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All Journal Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan jurnal syntax admiration Education Curiosity Jurnal Pendidikan Islam Al Ikhlas
Syaifuddin Sabda
Universitas Islam Negeri Antasari Banjarmasin, Indonesia
Religion Aerospace Engineering Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Memahami Tujuan Pendidikan Islam, Multi, Inter dan Transdisipliner Mushofa Mushofa; Syaifuddin Sabda; Ridhahani Fidzi; Husnul Yaqin
Jurnal Syntax Admiration Vol. 5 No. 10 (2024): Jurnal Syntax Admiration
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jsa.v5i10.1661

Abstract

This paper discusses understanding the purpose of Islamic education in a multi, inter and transdisciplinary approach. This issue is very urgent, given the importance of understanding the teachings of Islam in a comprehensive manner. Islam as a religion does not only teach the realm of ubudiyah, but also mu'amalah. It is in the realm of mu'amalah that humanity is faced with the complexity of life problems that must be resolved. Especially in modern times like today, an approach from various scientific angles is needed. This research is in the form of library research with a qualitative descriptive approach. After the study, it is concluded that Islamic education is not just a transfer of knowledge, but also a holistic process that forms individuals with noble character. In the context of an increasingly advanced life, Islamic education as a scientific discipline cannot stand alone in solving problems in society. There is a need for multi, inter and transdisciplinary science, so scientific integration here is very necessary.
Epistemological and Pedagogical Challenges of Kalam Education in the Merdeka Curriculum: A Critical Analysis of Islamic Education Learning Outcomes in Indonesian Senior High Schools Siti Lufni; Syaifuddin Sabda
EduCurio: Education Curiosity Vol 4 No 3 (2026): Mei-Agustus 2026
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/ecu.v4i3.2046

Abstract

The implementation of the Merdeka Curriculum emphasizes the development of critical thinking, character building, and contextual learning within Islamic Religious Education (PAI). One of the key components of Grade XII PAI is Kalam Education, which aims to strengthen students’ theological understanding through a rational approach. This study critically analyzes the Learning Outcomes (Capaian Pembelajaran/CP) of Kalam Education at the senior high school level using a qualitative approach, library research, and critical curriculum analysis. The analysis focuses on four dimensions: philosophical orientation, curriculum document structure, pedagogical implementation, and learning outcomes. The findings reveal three major challenges: the tension between doctrinal reinforcement and critical reasoning, the demand for abstract theological reasoning, and the limited availability of pedagogical guidance. This study proposes the Contextual Kalam Learning Framework (CKLF), which integrates theological literacy, critical reasoning, religious moderation, and digital religious literacy.
Kurikulum Madrasah di Indonesia antara standarisasi nasional dan distingsi keagamaan: Telaah kritis atas arah pengembangan pendidikan Muhammad Qusairi; Syaifuddin Sabda
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Sekolah Tinggi Agama Islam (STAI) AL-IKHLAS DAIRI SIDIKALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64677/ppai.v3i1.521

Abstract

Madrasahs occupy a distinctive position within Indonesia’s national education system as formal educational institutions that are required to comply with national standards while simultaneously preserving their Islamic identity. This dual mandate places the madrasah curriculum within a dynamic negotiation between the demands of national standardization and the need to maintain religious distinctiveness. This study aims to critically examine the construction of the madrasah curriculum in Indonesia in relation to national standardization policies and efforts to sustain the distinctive characteristics of Islamic education. The study employed a qualitative approach using library research. Data were collected from madrasah curriculum policy documents, national education standards, and relevant academic literature. Data were analyzed through critical content analysis involving data reduction, thematic presentation, and critical interpretation. The findings reveal that national standardization plays an important role in ensuring educational quality, equity, accountability, and graduate competitiveness; however, it may also encourage administrative compliance and curricular uniformity when implemented rigidly. Meanwhile, the religious distinctiveness of madrasahs cannot be limited to the inclusion of additional religious subjects but must be integrated into educational goals, academic culture, learning processes, character formation, and the promotion of religious moderation. The study further identifies several major challenges, including the limited integration of religious and general sciences, insufficient teacher capacity for integrative learning, and the predominance of document-oriented curriculum implementation. Therefore, the development of the madrasah curriculum should be directed toward an integrative model that positions national standards as a quality framework while placing religious distinctiveness as the epistemological, pedagogical, and moral foundation of Islamic education. Such a model enables madrasahs to produce graduates who are academically competent, religiously grounded, moderate, adaptable to change, and firmly rooted in Islamic values.
Multi, Inter, and Transdisciplinary Approaches in Islamic Education Learning at SDIT Robbani Banjarbaru: A Field Case Study Nina Arifa; Husnul Yaqin; Ridhahani Fidzi; Syaifuddin Sabda
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 1 : Al Qalam (January 2026 - Special Edition: Islamic Studies)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i1.5882

Abstract

This article discusses the implementation of multidisciplinary, interdisciplinary, and transdisciplinary approaches in Islamic Education learning in Islamic Elementary Schools. Through a case study at SDIT Robbani Banjarbaru, this research aims to identify the practice of integrating Islamic knowledge and values in a holistic learning process. A qualitative method with a case study approach was used to deeply explore the dynamics of teachers, students, and the learning strategies implemented. The results of the study indicate that the integrative approach is able to encourage integration between religious knowledge and general knowledge, as well as shape students' character spiritually, intellectually, and socially. Furthermore, this study found that the application of multidisciplinary, interdisciplinary, and transdisciplinary approaches encourages the creation of a contextual, active, and enjoyable learning atmosphere. Teachers not only act as transmitters of knowledge, but also as facilitators, motivators, and role models who internalize Qur'anic values in each subject. In this way, students not only acquire cognitive knowledge but also experience the process of developing morals and life skills relevant to the challenges of the modern era.
Co-Authors Husnul Yaqin Muhammad Qusairi Mushofa Mushofa Nina Arifa Ridhahani Fidzi Siti Lufni