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All Journal Indonesian Journal of Educational Science (IJES) Imtiyaz : Jurnal Ilmu Keislaman International Journal of Health, Economics, and Social Sciences (IJHESS) Tafkir: Interdisciplinary Journal of Islamic Education DIKSI: Jurnal Kajian Pendidikan dan Sosial Sulawesi Tenggara Educational Journal Arus Jurnal Psikologi dan Pendidikan Journal of Education and Learning Sciences Indonesian Journal of Interdisciplinary Research in Science and Technology (MARCOPOLO) TOFEDU: The Future of Education Journal Journal of Innovative and Creativity PRIMER: Jurnal Ilmiah Multidisiplin Journal of Humanities, Social Sciences, and Education Edumaspul: Jurnal Pendidikan
Rosmiati Ramli
Fakultas Agama Islam, Universitas Muhammadiyah Parepare
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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STRATEGI PEMBELAJARAN DIFERENSIASI DALAM PENDIDIKAN AGAMA ISLAM UNTUK MENGAKOMODASI KERAGAMAN KEBUTUHAN BELAJAR PESERTA DIDIK Abdul Rahman, Nur Amalina; Rosmiati Ramli; Adyana, Nurul Ilmi; Rekha, Jeny
IMTIYAZ: Jurnal Ilmu Keislaman Vol. 10 No. 1 (2026): Maret
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/n9rmhc39

Abstract

The diversity of students’ characteristics in Islamic Religious Education (PAI) learning requires instructional strategies that are able to accommodate differences in students’ abilities, interests, and learning styles. In practice, PAI learning is often implemented using uniform approaches that have not fully addressed the diverse learning needs of students. This study aims to analyze differentiated learning strategies in Islamic Religious Education as an effort to accommodate the diversity of students’ learning needs. This research employs a qualitative approach using a literature study method by examining various academic sources such as scientific journals, books, and other scholarly publications related to differentiated instruction and Islamic education. Data were analyzed through the processes of data reduction, data presentation, and thematic conclusion drawing. The findings indicate that differentiated learning strategies in PAI can be implemented through four main aspects: content differentiation, process differentiation, product differentiation, and learning environment differentiation. The application of these strategies enables teachers to adjust learning materials, instructional methods, learning activities, and assessment forms according to students’ characteristics and learning needs. Therefore, differentiated instruction has positive implications for improving students’ engagement, understanding, and learning experiences in Islamic Religious Education, making the learning process more inclusive, adaptive, and effective.
KONSEP PENDIDIKAN BERBASIS PROSES DALAM AL-QUR’AN: ANALISIS SURAH AL-GHÂSYIYAH 17–20 DAN AL-MU’MINUN 12–16 Aliahh, Nur; Rosmiati Ramli; Sudirmanto; Siti Rondhiyah
IMTIYAZ: Jurnal Ilmu Keislaman Vol. 10 No. 1 (2026): Maret
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/x8k3x891

Abstract

This study aims to analyze the process-based educational concept in the Qur’an through an examination of Surah Al-Ghâsyiyah verses 17–20 and Surah Al-Mu’minun verses 12–16 to formulate Qur’anic pedagogical principles relevant to modern education. The research employs a qualitative approach using thematic exegesis and pedagogical analysis of the verses, supported by classical tafsir literature and educational theories. The findings reveal that both sets of verses present a systematic learning structure emphasizing empirical observation, gradual processes (tadarruj), intellectual reflection, and the integration of cognitive and spiritual dimensions. Surah Al-Ghâsyiyah illustrates a learning model based on observing real-world phenomena as the foundation of knowledge formation, while Surah Al-Mu’minun portrays the stages of human creation as a paradigm of progressive and structured learning development. These findings confirm that Qur’anic educational concepts are aligned with contemporary educational theories such as constructivism, inquiry learning, and developmental learning. Therefore, the Qur’an can be understood as a conceptual source of holistic education that positions process as the core of effective and meaningful learning.
The Role of Islamic Education Teachers in Promoting Student Discipline Through Character Based Instruction at SDN 169 Bolang, Enrekang Regency, Indonesia Sri Bulan; Rosmiati Ramli; Djamaluddin Djamaluddin; St. Warda Hanafie Das; Amir Patintingan
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.320

Abstract

This thesis examines the role of Islamic Religious Education (IRE) teachers in implementing character-based learning to improve students’ discipline at SDN 169 Bolang, Enrekang Regency. The study focuses on three main aspects: (1) the role of IRE teachers in applying character-based learning to enhance students’ discipline, (2) the character-based learning strategies employed by IRE teachers, and (3) efforts to overcome challenges in implementing character-based Islamic Religious Education that influence students’ disciplinary behavior. This research employed a qualitative approach with pedagogical and psychological perspectives. The study was conducted over a period of three months at SDN 169 Bolang, Enrekang Regency. Primary data sources included the school principal, Islamic Religious Education teachers, and school operators, while secondary data sources consisted of school documents, journals, articles, and other relevant references. Data were collected through observation, interviews, and documentation. Data analysis techniques involved data reduction, data presentation, and drawing conclusions. The validity of the data was ensured through credibility, transferability, dependability, and confirmability. The findings indicate that character-based learning through Islamic Religious Education at SDN 169 Bolang is effective in improving students’ discipline. Islamic Religious Education teachers play a central role as role models by integrating religious values into learning activities, implementing routine habituation, applying consistent rewards and educational consequences, and using active and reflective learning methods. Although challenges such as differences in students’ character, external environmental influences, and limited parental support were encountered, these obstacles were successfully addressed through strong collaboration among teachers, homeroom teachers, and parents, as well as through consistent and adaptive approaches. Consequently, the formation of students’ disciplinary character can be developed effectively and sustainably.
Strengthening Teacher Performance through Professional Ethics: Evidence from Islamic Religious Education Teachers in Indonesia Sutriana Sutriana; Rosmiati Ramli; Sumadin Sumadin; Dadang Sumarna; Raya Mangsi
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.329

Abstract

Professional ethics has become an increasingly important issue in educational improvement, particularly in the context of Islamic Religious Education (IRE), where teachers are expected to serve not only as instructors but also as moral role models. Despite extensive discussions on teacher professionalism, limited research has explored how professional ethics contributes to teacher performance within Islamic educational settings. This study investigates the implementation of professional ethics among Islamic Religious Education teachers and its contribution to teacher performance at SMP Negeri 1 Baraka, Enrekang Regency, Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews, participant observations, and document analysis involving certified IRE teachers, school leaders, and relevant educational stakeholders. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation, prolonged engagement, and member checking. The findings reveal that professional ethics are consistently implemented across personal, social, pedagogical, and professional dimensions. Teachers demonstrate strong moral integrity, professional responsibility, collaborative behavior, and commitment to continuous professional development through participation in teacher professional forums. Furthermore, ethical practices significantly influence instructional planning, classroom management, assessment implementation, and overall teaching effectiveness. The study concludes that professional ethics function not only as a moral framework but also as a strategic mechanism for enhancing teacher performance and educational quality. These findings provide practical implications for teacher development programs and contribute to the broader discourse on ethics-based educational professionalism in Islamic education.
Spiritual Habituation and Character Development in Elementary Education: A Qualitative Study from Indonesia Jumsir Jumsir; Dadang Sumarna; Rosmiati Ramli; Sumadin Sumadin; Muhammad Nur Maallah
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.333

Abstract

The growing concern over moral decline and weakening spiritual values among young learners has highlighted the need for effective approaches to character and spiritual development in schools. Although previous studies have emphasized the importance of character education, limited research has explored how habituation-based spiritual education contributes to students’ spiritual character formation in elementary school settings. This study investigates the implementation of spiritual education through habituation practices and examines its impact on students’ spiritual attitudes and behaviors at SD Negeri Kecil Banua, Indonesia. A qualitative descriptive design was employed using theological, pedagogical, and psychological perspectives. Data were collected through observations, semi-structured interviews, and documentation involving the principal, Islamic Religious Education teachers, and students. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through triangulation techniques. The findings reveal that spiritual education is effectively implemented through structured habituation activities, including daily prayers, congregational Dhuha prayer, Qur’anic recitation, greetings, and the cultivation of honesty, discipline, and respect. These practices have contributed significantly to the development of students’ spiritual awareness, worship discipline, moral responsibility, and positive social behavior. The study also identifies teacher role-modeling, supportive school policies, and a conducive religious environment as key supporting factors, whereas limited instructional time and inconsistent reinforcement outside school remain major challenges. The findings suggest that habituation-based spiritual education serves as an effective strategy for strengthening students’ spiritual character and fostering holistic development in elementary education. The study contributes to the growing literature on spiritual pedagogy and character education in primary school contexts.
Co-Authors Abdul Rahman, Nur Amalina Adyana, Nurul Ilmi Ahmad , Muhammad Ikhwan Ahmad, Muhammad Ikhwan Aliahh, Nur Amir Patintingan Andi Fitriani Djollong Asmawati, Lilik Asran, Asran Assam, Abdul Athillah, Faiq Dadang Sumarna Djamaluddin Djamaluddin Djamaluddin Djamaluddin Evi Febrianti G, Hardiman Hamran, Hamran Hanapi, Jamaluddin Hasmi Hasmi Hasnita, Hasnita Hasriani Hasriani, Hasriani Imam Pribadi Imran, Muhammad Afit Irma Irma Jumawati, Jumawati Jumsir Jumsir Jumsir, Jumsir Jupri Jupri Jusrianti, Jusrianti Kadang, Harni Kalbi Jafar Lestari, Usnul Letari, Usnul Maallah, Muhammad Nur Makki Makki, Makki Mardiati M Maswati Maswati, Maswati Muh. Iqbal Muhidin Muhammad Nur Maallah Muhammad Nur Maallah MUHAMMAD RIZAL Muhammad Zaid Mulias, Ismail Muminayah, Muminayah Nafsia Marasabessy Na’iem, Muharrir Nurhidaya Da’te Nursia, Nursia Pajarianto, Hadi Pina, Pina Raden Muliana Rahmaniah Rahmaniah Raya Mangsi Rekha, Jeny Risda Risda RISDA, RISDA Rosiana Syahbaniar Rudi Hartono Ruslan Ruslan S, Anita Saleh, Abd. Rahman Siti Rondhiyah Sri Bulan St. Warda Hanafie Das Subriani, Dewi Sudirman Herman Sudirmanto Suherni Suherni, Suherni Sukriati, Sukriati Sumadin Sumadin Sumadin Sumadin, Sumadin Sumiati AS Sumiati Sumiati Sutriana Sutriana Syamsuriah, Syamsuriah T, Dewi Tajuddin Tajuddin, Tajuddin Taro, Darmawati Taufik Taufik Ustar, Nur Aisyah Wisriani Yenni Yenni Zamri, Zamri Zulbina, Zulbina