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All Journal Journal of Education and Learning (EduLearn) Edukasia Islamika: Jurnal Pendidikan Islam
Ahmad Luqman Hakim
King Abdul Aziz University
Religion Humanities Education Library & Information Science Social Sciences Other

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PRADAEC Learning Model in Determining the Success of al-Qur’an Hadith Cognitive Learning and as a Religious Moderation Among Students of Islamic Schools Ely Mufidah; Ismail; Ibnu Hadjar; Ahmad Luqman Hakim
Edukasia Islamika : Jurnal Pendidikan Islam Vol 7 No 2 (2022): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v7i2.6242

Abstract

Al-Qur'an Hadith are sources of law for Muslims. It is crucial to apply teaching and learning models that are easy for teachers and students to understand and form religious moderation. This study explains how the PRADAEC learning model determines the success of cognitive learning of Islam students while also accommodating religious moderation. Based on the results of this library study, there are seven stages (syntax) in the PRADAEC learning model: Preview, Read, Ask, Discuss, Answer, Explain, and Correction. Second, the seven stages of the PRADAEC learning model are then implemented in three learning components, namely: 1) Introduction, including Preview, 2) core activities, namely Read, Ask, Discuss, Answer and Explain and 3) Closing, namely Correction. Third, the stages (syntax) of the learning process include Preview, Read, Ask, Discuss, Answer, Explain, and Correction. The conditions show that the PRADAEC model improves the cognitive learning of Al-Qur'an Hadith while also accommodating students' religious moderation. The enhancement of local school values such as honesty, mutual respect, and courtesy among students needs to concern the values, assumptions, understandings, beliefs, and expectations that are upheld and used by the school, which determines the behaviors in dealing with internal and external parties.  
Progressive Islamic education model: synergizing holistic character and multiple intelligences Sutarman Sutarman; Hanif Cahyo Adi Kistoro; Parjiman Parjiman; Ahmad Luqman Hakim
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.24998

Abstract

Deep gaps between modern proficiency and spiritual advancement are still found. The separate curriculum pattern in the majority of traditional Islamic boarding schools tends to prioritise memorization methods rather than holistic growth. The main investigation in this research is focused on the synergy of strengthening holistic character and multiple intelligences in progressive Islamic education at the Muhammadiyah boarding school (MBS) Pleret, Yogyakarta. Through a qualitative phenomenological approach, data were collected through documentation, field observations, and in-depth interviews with directors, educators, and students. Validity of findings by applying thematic triangulation techniques. The results of the study show that the acceleration of character and multiple intelligences is triggered by the synergy of religious education and soft skills. Apart from sharpening cognitive functions, psychological dimensions include spiritual, emotional, intellectual, adversity, and entrepreneurship quotient. This study proves that the basic trigger in producing strong graduates in times of disruption is the combination of belief values and modern skills. Through this education, the approach at MBS Pleret, Yogyakarta becomes a crucial reference for values-based education. As a solution to the dualistic system, this strategy represents a real change towards a progressive Islamic school model.
Co-Authors Ely Mufidah Ibnu Hadjar Ismail Kistoro, Hanif Cahyo Adi Parjiman Parjiman Sutarman, Sutarman