthit Utami, Aisyah Putri Wiwik Handayani Yahdillah Fahmi Yanti Elvita Yusuf Baihaqi Zakia, Nadia Zulfani Sesmiarni