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Ramadhona, Agustian
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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CITIZENSHIP EDUCATION (CIVIC EDUCATION) IN THE ERA OF DEMOCRATIZATION Ramadhona, Agustian
Academy of Education Journal Vol. 14 No. 2 (2023): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v14i2.1899

Abstract

This paper discusses about the linkage of democracy and civic education. Civic education is a vehicle to sustain and develop democracy. It is important to create democratic citizens and to support democracy. In response to the process of democracy in Indonesia, civic education should be reformed in order to prepare students to be good citizens. Effective civic education for democratic citizenship treats three basic components; knowledge of citizenship and government in democracy, cognitive skills of democratic citizenship, disposition and development characteristics of democratic citizenship
Internalization of Qur’anic Values in Islamic Religious Education Learning: A Qur’anic Pedagogical Perspective Zein, Muhammad; Ramadhona, Agustian
Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i1.2922

Abstract

This study explores the integration of Qur’anic values within Islamic Religious Education (IRE) by employing a Qur’anic pedagogical lens that emphasizes holistic character formation, spiritual awareness, and transformative learning. The research addresses the central question of how Qur’anic principles can be systematically internalized in classroom practices to enhance students’ ethical, cognitive, and affective development. Using a qualitative descriptive approach supported by textual analysis of Qur’anic verses, curriculum documents, and classroom observations, the study maps pedagogical strategies that align instructional processes with Qur’anic educational ideals. The findings reveal that internalization occurs effectively through three interconnected dimensions: value-oriented learning design, dialogical and reflective teaching methods, and teacher modeling grounded in prophetic pedagogy. These dimensions foster deep moral consciousness, strengthen students’ spiritual identity, and encourage ethical decision-making in daily life. The study concludes that Qur’anic pedagogy offers a robust framework for cultivating meaningful learning experiences in IRE, requiring educators to integrate scriptural values not merely as cognitive content but as lived practices embedded in pedagogical interactions.
Co-Authors Zein, Muhammad