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All Journal Islamika: Jurnal Keislaman dan Ilmu Pendidikan ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Pransiska, Selvi
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Religion Social Sciences Other

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Implementation of the Problem Based Learning (PBL) Model in Islamic Religious Education Learning and Its Implications for the Critical Thinking Ability of Students of SMAN 1 Rejang Lebong Pransiska, Selvi; Sari, Dewi Purnama; Nasution, Aida Rahmi
ISLAMIKA Vol 6 No 1 (2024): JANUARI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v6i1.4355

Abstract

Education plays an important role in human life, so improving in all aspects is needed, both in terms of teachers as educators and students. Education, which as an effort to humanize humans, must be able to help humans develop their potential. This study aims to find out implementation of the problem based learning (PBL) model in islamic religious education learning and its implications for the critical thinking ability of students of sman 1 rejang lebong. This research uses a descriptive method of Analysis with a type of qualitative research, which is a type of research that describes phenomena or facts on the object under study to take the essence of each phenomenon. Problem Based Learning implementation model which includes planning, implementation and evaluation. The study of Religious Education at SMAN 1 Rejang Lebong is to prepare the appointment of annual learning programs, semester programs, syllabus, lesson plans, and selection of teaching materials. The implementation of the Problem Based Learning Model in teaching Islamic Religious Education is to convey basic competencies and teaching objectives. Keidua, divide students into groups. Third, show students to discuss the problem presented. Fourth, convey the results of the discussion to the front of the class and to other listening groups, while the other group is given the opportunity to speak, imitate suggestions, criticisms, and input. After the presentation is over. Fifth, the teacher evaluates the results of the discussion.
Integrasi Nilai Moderasi Beragama dalam Mata Kuliah Perbandingan Pendidikan Islam di Perguruan Tinggi Pransiska, Selvi
ALSYS Vol 6 No 3 (2026): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i3.9542

Abstract

The prevalence of religious understanding that tends to be exclusive in the campus environment underscores the importance of strengthening religious moderation through structured and sustainable academic pathways. This study aims to examine the concept of integrating religious moderation values into the Islamic Education Comparison course, analyze its implementation in the learning process, and formulate an integrative model that is applicable and replicable in Islamic higher education. This study employed a qualitative approach with a case study design in the Islamic Religious Education Study Program at IAIN Curup, with fourth-semester students selected purposively as the research subjects. Data were collected through participatory observation, in-depth interviews, and curriculum documentation, and were then analyzed using an interactive model that included data condensation, data display, and iterative conclusion drawing. The results revealed three main findings. First, the values of religious moderation, such as tawassuth, tawazun, tasamuh, and i'tidal, have been implicitly embedded in the curriculum structure, but have not yet been standardized as measurable learning outcomes. Second, the implementation of religious moderation took place organically through a dialogic-comparative approach that was proven to transform students’ religious orientation from exclusive to inclusive. Third, this study produced the KTIM Model (Comparative-Transformative-Inclusive-Moderate) as a structured and applicable integration framework. These findings contribute to the development of a moderation-based Islamic education curriculum that is responsive to the needs of Indonesia’s plural society and underscore the importance of integrating the values of religious moderation more systematically into learning in Islamic higher education.
Co-Authors Aida Rahmi Nasution Gunawan Gunawan