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All Journal JIE (Journal of Islamic Education) Tunas: Jurnal Pendidikan Guru Sekolah Dasar Journal of Islamic Education
Ciptadi, M. Teguh
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Religion Humanities Education Environmental Science Social Sciences Other

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Story-Based Exploratory Learning Model to Improve Students' Critical Thinking Skills and Religious Understanding Ciptadi, M. Teguh; Mochtar, Asmaji; Maksun, Toha
JIE (Journal of Islamic Education) Vol. 10 No. 1 (2025): JIE: (Journal of Islamic Education) January-June
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil in collaboration with Letiges & Association of Muslim Community in ASEAN (AMCA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/jie.v10i1.604

Abstract

This research explores the use of the story of Prophet Musa and Khidr in Surah Al-Kahfi as an exploratory learning model to enhance students' critical thinking skills and religious understanding. Employing a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving various stakeholders, including teachers, students, and administrative staff. The validity of the data was ensured through triangulation and member checking, while thematic analysis was utilized to interpret the findings. The study reveals that the integration of the story into the learning process fosters an interactive environment where students engage in critical reflection and discussion. Through guided inquiry and collaborative learning, students develop their analytical skills as they navigate religious concepts in a meaningful context. This process encourages students to draw connections between their faith and personal experiences, thereby enhancing their critical thinking capabilities. The originality of this research lies in its innovative adaptation of a traditional narrative into a modern educational framework, offering insights into the practical application of Qur'anic stories in classrooms. By focusing on the process of learning rather than solely on outcomes, this study contributes to the discourse on value-based education in Islamic settings and demonstrates the potential of story-based learning to cultivate critical thinkers in contemporary education.
Story-Based Exploratory Learning Model to Improve Students' Critical Thinking Skills and Religious Understanding Ciptadi, M. Teguh; Mochtar, Asmaji; Maksun, Toha
Journal of Islamic Education Vol. 10 No. 1 (2025): JIE: (Journal of Islamic Education) January-June
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/jie.v10i1.604

Abstract

This research explores the use of the story of Prophet Musa and Khidr in Surah Al-Kahfi as an exploratory learning model to enhance students' critical thinking skills and religious understanding. Employing a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving various stakeholders, including teachers, students, and administrative staff. The validity of the data was ensured through triangulation and member checking, while thematic analysis was utilized to interpret the findings. The study reveals that the integration of the story into the learning process fosters an interactive environment where students engage in critical reflection and discussion. Through guided inquiry and collaborative learning, students develop their analytical skills as they navigate religious concepts in a meaningful context. This process encourages students to draw connections between their faith and personal experiences, thereby enhancing their critical thinking capabilities. The originality of this research lies in its innovative adaptation of a traditional narrative into a modern educational framework, offering insights into the practical application of Qur'anic stories in classrooms. By focusing on the process of learning rather than solely on outcomes, this study contributes to the discourse on value-based education in Islamic settings and demonstrates the potential of story-based learning to cultivate critical thinkers in contemporary education.
The Essence of Teachers and Ideal Islamic Religion Teachers: Thought of Ki Hajar Dewantoro, KH. Ahmad Dahlan, KH. Hasyim Asy'ari, Hamka, and Maria Montessori Kholisotin, Lilik; Ciptadi, M. Teguh; Faridi, Faridi; Tobroni, Tobroni
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 9 No. 1 (2023): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v9i1.6509

Abstract

This research investigated Ki Hajar Dewantoro, KH. Ahmad Dahlan, KH. Hasyim Asy'ari, Hamka, and Maria Montessori viewed about the essence of teachers and ideal Islamic Religious Education (PAI) teachers. By using review literature approach, this research showed systematic and focused research methodology. First, research identified research problem and searched relevant literature source. Then literature sources were selected and evaluated based on inclusion and quality criteria. Data were collected and analysed to answer research problem. The view of Ki Hajar Dewantoro emphasized students' freedom, creativity and spirituality, with PAI teachers stimulating spiritual values and inter-religious tolerance. KH. Ahmad Dahlan proposed moderate and inclusive Islamic education, with PAI teachers who teached Islamic values in balanced and as model. KH. Hasyim Asy'ari saw knowledge, wisdom and noble moral in Islamic education, with criteria of professional, loving, authoritative, look after themselves, kept working, good teaching and broadminded PAI Teachers. Hamka initiated comprehensive understanding of religion, involving all aspects of life, and created responsible human. Maria Montessori emphasized experience-based approach, where PAI teachers created learning environment that supported students' exploration, creativity and direct experience. This research result summarized the conception of ideal PAI teachers and teachers, including freedom, creativity, spirituality, moderation, science, wisdom, noble morals, comprehensive understanding of religion, and experience-based approach. These findings gave deep insight into the importance of holistic education that configurated the character of young generation who character and responsibility.
Co-Authors Faridi Faridi Lilik Kholisotin Maksun, Toha Mochtar, Asmaji Tobroni Tobroni