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Implementation of the Socratic Question Learning Model in Developing Critical Thinking Skills of Grade XI Students in Fiqh Learning at Madrasah Aliyah Hidayatul Mubtadiin South Lampung Faturrahman, Faturrahman; Pujianti, Etika; Widiastuti, Nur
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1422

This study aims to describe the implementation of the Socratic Question Learning Model in developing critical thinking skills of grade XI students in Fiqh learning at Madrasah Aliyah Hidayatul Mubtadiin, and to identify supporting and inhibiting factors in its implementation. The research method used is a qualitative approach with a descriptive research type. Data collection techniques include observation, in-depth interviews, and documentation, while data validity is obtained through triangulation of sources and techniques. The results of the study indicate that the implementation of the Socratic Question Learning Model is able to improve students' critical thinking skills, which is characterized by increased ability to analyze Fiqh law, compile logical arguments, contextualize Islamic law with contemporary issues, and internalize tabayyun attitudes and intellectual humility. The main supporting factors include Islamic boarding school culture (bahtsul masail), managerial policy support, and the availability of learning resources, while inhibiting factors include time constraints, differences in students' verbal abilities, and the influence of digital instant culture. This study concludes that the Socratic Question Learning Model is effective for use as a Fiqh learning strategy to develop students' critical thinking skills comprehensively and sustainably

RELEVANSI METODE PEMBELAJARAN KLASIK DALAM PENDIDIKAN AGAMA ISLAM DI ERA MODERN Yahya Tohari; Etika Pujianti; Ikhsanudin Ikhsanudin; Amelia Eka Saputri; Siti Nur Baeti
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i2.10909

This study aims to analyze the relevance of classical teaching methods in Islamic Religious Education (PAI) in the modern era. The method used is a literature review by examining various scientific articles related to PAI teaching methods, such as lectures, tahfiz (memorization), drills (practice), question and answer, as well as bandongan and sorogan. The data were analyzed descriptively using a qualitative approach to identify the characteristics, advantages, and implementation of these methods in the learning context. The results show that PAI teaching methods have diverse approaches that are still used today and remain an important part of educational practice. Classical methods such as tahfiz, drills, bandongan, and sorogan remain relevant as they support the development of memorization, skills, and students’ religious understanding. In addition, lecture and question-and-answer methods are still effective in delivering material and fostering classroom interaction. In the modern context, these methods have undergone adaptation and integration to meet students’ needs and current educational developments. In conclusion, classical teaching methods in PAI remain relevant and can be contextually developed to improve the quality of learning. ABSTRAK Penelitian ini bertujuan untuk menganalisis relevansi metode pembelajaran klasik dalam Pendidikan Agama Islam (PAI) di era modern. Metode yang digunakan adalah kajian literatur dengan mengkaji berbagai artikel ilmiah terkait metode pembelajaran PAI, seperti ceramah, tahfiz (hafalan), drill (latihan), tanya jawab, serta bandongan dan sorogan. Data dianalisis secara deskriptif kualitatif untuk mengidentifikasi karakteristik, kelebihan, dan penerapan metode dalam konteks pembelajaran. Hasil kajian menunjukkan bahwa metode pembelajaran PAI memiliki keragaman pendekatan yang masih digunakan hingga saat ini dan tetap menjadi bagian penting dalam praktik pendidikan. Metode klasik seperti tahfiz, drill, bandongan, dan sorogan tetap relevan karena mendukung pembentukan hafalan, keterampilan, dan pemahaman keagamaan siswa. Selain itu, metode ceramah dan tanya jawab masih efektif dalam penyampaian materi dan interaksi pembelajaran. Dalam konteks modern, metode-metode tersebut mengalami adaptasi dan integrasi agar sesuai dengan kebutuhan peserta didik serta perkembangan pembelajaran saat ini. Simpulan penelitian ini menunjukkan bahwa metode pembelajaran klasik dalam PAI tetap relevan dan dapat dikembangkan secara kontekstual untuk meningkatkan kualitas pembelajaran.

TEORI BELAJAR DAN KONTRIBUSINYA TERHADAP PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: KAJIAN LITERATUR Etika Pujianti; Senja Dwi Lestari; Anwar Dwi Maulana; Rizki Mubarok; Ari Kusuma Wati; Ratna Widiya Puspita Sari
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i2.11201

This study aims to describe the application of learning theories in Islamic Religious Education (PAI) learning and analyze their contributions to improving the quality of learning. The research employed a qualitative approach using a library research method. Data sources were obtained from various scientific journal articles, books, and relevant literature discussing behavioristic, cognitivistic, constructivistic, and humanistic theories in PAI learning. Data collection techniques were carried out through documentation, while data analysis used content analysis techniques. The results of the study indicate that behavioristic theory plays a role in shaping students’ religious habits and discipline through habituation and behavioral reinforcement. Cognitivistic theory helps improve students’ understanding and thinking skills regarding PAI materials. Constructivistic theory encourages students to actively construct knowledge through learning experiences and social interaction, while humanistic theory contributes to the development of students’ emotional, spiritual, and character aspects comprehensively. In addition, the integration of various learning theories is considered capable of creating PAI learning that is more effective, active, meaningful, and relevant to the needs of students in the modern era. Thus, the integrated application of learning theories can help improve the quality of PAI learning and shape students who possess religious understanding, religious attitudes, and noble character. ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan penerapan teori belajar dalam pembelajaran Pendidikan Agama Islam (PAI) serta menganalisis kontribusinya terhadap peningkatan kualitas pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan jenis studi pustaka (library research). Sumber data diperoleh dari berbagai artikel jurnal ilmiah, buku, dan literatur relevan yang membahas teori behavioristik, kognitivistik, konstruktivistik, dan humanistik dalam pembelajaran PAI. Teknik pengumpulan data dilakukan melalui dokumentasi, sedangkan analisis data menggunakan teknik analisis isi (content analysis). Hasil kajian menunjukkan bahwa teori behavioristik berperan dalam membentuk kebiasaan dan disiplin religius peserta didik melalui pembiasaan dan penguatan perilaku. Teori kognitivistik membantu meningkatkan pemahaman dan kemampuan berpikir peserta didik terhadap materi PAI. Teori konstruktivistik mendorong peserta didik untuk aktif membangun pengetahuan melalui pengalaman belajar dan interaksi sosial, sedangkan teori humanistik berkontribusi dalam pengembangan aspek emosional, spiritual, dan karakter peserta didik secara menyeluruh. Selain itu, integrasi berbagai teori belajar dinilai mampu menciptakan pembelajaran PAI yang lebih efektif, aktif, bermakna, dan relevan dengan kebutuhan peserta didik di era modern. Dengan demikian, penerapan teori belajar secara terpadu dapat membantu meningkatkan kualitas pembelajaran PAI serta membentuk peserta didik yang memiliki pemahaman keagamaan, sikap religius, dan akhlak mulia.

Manajemen Pendidikan Berbasis Hybrid Ecosystem Learning: Upaya Mewujudkan Sekolah Adaptif Di Era Society 5.0 Martiman Suaizisiwa Sarumaha; Etika Pujianti; Nasril Nasril; Mahmudah Mahmudah; Ari Supadi
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.597

Penelitian ini bertujuan untuk: (1) menganalisis konsep manajemen pendidikan berbasis Hybrid Ecosystem Learning dalam menciptakan sekolah adaptif; (2) mengidentifikasi faktor pendukung dan penghambat implementasinya di era Society 5.0; serta (3) merumuskan model manajemen adaptif yang mengintegrasikan teknologi dan interaksi sosial secara seimbang. Penelitian menggunakan pendekatan studi pustaka. Hasil menunjukkan bahwa manajemen Hybrid Ecosystem Learning efektif meningkatkan adaptabilitas sekolah melalui fleksibilitas kurikulum, kolaborasi digital-luring, dan pemberdayaan ekosistem belajar (guru, orang tua, komunitas). Faktor pendukung utamanya adalah infrastruktur digital dan kompetensi guru, sedangkan hambatan berupa beban kerja ganda dan kesenjangan akses siswa. Model manajemen adaptif yang dirumuskan menekankan siklus perencanaan partisipatif, kepemimpinan transformasional, serta evaluasi berbasis umpan balik real-time.

Islamic Religious Education Learning Strategy Etika Pujianti; Latifatul Mutoharoh; Binti Wahidatussa'diyah; Maya Sari; Siti Padilah; Rizki Maulana
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1540

Islamic Religious Education (PAI) plays a strategic role in shaping students' character to become faithful, pious, and morally upright individuals. However, in practice, PAI learning still faces various challenges, such as the dominance of conventional teaching methods, low student participation, and a lack of innovation in the use of instructional strategies. This study aims to analyze effective PAI learning strategies, including approaches, models, methods, and their implementation in improving the quality of learning in the modern era. This research employs a qualitative approach using a library research method, drawing on books, scientific journals, and other relevant references. The findings indicate that effective PAI learning strategies must integrate contextual, humanistic, and spiritual approaches, and be supported by active learning models such as cooperative learning, problem-based learning, and inquiry learning. In addition, the utilization of educational technology is a crucial factor in enhancing learning effectiveness. In conclusion, the success of PAI learning is highly dependent on teachers' creativity in designing innovative, adaptive, and relevant strategies in accordance with contemporary developments

Reconstruction of the Paradigm of Islamic Religious Education Learning Based on the Qur'an and Hadith: An Integrative, Contextual, and Transformative Approach Etika Pujianti; Arifah Feby Auliya; Fakhru Rozi; Ahmad Tarmizi; Riska Puspitasari; Lisa Kurniati
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1586

This study aims to construct a conceptual framework for Islamic Religious Education learning based on the Qur'an and Hadith in an integrative and contextual manner, emphasizing the interconnectedness of students' cognitive, affective, and psychomotor dimensions in facing moral challenges in the contemporary era. This study uses a qualitative approach with a library research method to examine the foundations of the Qur'an and Hadith in Islamic Religious Education learning and their relevance to contemporary pedagogy. The primary data are verses of the Qur'an and Hadith, supported by relevant scientific literature. Data collection is carried out through documentation and systematic literature searches. Analysis uses content analysis with a thematic approach through the stages of reduction, presentation, and conclusion drawing. Data validity is maintained through source triangulation and a hermeneutic approach to produce contextual and comprehensive meaning. The results of this study indicate that Islamic Religious Education (PAI) learning based on the Qur'an and Hadith requires an integrative, contextual, and transformative paradigm reconstruction. Pedagogical principles such as wisdom, role models, dialogue, and habituation demonstrate that Islamic teachings are not merely normative but also methodological. The integration of the cognitive, affective, and psychomotor domains emphasizes the importance of holistic personality development. Furthermore, a shift from a textual to a contextual-reflective approach is necessary for more relevant and meaningful learning. Thus, Islamic Religious Education (PAI) has the potential to become an adaptive, humanistic educational model capable of shaping students' character holistically and sustainably.

Implementation of the Socratic Question Learning Model in Developing Critical Thinking Skills of Grade XI Students in Fiqh Learning at Madrasah Aliyah Hidayatul Mubtadiin South Lampung Faturrahman Faturrahman; Etika Pujianti; Nur Widiastuti
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1422

This study aims to describe the implementation of the Socratic Question Learning Model in developing critical thinking skills of grade XI students in Fiqh learning at Madrasah Aliyah Hidayatul Mubtadiin, and to identify supporting and inhibiting factors in its implementation. The research method used is a qualitative approach with a descriptive research type. Data collection techniques include observation, in-depth interviews, and documentation, while data validity is obtained through triangulation of sources and techniques. The results of the study indicate that the implementation of the Socratic Question Learning Model is able to improve students' critical thinking skills, which is characterized by increased ability to analyze Fiqh law, compile logical arguments, contextualize Islamic law with contemporary issues, and internalize tabayyun attitudes and intellectual humility. The main supporting factors include Islamic boarding school culture (bahtsul masail), managerial policy support, and the availability of learning resources, while inhibiting factors include time constraints, differences in students' verbal abilities, and the influence of digital instant culture. This study concludes that the Socratic Question Learning Model is effective for use as a Fiqh learning strategy to develop students' critical thinking skills comprehensively and sustainably

Implementation of the Socratic Question Learning Model in Developing Critical Thinking Skills of Grade XI Students in Fiqh Learning at Madrasah Aliyah Hidayatul Mubtadiin South Lampung Faturrahman Faturrahman; Etika Pujianti; Nur Widiastuti
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1422

This study aims to describe the implementation of the Socratic Question Learning Model in developing critical thinking skills of grade XI students in Fiqh learning at Madrasah Aliyah Hidayatul Mubtadiin, and to identify supporting and inhibiting factors in its implementation. The research method used is a qualitative approach with a descriptive research type. Data collection techniques include observation, in-depth interviews, and documentation, while data validity is obtained through triangulation of sources and techniques. The results of the study indicate that the implementation of the Socratic Question Learning Model is able to improve students' critical thinking skills, which is characterized by increased ability to analyze Fiqh law, compile logical arguments, contextualize Islamic law with contemporary issues, and internalize tabayyun attitudes and intellectual humility. The main supporting factors include Islamic boarding school culture (bahtsul masail), managerial policy support, and the availability of learning resources, while inhibiting factors include time constraints, differences in students' verbal abilities, and the influence of digital instant culture. This study concludes that the Socratic Question Learning Model is effective for use as a Fiqh learning strategy to develop students' critical thinking skills comprehensively and sustainably

Integrating Scientific Values into the Islamic Religious Education Curriculum: Pedagogical Innovations and Implementation Challenges Etika Pujianti; Edy Asista; Deni Kurniawan; Heny Yuliska; Rita Handayani; Premisari Hastiani
Ambarsa : Jurnal Pendidikan Islam Vol. 6 No. 2 (2026): Islamic Religion Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Togo Ambarsari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59106/abs.v6i2.351

This study aims to analyze the integration of scientific values into the Islamic Religious Education (PAI) curriculum alongside its corresponding pedagogical innovations and implementation barriers. However, a persistent structural dichotomy between normative religious instruction and empirical scientific reasoning continues to impede holistic curriculum development in Islamic secondary schools. Employing a qualitative case study design, this research investigated authentic classroom practices and administrative structures within the school environment. Data were gathered using semi-structured interviews with key educational actors, non-participant field observations, and extensive curriculum document analysis. The collected qualitative data were systematically processed using Miles, Huberman, and Saldana’s interactive analysis model, encompassing data condensation, structured data displays, and continuous conclusion verification. The findings reveal that contextualizing Quranic scientific verses through inquiry and project-based learning transforms traditional PAI into an active analytical discipline. Hands-on greenhouse experimentation and laboratory water testing successfully bridge scriptural exegesis with empirical scientific investigation. Students demonstrate heightened critical thinking and deeper spiritual reflection when analyzing natural phenomena through integrated project-based assignments. Future research should conduct multi-site mixed-methods evaluations to develop standardized interdisciplinary professional development frameworks for religious educators across diverse Islamic educational contexts.

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