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This Author published in this journals
All Journal Ruhama : Islamic Education Journal Indonesian journal of teaching and learning International Journal of Islamic Thought and Humanities
Amrizon, Amrizon
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reflection on Educators' "Penyakit" to Improve Professional Competence in the Perspective of Islamic Religious Education Amrizon, Amrizon; Ritonga, Mahyudin
Ruhama : Islamic Education Journal Vol 7, No 1 (2024): Mei 2024
Publisher : Program Pascasarjana UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ruhama.v7i1.5399

Abstract

The teaching profession is central to the continuity of education, but not all educators realise this important position, so there are still some teachers who have a "Penyakit" and need a way to overcome it. Therefore, this research was conducted to find an effective remedy to overcome the teacher's "Penyakit" by looking at the perspective of Islamic education. The research was conducted with a qualitative approach, the main source of research is library references obtained from various books, journals and relevant scientific works, data collected from existing sources with careful reading techniques, then taking the meaning contained in the source. The results of the analysis prove the importance of optimising the central position of the teacher in the learning process. The position of the teacher in the classroom determines the success of learning, so the teaching profession is always fostered and developed, popularly known as "never ending development". Development is carried out by recognising the characteristics of the teaching profession first and at the same time providing feedback to the teaching profession. Islamic education views that the main key for someone who chooses to work as a teacher is sincerity, perseverance, istiqamah and responsibility.
Transformative Shifts: From Puritanical Rigidities to Cosmopolitan Flexibilities in Islamic Education Suhaimis, Suhaimis; Amrizon, Amrizon
International Journal of Islamic Thought and Humanities Vol. 3 No. 2 (2024): International Journal of Islamic Thought and Humanities
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/ijith.v3i2.221

Abstract

This journal explores the evolving dynamics within Islamic educational paradigms in the context of increasing global interconnectedness. The study investigates the transition from rigid, puritanical educational models, which emphasize strict adherence to traditional interpretations and practices, towards more flexible, cosmopolitan approaches that accommodate diversity, inclusivity, and global perspectives. Through a comprehensive literature review and qualitative analysis of case studies from various Islamic educational institutions worldwide, the research identifies key factors driving this shift. These include the influence of globalization, advancements in information and communication technologies, and the growing recognition of the need for educational systems that prepare students for the complexities of a pluralistic world. The article argues that embracing cosmopolitan flexibility in Islamic education does not necessitate the abandonment of core religious values. Instead, it advocates for a balanced approach that integrates traditional Islamic teachings with contemporary pedagogical methods and curricula that promote critical thinking, intercultural understanding, and ethical reasoning. By highlighting successful examples of transformative educational practices, the study aims to provide a framework for policymakers, educators, and scholars to develop and implement educational models that reconcile the rich heritage of Islamic knowledge with the demands of modern, globalized societies. The findings suggest that such an approach not only enhances the quality and relevance of Islamic education but also fosters a more inclusive and cohesive global Muslim community.
Curriculum of Love and Religious Moderation in Madrasah Learning: Strategy for Building a Generation with Humanistic and Tolerant Character Aslinda, Aslinda; Amrizon, Amrizon
Indonesian Journal of Teaching and Learning Vol. 4 No. 2 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i2.1477

Abstract

This study aims to explore the implementation of the curriculum of love and religious moderation in madrasah learning and assess its impact on the learning climate and students’ character development. Using a descriptive qualitative approach and a case study method, the research was conducted at MTsN 2 Tanah Datar, involving teachers, school principals, and students as subjects. Data collection techniques included in-depth interviews, participatory observation, and document analysis of teaching tools. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, employing techniques and source triangulation to ensure validity. A hermeneutic approach was applied to capture the deeper meaning of participants' experiences in implementing values of love and moderation. The findings indicate that this curriculum fosters a more harmonious classroom climate, increases student engagement, and cultivates discipline and responsibility. In conclusion, the curriculum of love and religious moderation proves effective in shaping a conducive learning environment and developing students’ humanistic and tolerant character. It is recommended for broader implementation in madrasahs, accompanied by teacher training and value-based curriculum evaluation to ensure sustainability and relevance.
Co-Authors Aslinda, Aslinda Mahyudin Ritonga Suhaimis, Suhaimis