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Integrating Heutagogy and Flipped Learning in Islamic Higher Education: A Framework for Knowledge Construction and Self-Directed Learning Fathiyatul Haq Mai Al Mawangir; Sutrisno Sutrisno; Muhammad Nasir
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.7414

The digital revolution has reshaped many sectors, including education. However, Islamic higher education institutions often remain bound by traditional methods, limiting their ability to support 21st-century learning, which values flexibility, accessibility, and learner autonomy. This study employs a literature review with a contextual and thematic analysis approach. It uses content analysis to explore the integration of the heutagogical approach and the flipped learning model within Islamic higher education settings. Findings reveal that heutagogical learning design should rest on four key principles: flexibility, learner agility, negotiated learning, and inquiry-based instruction. These principles are operationalized through six core components—explore, create, collaborate, connect, reflect, and share. Implemented through flipped learning, these elements encourage self-directed learning both before and after classroom sessions, enhancing learner engagement and addressing limitations in conventional instructional models. The synergy between heutagogy and flipped learning provides a viable framework for Islamic higher education to foster knowledge construction and autonomy. This approach not only modernizes pedagogical practices but also aligns with the Islamic objective of developing insan kamil—holistic individuals grounded in monotheism and moral character, equipped for lifelong, independent learning.

Partisipasi Masyarakat Dalam Pelestarian Hutan Lindung Bontang: Upaya Pencegahan Kebakaran Hutan dan Lahan Muhammad Nasir
Jurnal Loupe Vol 14 No 02 (2017): Edisi Desember 2017
Publisher : Jurusan Pertanian Politeknik Pertanian Negeri Samarinda Kampus Sei Keledang Jalan Samratulangi, Kotak Pos 192 Samarinda 75123

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51967/buletinloupe.v14i02.112

Forest fires in East Kalimantan almost always occur in very dry season. Therefore, forests and land, especially protected areas such as Bontang Protected Forest require the attention and participation of surrounding communities. The objectives of this study were: to analyze community perception of Bontang Protected Forest area, analyze community participation in conservation efforts, and forest fire prevention efforts in Bontang Protected Forest. The results indicated that perception of community about Bontang Protected Forest area is very good. The community has understood the benefits of protected forest, as well as on the community’s dependence on forests and land. Similarly, community participation in forest fire prevention, they have been proven to participate actively.

Implementation of Learning Management System based on Moodle Ruang Belajar for Optimizing Online Learning Siti Qomariah; Muhammad Nasir; Rahmadani Rahmadani
Jurnal Komputasi Vol. 10 No. 1 (2022)
Publisher : Jurusan Ilmu Komputer Fakultas MIPA Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/komputasi.v10i1.2957

Pandemi Covid-19 yang melanda seluruh dunia menimbulkan dampak di segala bidang salah satunya pendidikan, dimana pola pembelajaran tatap muka berubah menjadi pola pembelajaran daring dan sekarang menjadi pembelajaran campuran dimana pemebelajaran dilakukan secara tatap mukan dan juga secara virtual. Penelitian ini betujuan adalah menghasilkan pengembangan LMS sebagai media pembelajaran daring mengunakan plaform moodle dengan metode penelitian yang digunakan adalah Research and Development (R&D) dengan model pengembangan yang digunakan model ADDIE yaitu Analysis, Design, Development, Implementation, Evaluation.Â Untuk instrument penelitian adlah kuisioner dengan respondenn adalah dosen dan mahasiswa.Â Untuk pengujian aplikasi Ruang Belajar digunakan pengujian blackbox.Â Hasil penelitian menunjukan bahwa media pemebelajara ruang belajar dibangun dengan mengunkan software moodle, dengan server local adalah XAMMP.Â Pada pengujianÂ blackbox Â sistem kerja berjalan dengan baik, komponen mau fungsi juga berjalan dengan baik dapat disimpulkan bahwa LMS ruang belajar sangat setuju "digunakan dalam pembelajaran. Berdasarkan pengujian beta testing dengan instrument penelitian didapakan hasil berupa 89%Â media pembelajaran dinilai sangat setuju terhadap aplikasi ini.

Dampak Program Zakat Community Development (ZCD) Di Kelompok Penggemukan Sapi Ternak Mekar Samarinda Nahdiah Nahdiah; Mursyid Mursyid; Muhammad Nasir
Studia Economica : Jurnal Ekonomi Islam STUDIA ECONOMICA: Jurnal Ekonomi Islam | Vol. 11 | No. 1 | 2025
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/se.v0i1.23210

This study aims to trace the impact of the Zakat Community Development (ZCD) program run by BAZNAS East Kalimantan Province using a sustainable livelihood impact assessment (SLIA) which looks at 5 assets, namely natural assets, human assets, financial assets, social assets, and physical assets. This research uses a qualitative method using case studies. The data obtained from this study was through interviews and observations with BAZNAS employees of East Kalimantan Province and the Chairman of the Mekar Cattle Fattening Group as mustahik. The results of this study show that the management and utilization of natural assets in the Mekar Cattle Fattening Group has been carried out well and has an impact on the fertility of the surrounding environment. Likewise, the utilization of human, financial, social, and physical assets has increased from this group after receiving assistance from the zakat community development program, the increase in financial assets can be seen from the increase in cattle sales from this group, and the development of other businesses carried out by the group's members. The social asset is the contribution from the group to the community such as infaq, the contribution of road repairs in their area. The physical assets of this group can also be said to increase with the increase in the number of stables, besides that members of this group can also increase the ownership of personal belongings from the sale of cattle

Internalisasi Karakter Religius Berbasis Ḥablun Minallāh, Ḥablun Minannās, dan Ḥablun Minal ‘Ālam: Studi Fenomenologis Multisitus di Samarinda Safira Nur Auliya; Muhammad Nasir; Shafa Shafa; Khairul Saleh
Itqan: Jurnal Ilmu-ilmu Kependidikan Vol. 17 No. 1 (2026): ITQAN: Jurnal Ilmu-ilmu Kependidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/itqan.v17i1.2827

Developing students' religious character has become an increasingly important concern in Indonesian education amid persistent moral and social challenges affecting young people. Although religious character education has been widely discussed, limited attention has been given to how it is internalized through the interconnected dimensions of ḥablun minallāh (relationship with God), ḥablun minannās (relationship with fellow human beings), and ḥablun minal ‘ālam (relationship with the environment). This research explores how these values are internalized among junior high school students and formulates a conceptual model based on findings from a multisite phenomenological inquiry. The study was conducted at SMPN 1 Samarinda, MTsN Samarinda, and SMPIT Cordova Samarinda using a qualitative phenomenological approach. Information was generated through in-depth interviews, field observations, and document review involving school principals, teachers, and students, and was interpreted through within-site and cross-site analysis following the interactive procedures of Miles, Huberman, and Saldaña. The findings indicate that religious character develops through a gradual process consisting of value transformation, value transaction, and value internalization. These stages begin with introducing religious values in learning activities and school culture, continue through teacher role modelling and habitual religious practices, and culminate in students' voluntary commitment to practice those values in everyday life. The process produces a multidimensional form of religiosity encompassing devotion to God, social responsibility, and environmental stewardship, although each school implements it according to its own institutional culture. Based on these findings, this study formulates a Multidimensional Religious Character Internalization Model, emphasizing that sustainable religious character formation emerges from the interaction of school culture, exemplary teachers, meaningful learning experiences, and family support.

Strengthening the Profile of Pancasila Students Through Project-Based Learning Nanang Faisol Hadi; Muhammad Nasir; M. Tahir
SYAMIL: Journal of Islamic Education Vol. 11 No. 1 (2023): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v11i1.8401

The development of the times requires all elements of life to adapt, including the world of education. He is required to be more sensitive, creative and innovative. One form of this adjustment is student-centered learning in the form of project-based learning. This research uses a qualitative approach with the type of research being a case study. Researchers investigated in depth, understood and described facts about strengthening the profile of Pancasila students through project-based learning. Data was obtained through observation, interviews and documentation. Meanwhile, data analysis uses the techniques described by Miles and Huberman, data reduction, data presentation, and data verification. The results of this research show that: 1). Planning consisting of forming a project team, choosing a general theme, determining the topic, determining the dimensions, elements and sub-elements of the Pancasila student profile, and compiling teaching modules, 2). Implementation, consisting of conducting socialization with students' parents, carrying out student-centered learning, teachers always guiding students, varying learning activities, and holding learning celebrations or exhibitions, 3). Post-learning consists of students' work, reflection, evaluation, and students' new understanding of issues related to the chosen themes and topics.

Love-Based Curriculum in Indonesian Madrasahs: A Conceptual Analysis Toward Inclusive-Humanistic Islamic Education Mukhsin Mukhsin; Sahudi Sahudi; Yayat Hidayatulloh; Muhammad Nasir; Ilzam Hubby Dzikrillah Alfani
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11485

Islamic education in Indonesia faces significant challenges in fostering genuine inclusivity and countering rising intolerance within increasingly pluralistic and globalized societies. In response, the Indonesian Ministry of Religious Affairs has proposed the innovative Love-Based Curriculum (LBC) for madrasahs. This study aims to critically analyze the LBC’s conceptual framework as a model for inclusive-humanistic Islamic education and evaluate its proposed implementation strategies. Employing a qualitative library research design, this study systematically analyzed the primary policy document, Panduan Kurikulum Berbasis Cinta di Madrasah (2025), alongside relevant academic literature on inclusive pedagogy and Islamic curriculum theory. Data were examined through thematic analysis. The findings indicate that the LBC conceptualizes inclusivity through a three-pronged approach: theological deconstruction emphasizing divine attributes of love (Al-Wadud, Ar-Rahman), pedagogical integration via a hybrid ARKA model, and preventive social mechanisms rooted in restorative justice. However, the analysis also reveals conceptual tensions, such as the potential paradox between standardizing 'love' in a curriculum and its inherently subjective nature, alongside practical challenges related to teacher readiness and socio-cultural barriers. This study concludes that while the LBC presents a groundbreaking normative framework, its transformative potential hinges on addressing these contradictions through contextual adaptation, robust teacher training, and further empirical research. The study contributes a critical conceptual evaluation essential for stakeholders implementing value-based educational reforms in Islamic schooling contexts.

Strengthening the Profile of Pancasila Students Through Project-Based Learning Nanang Faisol Hadi; Muhammad Nasir; M. Tahir
SYAMIL: Journal of Islamic Education Vol. 11 No. 1 (2023): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v11i1.8401

The development of the times requires all elements of life to adapt, including the world of education. He is required to be more sensitive, creative and innovative. One form of this adjustment is student-centered learning in the form of project-based learning. This research uses a qualitative approach with the type of research being a case study. Researchers investigated in depth, understood and described facts about strengthening the profile of Pancasila students through project-based learning. Data was obtained through observation, interviews and documentation. Meanwhile, data analysis uses the techniques described by Miles and Huberman, data reduction, data presentation, and data verification. The results of this research show that: 1). Planning consisting of forming a project team, choosing a general theme, determining the topic, determining the dimensions, elements and sub-elements of the Pancasila student profile, and compiling teaching modules, 2). Implementation, consisting of conducting socialization with students' parents, carrying out student-centered learning, teachers always guiding students, varying learning activities, and holding learning celebrations or exhibitions, 3). Post-learning consists of students' work, reflection, evaluation, and students' new understanding of issues related to the chosen themes and topics.

Love-Based Curriculum in Indonesian Madrasahs: A Conceptual Analysis Toward Inclusive-Humanistic Islamic Education Mukhsin Mukhsin; Sahudi Sahudi; Yayat Hidayatulloh; Muhammad Nasir; Ilzam Hubby Dzikrillah Alfani
SYAMIL: Journal of Islamic Education Vol. 13 No. 3 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i3.11485

Islamic education in Indonesia faces significant challenges in fostering genuine inclusivity and countering rising intolerance within increasingly pluralistic and globalized societies. In response, the Indonesian Ministry of Religious Affairs has proposed the innovative Love-Based Curriculum (LBC) for madrasahs. This study aims to critically analyze the LBC’s conceptual framework as a model for inclusive-humanistic Islamic education and evaluate its proposed implementation strategies. Employing a qualitative library research design, this study systematically analyzed the primary policy document, Panduan Kurikulum Berbasis Cinta di Madrasah (2025), alongside relevant academic literature on inclusive pedagogy and Islamic curriculum theory. Data were examined through thematic analysis. The findings indicate that the LBC conceptualizes inclusivity through a three-pronged approach: theological deconstruction emphasizing divine attributes of love (Al-Wadud, Ar-Rahman), pedagogical integration via a hybrid ARKA model, and preventive social mechanisms rooted in restorative justice. However, the analysis also reveals conceptual tensions, such as the potential paradox between standardizing 'love' in a curriculum and its inherently subjective nature, alongside practical challenges related to teacher readiness and socio-cultural barriers. This study concludes that while the LBC presents a groundbreaking normative framework, its transformative potential hinges on addressing these contradictions through contextual adaptation, robust teacher training, and further empirical research. The study contributes a critical conceptual evaluation essential for stakeholders implementing value-based educational reforms in Islamic schooling contexts.

Implementation of Digital Textbooks in Islamic Religious Education to Develop Critical Thinking Skills of University Students Hani Subakti; Muhammad Nasir; Mohammad Salehudin
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 7 No. 1 (2026): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v7i1.2479

The development of globalization and digital technology has brought significant changes to higher education, driving the adoption of technology-based learning to create a more interactive and relevant experience for the current generation of students. This study aims to analyze the implementation of digital textbooks in Islamic Religious Education (IRE) at public universities, focusing on the development of students' critical thinking skills. Using a qualitative approach with a case study design, this research was conducted at a university in East Kalimantan, involving 15 informants from lecturers, students, and program administrators. Data were collected through non-participant observation, semi-structured interviews, and documentation, then analyzed using an interactive model. The findings indicate that the implementation of digital textbooks in IRE is carried out in three stages: planning, implementation, and evaluation. The digital textbooks have been proven to enhance students' ability to analyze religious issues, formulate logical arguments, and foster empathy and tolerance toward religious differences. This research also enriches the educational literature by affirming that digital textbooks not only effectively strengthen higher-order thinking skills (HOTS), but also function as a pedagogical tool that supports inclusive and multicultural religious education. Therefore, digital textbooks can be a transformative tool in shaping critical, reflective, and inclusive students in higher education.

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