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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Journal of Enterprise and Development (JED) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Perspektif Journal Of World Science Journal of Computer Science and Information Systems (JCoInS) Jurnal Ekonomi Syariah dan Bisnis Edunity: Kajian Ilmu Sosial dan Pendidikan Jurnal Kajian Islam Modern Jurnal Indonesia Sosial Sains Eduvest - Journal of Universal Studies I-PHILANTHROPY: A Research Journal on Management of Zakat and Waqf Neraca: Jurnal Ekonomi, Manajemen dan Akuntansi Kultura: Jurnal Ilmu Sosial dan Humaniora Triwikrama: Jurnal Ilmu Sosial Mandub: Jurnal Politik, Sosial, Hukum dan Humaniora Causa: Jurnal Hukum dan Kewarganegaraan Jurnal Budi Pekerti Agama Islam Maklumat: Journal of Da'wah and Islamic Studies Holistik Analisis Nexus Al-Mahkamah: Islamic Law Journal Rihlah Iqtishad: Jurnal Bisnis dan Keuangan Islam
Muhammad Misbakul Munir
Universitas Muhammadiyah Jakarta
Religion Aerospace Engineering Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Neuroscience Physics Public Health Social Sciences Other

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Epistemologi Konstruktivisme dalam Pembelajaran di Sekolah Dasar Islam: Kajian Teoritis dan Implikasi Praktis Hamidah, Itsnani Nur; Nurfadillah, Dilla; Caniago, Renaldo; Yadi, Dede; Munir, Muhammad Misbakul
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.38411

Abstract

Tantangan pembelajaran di era modern menuntut pendekatan yang tidak sekadar mentransfer informasi, melainkan membangun pemahaman yang mendalam pada diri peserta didik. Epistemologi konstruktivisme menawarkan landasan filosofis yang relevan untuk menjawab tantangan tersebut, khususnya di lingkungan Sekolah Dasar Islam yang memiliki kekhasan dalam memadukan ilmu umum dan nilai-nilai keislaman. Artikel ini bertujuan mengkaji landasan epistemologi konstruktivisme menurut Piaget dan Vygotsky, menganalisis titik temunya dengan konsep epistemologi Islam, serta merumuskan implikasi praktisnya bagi guru Sekolah Dasar Islam. Kajian ini menggunakan pendekatan studi konseptual berbasis analisis literatur dari jurnal-jurnal ilmiah nasional dan internasional serta buku-buku referensi yang relevan. Epistemologi konstruktivisme memandang pengetahuan bukan sebagai sesuatu yang diterima secara pasif, melainkan dibangun secara aktif oleh individu melalui interaksi dengan lingkungan. Pandangan ini sejalan dengan epistemologi Islam yang menekankan penggunaan akal ('aql), potensi fitrah manusia, serta prinsip iqra' sebagai dorongan untuk terus mencari dan mengonstruksi ilmu. Titik temu kedua pandangan ini menghasilkan model pembelajaran yang aktif, bermakna, dan berkarakter islami. Guru Sekolah Dasar Islam perlu menginternalisasi prinsip-prinsip epistemologi konstruktivisme yang bersinergi dengan epistemologi Islam sebagai fondasi dalam merancang pembelajaran yang tidak hanya mencerdaskan secara kognitif, tetapi juga membentuk karakter peserta didik yang beriman dan berpikir kritis.
Al-Ghazali’s Perspective on the Innate Nature of Teachers to Improve the Quality of Islamic Education Muhammad Misbakul Munir
Jurnal Indonesia Sosial Sains Vol. 7 No. 5 (2026): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v7i5.2350

Abstract

This study is motivated by the tendency of contemporary Islamic education systems to emphasize cognitive and administrative aspects while neglecting spiritual and moral dimensions, thereby reducing the role of teachers to mere knowledge transmitters. This research aims to examine the concept of teacher’s fitrah from the perspective of Abu Hamid al-Ghazali and its relevance in improving the quality of Islamic education. The study employs a qualitative approach using library research, with primary data derived from Al-Ghazali’s works and secondary data from relevant academic literature. Data analysis is conducted through content analysis and a hermeneutic approach to interpret the meaning of texts comprehensively. The research gap lies in the limited number of studies that position teachers as subjects possessing their own fitrah that requires continuous development, rather than focusing solely on students. The findings reveal that teacher’s fitrah encompasses spiritual, moral, and intellectual potentials that must be actualized through self-purification (tazkiyat al-nafs), exemplary conduct, and holistic competence development. The implementation of this concept leads to a paradigm shift in education, strengthens teacher character, and enhances the quality of learning interactions. Teacher’s fitrah becomes a fundamental element in constructing an integrative, value-oriented, and sustainable Islamic education system.
MAQASHID AL-SHARIAH IN EDUCATION FOR ENHANCING THE QUALITY OF TEACHERS AND EDUCATIONAL PERSONNEL Muhammad Misbakul Munir Misbah; Harapandi Dahri
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 7 No 2 (2026): Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/leadership.v7i2.4707

Abstract

This study examines the implementation of Maqāṣid al-Sharīʿah in enhancing the quality of teachers and educational personnel at Muhammadiyah Boarding School (MBS) Ki Bagus Hadikusumo Bogor. Using a qualitative case study design, data were collected through in-depth interviews, observations, and document analysis, and analyzed thematically based on a systems-oriented maqāṣid framework. The findings reveal that the institutional philosophy of al-uṣūl al-khamsah—comprising sound faith, proper worship, noble character, comprehensive knowledge, and social contribution—functions as an operational translation of maqāṣid principles in educational practice. These values are systematically integrated into recruitment, professional development, performance evaluation, and daily institutional culture. Teachers and educational personnel are developed not only as competent professionals but also as individuals with strong ethical integrity, spiritual awareness, and social responsibility. The study also finds that organizational practices such as continuous training, collective leadership, and value-based discipline reinforce a holistic model of human resource development. This research demonstrates that Maqāṣid al-Sharīʿah provides a relevant and adaptable framework for improving educational quality by integrating intellectual, moral, and institutional dimensions. The findings contribute to the development of a value-based educational model and offer practical insights for strengthening human resource management in Islamic educational institutions. Keywords: Islamic Educational Institutions, Maqashid Shariah, Teachers and Educational personnel  Abstrak Penelitian ini mengkaji implementasi Maqāṣid al-Sharīʿah dalam meningkatkan kualitas guru dan tenaga kependidikan di Muhammadiyah Boarding School (MBS) Ki Bagus Hadikusumo Bogor. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus, di mana data dikumpulkan melalui wawancara mendalam, observasi, dan analisis dokumen, kemudian dianalisis secara tematik berdasarkan kerangka maqāṣid berbasis sistem. Hasil penelitian menunjukkan bahwa filosofi institusi al-uṣūl al-khamsah—yang meliputi akidah yang lurus, ibadah yang benar, akhlak mulia, ilmu yang komprehensif, dan kontribusi sosial—berfungsi sebagai bentuk operasionalisasi prinsip maqāṣid dalam praktik pendidikan. Nilai-nilai tersebut terintegrasi secara sistematis dalam proses rekrutmen, pengembangan profesional, evaluasi kinerja, serta budaya kelembagaan sehari-hari. Guru dan tenaga kependidikan tidak hanya dikembangkan sebagai profesional yang kompeten, tetapi juga sebagai individu yang memiliki integritas etis, kesadaran spiritual, dan tanggung jawab sosial yang kuat. Penelitian ini juga menemukan bahwa praktik kelembagaan seperti pelatihan berkelanjutan, kepemimpinan kolektif, dan disiplin berbasis nilai memperkuat model pengembangan sumber daya manusia yang holistik. Maqāṣid al-Sharīʿah terbukti memberikan kerangka yang relevan dan adaptif dalam meningkatkan kualitas pendidikan melalui integrasi dimensi intelektual, moral, dan kelembagaan, serta berkontribusi pada pengembangan model pendidikan berbasis nilai dan penguatan manajemen sumber daya manusia dalam lembaga pendidikan Islam. Kata Kunci: Guru dan Tenaga Kependidikan, Lembaga Pendidikan Islam, Maqashid Shariah
KONSEP DASAR UMPAN BALIK DALAM PEMBELAJARAN: SEBUAH KAJIAN PUSTAKA TENTANG PERAN DAN FUNGSINYA DALAM MENINGKATKAN HASIL BELAJAR Tutin Darisa; Yuniarti Wahyuning Mastuti; Erniawati; Muhammad Misbakul Munir
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15044

Abstract

Feedback is an essential component of learning that plays an important role in improving the quality of the learning process and students’ learning outcomes. However, in practice, feedback is often limited to the provision of scores or brief comments and has not been optimally utilized as a tool for improving learning. This study aims to examine the basic concepts of feedback in learning and analyze its roles and functions in enhancing students’ learning outcomes. The study employed a qualitative approach using a library research method. Data were collected from various scientific literature sources, including academic books, national and international journal articles, and other relevant scholarly documents. Data analysis was conducted through content analysis and thematic analysis to identify key concepts, principles, and findings related to feedback in learning. The findings indicate that effective feedback should be specific, clear, relevant, and delivered in a timely manner. Feedback is also closely related to formative assessment because it helps students identify mistakes, strengthen conceptual understanding, increase learning motivation, and develop self-regulation and metacognitive skills. In addition, feedback functions as a pedagogical communication tool that supports more interactive and student-centered learning. Therefore, feedback can be concluded as a strategic element in learning that significantly contributes to improving the quality of both the learning process and learning outcomes when designed and implemented effectively.
I, Implementasi IMPLEMENTASI PANCASILA SEBAGAI DASAR FILOSOFIS SISTEM PENDIDIKAN DI INDONESIA Rita Mulyati; Wahida Rahma; Entus Edo Bregiansah; Danti Dahlia; Ahmad Suryadi; Muhammad Misbakul Munir
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.47477

Abstract

As the philosophical foundation of Indonesia, Pancasila comprises five core principles that have a significant impact on the country's education system. These principles govern the development, implementation, and evaluation of the curriculum, reflecting the nation's educational goals and expected outcomes for students. This article analyzes the philosophical foundations of Pancasila, focusing on the content and graduate competency standards, their relationship to educational goals, and their impact on the national curriculum. By applying a literature review, this research focuses on the significance of Pancasila in guiding curriculum development and teaching methodologies in Indonesia. The results indicate that Pancasila serves as the primary philosophical reference for the Indonesian education system, particularly in terms of character development, tolerance, citizenship education, and inclusive teaching practices. This research also investigates the development of content and graduate competency standards in the Indonesian education system, taking into account changes in government policy and the philosophical principles of Pancasila. However, further study is needed to examine how these philosophical principles influence other educational criteria.
Co-Authors Adawiyyah, Nur Laila Maulida Agus Suradika Ahmad Nuh Ahmad Suryadi, Ahmad Alamsyah, Sal Sabila Alan Setiawan Alia Cahyani Apipah, Neng Ulpa Asfihani, Asfihani Bianda, Ryan Caniago, Renaldo Danti Dahlia Deni Iskandar E Mulya Syamsul E. Mulya Syamsul Entus Edo Bregiansah Erniawati Fakhrurazi Fakhrurazi FARIHEN, FARIHEN Fero Arum Cahyani Gunaepi, Aang Hamidah, Itsnani Nur Harapandi Dahri Hilya zulva Huslan Husada MARIA BINTANG Masyitoh Masyitoh Masyitoh Masyitoh, Masyitoh Muhaimin, Ahmad Muhammad Faiz Zidan Muhammad Muttaqin Muhibban Muhibban , Muhibban Muhibban Muhibban Muhibban Muhibban MUHIBBAN, MUHIBBAN Muti, Ahmad Nuh, Ahmad Nur Hasan Nurfadillah, Dilla Nurul Amalia Rahmat Hidayat H Refki Saputra Saputra Refki Saputra, Refki Rima Hafidz Ramadhani Rita Mulyati Ryan Bianda Saiful Bahri Saiful Bahri Sal Sabila Alamsyah Salsabila, Unik Hanifah Sopa Sopa Syahnur Aida Alifia Syahputra, Ali Imran Wahyu Tutin Darisa Wahida Rahma Yadi, Dede Yuniarti Wahyuning Mastuti