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All Journal Iqra: Jurnal Ilmu Kependidikan dan Keislaman Jurnal Andi Djemma I Jurnal Pendidikan International Journal of Health, Economics, and Social Sciences (IJHESS) Jurnal Ilmu Multidisplin TAKSONOMI Journal of International Multidisciplinary Research Jurnal Cendekia Ilmiah Al I'tibar Jurnal Pendidikan Islam JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN
Andi Fitriani Djollong
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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The Essence of the Curriculum Ruslan; Nurhidayah Da’te; Andi Fitriani Djollong; Rahmaniah; Abdul Assam
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 2: April 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i2.7255

Abstract

The curriculum is the heart of the education system which has a function as a frame of reference in organizing the learning process. In essence, a curriculum is not just a written document containing a list of subjects, but a comprehensive design that includes the entire learning experience planned and guided by an educational institution. The curriculum is dynamic because it is easily adapted to circumstances and adaptive to the development of the times, reflecting the philosophical, sociological, psychological, and pedagogical values embraced in the education system of a country. As a tool to achieve educational goals, the curriculum contains four main interrelated components: objectives, material or content, learning strategies or methods, and evaluation. The objectives of the curriculum are derived from the objectives of national education which reflect the aspirations of the community. Curriculum materials are selected and designed to achieve these goals. Learning strategies determine the approaches, methods, and techniques used in implementing the curriculum. As for evaluation, it serves to measure the success rate of achieving goals and provide feedback for curriculum improvement. In terms of implementation, the curriculum has three forms: the written curriculum (intended curriculum), the implemented curriculum (implemented curriculum), and the experienced curriculum (experienced curriculum). The gap between these three forms of curriculum is often a challenge in achieving educational effectiveness. Therefore, curriculum development needs to be carried out systematically, scientifically, and involving various stakeholders to ensure the relevance, sustainability, and significance of the curriculum in facilitating the optimal development of students' potential.
Integration Of Artificial Intelligence In Learning Islamic Religious Education Based On Emotional Intelligence In Primary Schools Dwi Priyanto; Annisa Nuraisyah Annas; Andi Fitriani Djollong; Khaerul Khaerul; Yasir Arafat
Journal of International Multidisciplinary Research Vol. 3 No. 5 (2025): Mei 2025
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr1238

Abstract

This research aims to analyze the integration of artificial intelligence (AI) in Islamic Religious Education (PAI) learning based on emotional intelligence (EQ) in elementary schools in order to increase the effectiveness of adaptive and characterful learning. This study focuses on the use of AI to personalize teaching materials, strengthen spiritual values, and develop students' empathy and social skills through an EQ-based approach. The method used is literature study by analyzing various sources such as journals, books and articles related to AI, PAI and EQ-based learning. The research results show that AI integration can facilitate interactive and enjoyable learning, while the EQ approach strengthens students' internalization of religious and emotional values. However, its success depends on collaboration between technology, teachers and a curriculum oriented towards the holistic development of children. 
Studi Regulatif dan Relasinya dengan Formulasi Kurikulum Pendidikan Agama Islam Era Revolusi Industri 4.0 Abdul Muqtadir. S; Ade Hastuty; Baharuddin; Hasmuddin; Jaswan; Andi Fitriani Djollong
Jurnal Ilmu Multidisiplin Vol. 4 No. 1 (2025): Jurnal Ilmu Multidisplin (April–Mei 2025)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jim.v4i1.844

Abstract

Revolusi Industri 4.0 telah membawa perubahan signifikan dalam berbagai aspek kehidupan, termasuk dalam bidang pendidikan. Pendidikan Agama Islam (PAI) sebagai salah satu elemen fundamental dalam sistem pendidikan nasional tidak terlepas dari dampak transformasi ini. Regulasi pendidikan memiliki peran krusial dalam menyesuaikan kurikulum agar tetap relevan dengan perkembangan zaman, terutama dalam menghadapi tantangan digitalisasi, otomasi, dan globalisasi. Penelitian ini bertujuan untuk mengkaji regulasi yang mengatur kurikulum PAI serta menganalisis relasinya dengan formulasi kurikulum yang adaptif terhadap era Revolusi Industri 4.0. Pendekatan penelitian yang digunakan adalah kualitatif dengan metode studi kepustakaan (library research), di mana berbagai dokumen regulatif seperti Undang-Undang Sistem Pendidikan Nasional, Peraturan Menteri Pendidikan dan Kebudayaan, serta kebijakan terkait kurikulum PAI dianalisis secara mendalam. Selain itu, penelitian ini juga mengkaji konsep-konsep terkait Revolusi Industri 4.0 dan implikasinya terhadap pendidikan Islam.Hasil penelitian menunjukkan bahwa regulasi pendidikan memiliki peran sentral dalam menentukan arah dan substansi kurikulum PAI. Dalam konteks Revolusi Industri 4.0, kurikulum PAI dituntut untuk lebih fleksibel dan inovatif dengan mengakomodasi teknologi digital, kecerdasan buatan, serta model pembelajaran berbasis daring dan hybrid. Regulasi yang ada saat ini sebagian besar masih berorientasi pada pola konvensional, sehingga diperlukan pembaruan yang lebih progresif agar kurikulum PAI dapat menyiapkan peserta didik yang tidak hanya memiliki pemahaman agama yang kuat, tetapi juga mampu beradaptasi dengan dinamika global yang semakin kompleks. Penelitian ini merekomendasikan adanya sinergi antara pemangku kebijakan, pendidik, dan akademisi dalam merancang kurikulum PAI yang berbasis teknologi, tanpa menghilangkan esensi nilai-nilai Islam. Implementasi pendidikan berbasis digital, penguatan kompetensi guru dalam teknologi pendidikan, serta integrasi nilai-nilai keislaman dalam era digital menjadi langkah strategis dalam menjawab tantangan Revolusi Industri 4.0. Dengan demikian, regulasi pendidikan harus terus berkembang agar dapat mengakomodasi perubahan zaman, tanpa mengurangi esensi ajaran Islam dalam kurikulum PAI.
Components and Models of PAI Curriculum Development Raden Muliana; Nafsia Marasabessy; Andi Fitriani Djollong; Sudirman; Wisriani
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 3: July 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i3.8203

Abstract

The curriculum as an educational design has a very strategic position in all aspects of educational activities. Given the importance of curriculum development in education, preparation should refer to a strong and strong foundation. The foundation of curriculum development is not only needed by curriculum (macro) or written curriculum which is often referred to as the ideal curriculum, but must also be understood and used as a basis for consideration by the curriculum implementer (micro), namely education supervisors and teachers and other parties related to the task of education management, as a material that will be used as an instrument in coaching the implementation of the curriculum in each type and the level of education. With this important position, curriculum development cannot be done carelessly, but must be based on various considerations, or foundations so that it can be used as a foothold in organizing the educational process, so as to facilitate the achievement of educational and learning goals more efficiently and effectively.
Studi Dinamika Sains, Sosial, dan Filosofis Serta Relevansinya dengan Pendidikan Agama Islam Maswati; Ishak; Ardianto; Ambo Dalle; Muhammad Ilyas; Andi Fitriani Djollong
TAKSONOMI: Jurnal Penelitian Pendidikan Dasar Vol. 5 No. 2 (2025): TAKSONOMI: Jurnal Penelitian Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Muhammadiyah Buton

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Dinamika sains, sosial, dan filosofis merupakan aspek yang terus berkembang dalam kehidupan manusia, memengaruhi berbagai bidang, termasuk pendidikan agama Islam. Studi ini menyoroti hubungan antara perkembangan ilmu pengetahuan, dinamika sosial, serta pemikiran filosofis dalam membentuk perspektif pendidikan Islam yang lebih kontekstual dan relevan dengan tantangan zaman. Dengan pendekatan analitis-kritis, artikel ini mengkaji bagaimana integrasi ketiga aspek tersebut dapat memperkaya metode pengajaran dan pemahaman agama Islam dalam sistem pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif-analitis untuk mengkaji dinamika sains, sosial, dan filsafat serta relevansinya dengan pendidikan agama Islam. Pendekatan ini dipilih karena memungkinkan peneliti untuk mengeksplorasi secara mendalam dan komprehensif keterkaitan antara perkembangan ilmu pengetahuan, perubahan sosial, serta landasan filosofis yang membentuk paradigma integratif dalam pendidikan Islam. Hasil kajian menunjukkan bahwa sinergi antara sains, sosial, dan filsafat tidak hanya memperdalam pemahaman teologis, tetapi juga meningkatkan daya kritis serta adaptasi peserta didik terhadap perkembangan global. Oleh karena itu, pembelajaran agama Islam diharapkan tidak hanya berorientasi pada normatifitas ajaran, tetapi juga mempertimbangkan dinamika keilmuan dan sosial agar tetap relevan dan aplikatif dalam kehidupan sehari-hari.
Development of Madrasah Curriculum in Indonesia Muhammad Zaid; Muharrir Na'iem; Andi Fitriani Djollong; Nur Aisyah Ustar; Muminayah
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 7 No. 3: July 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i3.8339

Abstract

National education and is considered a newcomer who is considered to have many problems in terms of quality, management and curriculum. The madrasah curriculum continues to be perfected by referring to the development of the times and the needs of the community. Decree of the Minister of Religion No. 184 of 2019 emphasizes the importance of religious moderation, character education, and local content in the madrasah curriculum. With this policy, it is hoped that madrasas can innovate in the implementation of the curriculum, so that graduates have strong religious knowledge and good skills and character to face global challenges.
Model Penilaian Moderasi Beragama Dalam Pembelajaran PAI Untuk Penguatan Karakter Toleran Dan Inklusif Taufik Taufik; Andi Fitriani Djollong; Usnul Lestari; Hamran Hamran; Syamsuriah Syamsuriah
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.475

Abstract

Religious moderation is a crucial effort in building a tolerant and inclusive character in educational settings, particularly in Islamic Religious Education (PAI) learning. This literature review aims to examine relevant and applicable assessment models for religious moderation in the context of Islamic Religious Education (PAI) learning in schools. A literature-based approach was used to identify concepts, principles, and implementation of assessment models that support the strengthening of students' character. The analysis shows that religious moderation assessments assess not only cognitive aspects but also affective and psychomotor aspects, oriented toward the values ​​of justice, balance, tolerance, and respect for diversity. Effective assessment models include authentic assessments, observation-based attitude assessments, reflective journals, portfolios of moderation values, and collaborative projects across religions and cultures. The implementation of these models strengthens students' spiritual and social dimensions while fostering a peaceful and harmonious school culture. Therefore, developing an assessment model for religious moderation in PAI is a strategic part of creating a generation with moderate, open characters and appreciating differences as part of the nation's diversity.
Integrasi Taksonomi Bloom Digital Dalam Evaluasi Kompetensi Spiritual Dan Kognitif Peserta Didik Pada Pembelajaran Pendidikan Agama Islam Jupri Jupri; Andi Fitriani Djollong; Irma Irma; Jumawati Jumawati; Muhammad Afit Imran
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.476

Abstract

The development of digital technology has transformed the paradigm of Islamic Religious Education (PAI) learning, including the evaluation of students' spiritual and cognitive competencies. One relevant approach in this context is the application of Bloom's Digital Taxonomy, which is a development of the classic Bloom's Taxonomy with adaptations to 21st-century skills. This literature review aims to analyze the integration of Bloom's Digital Taxonomy in Islamic Religious Education (PAI) learning evaluation, specifically in comprehensively assessing students' spiritual and cognitive competencies. The research was conducted through a literature review of various national and international scientific sources relevant to the themes of digitalization of learning, authentic assessment, and character education based on Islamic values. The results indicate that Bloom's Digital Taxonomy provides a systematic framework for developing evaluation instruments that involve higher-order thinking skills and the appreciation of spiritual values. Through the use of digital media such as reflective apps, da'wah vlogs, or e-portfolios, PAI teachers can assess students' analytical, synthesis, and evaluation skills while also observing their spiritual development. This integration requires teachers to be creative, innovative, and technologically literate so that assessments emphasize not only cognitive aspects but also facilitate the holistic development of students' character and faith.
Penilaian Kecerdasan Spiritual Sebagai Pendekatan Interdisipliner Dalam Pendidikan Islam Abd. Rahman Saleh; Andi Fitriani Djollong; Muhammad Ikhwan Ahmad; Suherni Suherni; Sukriati
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.477

Abstract

Spiritual intelligence is a crucial dimension in shaping students' character and personality, balancing intellectual, emotional, and spiritual aspects. In the context of Islamic education, assessing spiritual intelligence serves as a strategic instrument for measuring the success of a learning process that focuses not only on cognition but also on values ​​of faith, morality, and social sensitivity. This study, a literature review, aims to examine the concept of assessing spiritual intelligence as an interdisciplinary approach in Islamic education. The analysis was conducted through a review of various current scientific sources related to spiritual intelligence theory, interdisciplinary paradigms, and principles of Islamic educational evaluation. The results indicate that assessing spiritual intelligence can be conducted through the integration of psychological, educational, and Islamic theological dimensions, prioritizing affective, reflective, and contextual approaches. The application of this assessment model encourages students to internalize Islamic values ​​in real life. Thus, assessing spiritual intelligence serves not merely as a measuring tool but also as a means of fostering students' character and spirituality. This study recommends the development of an interdisciplinary assessment instrument oriented toward the formation of a perfect human being in modern Islamic education.
REFLEKSI METODOLOGIS PENELITIAN LAPANGAN DALAM PENDIDIKAN AGAMA ISLAM: INTEGRASI NILAI KEISLAMAN DAN PENDEKATAN ILMIAH Muhaemin, Sulfikar; Suparman Mannuhung; Husnul Khatimah; Andi Fitriani Djollong
Jurnal Andi Djemma | Jurnal Pendidikan Vol. 9 No. 1 (2026): Januari 2026
Publisher : Universitas Andi Djemma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35914/anb1q041

Abstract

Tujuan penelitian ini adalah untuk memperjelas metodologi penelitian lapangan dalam bidang pendidikan Islam (PAI) dengan menyoroti pentingnya mengintegrasikan prinsip-prinsip Islam dengan penelitian ilmiah. Penelitian ini menggunakan pendekatan kualitatif reflektif dengan fokus pada analisis konseptual dan kajian kepustakaan, yang dipadukan dengan penelitian empiris sebagai landasan metodologis. Data diperoleh dari tinjauan pustaka, temuan penelitian sebelumnya, dan interpretasi reflektif terhadap praktik penelitian lapangan dalam PAI. Materi dianalisis secara deskriptif-reflektif, yang menyoroti hubungan antara prinsip-prinsip spiritual Islam dan keilmuan ilmiah. Temuan penelitian menunjukkan bahwa keberhasilan penelitian lapangan dalam PAI sangat bergantung pada kemampuan peneliti untuk menyeimbangkan tujuan sains dan agama serta mempertimbangkan bias mereka sendiri selama proses analisis. Integrasi prinsip-prinsip Islam dan ilmiah menjadikan penelitian lebih persuasif dan memastikan bahwa hasilnya tidak hanya relevan secara akademis tetapi juga spiritual. Dengan demikian, refleksi metodologis ini memberikan kontribusi bagi pengembangan paradigma penelitian PAI yang holistik, humanis, dan berorientasi Islam.  
Co-Authors Abd. Rahman Saleh Abdul Assam Abdul Muqtadir. S Ade Hastuty Ade Risna Sari Al-Amin Ambo Dalle Annisa Nuraisyah Annas Ardianto Baharuddin Dwi Priyanto Eka Sukmawati Erwin Hamran Hamran Hasmuddin Heriady Husnul Khatimah Irma Irma ISHAK Jaswan Jeny Rheka Jumawati Jumawati Jupri Jupri Khaerul Khaerul Khaerul Khairani Maswati Moh. Imron Rosidi Mohammad Ahmad Bani Amer Muh. Fitrah Muhaemin, Sulfikar Muhammad Afit Imran Muhammad Ikhwan Ahmad Muhammad Ilyas Muhammad Zaid Muharrir Na'iem Muminayah Mumu Muzayyin Maq Nafsia Marasabessy Noka, Isara Abda Nur Aisyah Ustar Nur Aliah Nurhidayah Da’te Nurul Ilmi Adyana Raden Muliana Rahmaniah Ruslan Sudirman Sudirmanto, Sudirmanto Suherni Suherni Sukriati Suparman Mannuhung Suredah Hamid Syamsuriah Syamsuriah Taufik Taufik Usnul Lestari Wisriani Zainuddin