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All Journal Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Gema Wiralodra Tarbiyah: Jurnal Ilmu Pendidikan dan Pengajaran Review of Education, Science, and Technology
Akbar, Meiza Fajar
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Landasan Psikologi Kurikulum Akbar, Meiza Fajar; Firdaus, Ahmad Haikal
TARBIYAH: Jurnal Ilmu Pendidikan dan Pengajaran Vol 2 No 2 (2023)
Publisher : DIKLINKO JOURNALS PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.1342/tarbiyah.v2i2.132

Abstract

This research discusses the psychological foundation, which is one of the principles in curriculum development, as it influences human behavior and how they learn. The psychological foundation in curriculum development plays a key role in designing educational curricula. In this context, the psychological foundation of the curriculum includes a deep understanding of students' cognitive, emotional, and social development. Articulating learning objectives that align with the stages of psychological development can enhance educational effectiveness. The research method used is library research, a type of qualitative research involving the collection, analysis, processing, and presentation of books, journals, and texts related to the research theme as reference materials in the form of a literature report. The research findings on the psychological foundation of the curriculum reveal two concepts: 1) the psychological foundation of the curriculum includes Developmental Psychology, Learning Psychology, and Social Psychology. 2) The elements of the curriculum foundation encompass Student Development and Curriculum, Learning Psychology, and Curriculum Development.
Transformative Islamic Education from the Perspective KH Abdullah Munjul (Study of Manuscript Layang Siti Hasanah) Zaimudin, Zaimudin; Ghofur, Abdul; Akbar, Meiza Fajar
Gema Wiralodra Vol. 15 No. 2 (2024): Gema Wiralodra
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/gw.v15i2.692

Abstract

The "Layangan Siti Hasanah" manuscript, a significant Islamic text, provides valuable insights into historical educational practices. This research explores how its teachings can be applied to contemporary Islamic education to foster meaningful change and personal growth. The study involves a detailed analysis of the manuscript’s content, focusing on its educational methodologies and philosophies. It examines how these principles can be integrated into modern educational frameworks to enhance critical thinking, moral development, and holistic learning. Key findings reveal that the manuscript contains educational approaches that align with transformative educational goals. These approaches include methods for developing critical thinking and ethical understanding, which are relevant to current educational practices. The research suggests that incorporating these traditional principles into contemporary Islamic education can create a more dynamic and effective learning environment. By merging historical insights with modern needs, educators can promote both academic and personal development in students. Overall, this study highlights the importance of integrating traditional Islamic teachings with modern educational methods to achieve a transformative educational experience that benefits students in various aspects of their lives.The method used in this research is qualitative, while the approach used is the historical and anthropological approach to Islamic education, then the data collection techniques used are documentation and interviews and data analysis in the researcher's research using philological and symbiotic analysis. The results of research on Transformative Islamic education in the Layang Siti Hasanah manuscript according to KH Abdullah Munjul are divided into 3 domains of Transformation, namely: 1. Syariat teachings, 2. Tarekat teachings. 3. Marifat teaching.
Relevansi Ar-Risālah al-Waʿdīyah Karya Imām Al-Ghazālī terhadap Pengembangan Keilmuan Pendidikan Agama Islam Kontemporer Hidayat, Ade Ramli; Sumanta, Sumanta; Akbar, Meiza Fajar; Rozak, Anam Khoirul
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

Perkembangan globalisasi dan digitalisasi telah memunculkan berbagai problematika dalam Pendidikan Agama Islam (PAI), seperti krisis moral, degradasi spiritual, pendangkalan religiusitas, serta keterputusan antara ilmu dan amal pada peserta didik. Fenomena ini menunjukkan bahwa pembelajaran PAI masih cenderung berorientasi kognitif dan belum mampu menyentuh dimensi afektif serta transformasi perilaku. Artikel ini bertujuan menganalisis relevansi dan kontribusi pemikiran Imām al-Ghazālī dalam Ar-Risālah al-Waʿdīyah terhadap pengembangan keilmuan dan praktik PAI kontemporer. Penelitian menggunakan metode kualitatif dengan pendekatan studi kepustakaan, melalui analisis teks risalah dan literatur ilmiah mutakhir terkait pendidikan Islam. Hasil kajian menunjukkan bahwa Ar-Risālah al-Waʿdīyah mengandung prinsip fundamental pendidikan Islam, seperti tazkiyat al-nafs, integrasi ilmu dan amal, kesadaran eskatologis, pembinaan akhlak, serta keteladanan pendidik. Prinsip-prinsip tersebut memiliki kontribusi signifikan dalam penguatan kurikulum PAI, pengembangan pedagogi reflektif dan spiritual, serta perluasan riset interdisipliner. Dengan demikian, pemikiran al-Ghazālī tetap relevan sebagai landasan konseptual untuk membangun PAI yang holistik, transformatif, dan kontekstual.
Pedagogi Islam dan Modernitas Digital: Pembentukan Moral dan Integrasi Teknologi Berorientasi Nilai dalam Pendidikan Agama Islam Saidah, Zahrotus; Nabila, Nabila; Munjiat, Siti Maryam; Akbar, Meiza Fajar
Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Vol. 24 No. 2 (2025): Islam, Local Wisdom, and Social Transformation in Contemporary Muslim Societie
Publisher : Pascasarjana UIN ANTASARI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/albanjari.v24i2.18591

Abstract

The rapid digitalization of education has transformed Islamic Religious Education (PAI) while simultaneously generating significant pedagogical and normative challenges, particularly in sustaining Islamic pedagogy and moral–spiritual formation within digital learning environments. When digital media integration is not guided by value-oriented pedagogy, PAI risks becoming technocratic and instrumental, undermining its core mission of cultivating akhlaq karimah, religious consciousness, and ethical agency among learners. This study aims to analyze and formulate a digital media integration model for PAI learning in Cirebon that is pedagogically transformative and normatively grounded in Islamic educational values. Using a mixed methods approach with a sequential explanatory design, quantitative data were collected through a survey of 30 PAI teachers in schools and madrasahs in the Cirebon region, followed by qualitative data from open-ended interviews. Data were analysed using descriptive statistics and the Miles and Huberman qualitative model, drawing on TPACK theory, the SAMR model, and an Islamic pedagogy framework emphasizing the integration of ‘ilm, iman, and ‘amal salih. The findings indicate that digital integration in PAI remains largely at substitution and augmentation levels, yet reflective, contextual, and collaborative digital practices significantly enhance student engagement and moral internalization. The study concludes that effective digital integration in PAI requires a value-conscious Islamic pedagogical framework supported by institutional policy and continuous professional development.
Co-Authors Abdul Ghofur Firdaus, Ahmad Haikal Hidayat, Ade Ramli Nabila, Nabila Rozak, Anam Khoirul Siti Maryam Munjiat Sumanta, Sumanta Zahrotus Sa'idah Zaimudin, Zaimudin