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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia AKHLAQUL KARIMAH: Jurnal Pendidikan Agama Islam Journal An-Nafs: Kajian Penelitian Psikologi International Journal of Review in Mathematics Education
Pakpahan, Akbar Waliyuddin
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Teori Progresif Jhon Dewey Relevansinya terhadap Pendidikan Moral P5 di SMP Muhammadiyah 7 Surakarta Pakpahan, Akbar Waliyuddin; Anugrah, Abror Dikna; Faizal, Ihsan; Fauzi, Ahmad; Ali, Mohamad
TSAQOFAH Vol 5 No 1 (2025): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i1.4563

Abstract

This study aims to analyze the application of the learning by doing principle in Moral Education based on the Pancasila Student Profile (P5) at SMP Muhammadiyah 7 Surakarta and to identify factors influencing its success or challenges in implementation. A descriptive qualitative approach was employed, involving students, teachers, and parents as research subjects. Data collection techniques included in-depth interviews, participatory observation, and document analysis. Data were thematically analyzed to identify key themes related to strengthening students' moral values through experiential learning activities. The findings reveal that the learning by doing principle in P5 is implemented through activities integrating Islamic values and real-life practices, such as social actions and environment-based learning. However, several challenges were identified, including time constraints, students' limited understanding of moral concepts, and a lack of parental involvement. The study concludes that the learning by doing principle holds significant potential in enhancing students' moral values but requires stronger collaboration between teachers, students, and parents to ensure more effective implementation. These findings contribute to the development of experiential-based moral education in Islamic school settings.
Bridging the Generation Gap: Managing Conflict between Teachers and Students with the Wisdom of QS An-Nahl: 125 Pakpahan, Akbar Waliyuddin; Shobahiya, Mahasri
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 9 No. 2 (2024): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v9i2.5456

Abstract

This study aims to explore the management of conflicts between teachers and students at SMK Sahid Surakarta by highlighting generational differences, expectations, values, and communication problems as the leading causes of conflict. This study integrates the wisdom principles of QS An-Nahl verse 125 and Carl Rogers' empathic approach to propose effective conflict resolution strategies. The strategy includes mediation, emotional education, counseling, and group discussions, expected to increase positive interactions between teachers and students. The method used in this study was qualitative, which included observation, interviews, and document analysis to understand the dynamics of conflict and improve the learning environment. The study results show that applying wisdom principles and restorative approaches can improve interpersonal relationships and create an inclusive school culture. This contributes to student well-being and more effective conflict resolution in the educational environment. This research is expected to provide insights for educators and school managers in creating a positive and supportive learning atmosphere and improving the overall quality of education.
Religious Moderation: The Dialectic between the Normativity of Revelation and the Historicity of Social Practice Andrianto; Pakpahan, Akbar Waliyuddin; Amalia, Rika
Akhlaqul Karimah: Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2026): Akhlaqul Karimah: Jurnal Pendidikan Agama Islam
Publisher : Samodra Ilmu: Lembaga Penelitian, Penerbitan, dan Jurnal Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58353/jak.v5i1.324

Abstract

Moderate religiosity has become a crucial issue in Islamic education amid increasing social pluralism and the complexity of religious expressions in public spaces, particularly within public universities. This study examines the implementation of religious moderation in Islamic Education at Universitas Negeri Yogyakarta (UNY) by focusing on the dialectical relationship between the normativity of revelation and the historicity of social practices. The research addresses a scientific gap concerning how Islamic normative values are contextually negotiated within academic environments that are socio-culturally diverse and institutionally secular. Employing a qualitative reflective-interpretative approach, data were collected through document analysis of curricula and instructional designs, supported by in-depth interviews and limited observations of learning practices. Data were analyzed thematically using a hermeneutic and sociology of knowledge framework. The findings indicate that religious moderation in Islamic Education at UNY functions as an epistemological mediation that bridges transcendental religious values and socially constructed realities. Rather than diluting Islamic norms, moderation facilitates contextualization that fosters reflective, dialogical, and ethically responsible religious understanding among students. This approach contributes to the development of inclusive academic ethos and strengthens students’ capacity to engage constructively with religious diversity. The study implies that integrating religious moderation into Islamic Education enhances the relevance of religious teachings in plural academic settings and supports the formation of socially responsible and intellectually autonomous Muslim graduates.
Reflective Thinking and Self-Efficacy: A Meta-Analysis and Its Implications for Mathematics Learning Santosa, Yoga Tegar; Mahmudah, Mutiara Hisda; Yulindra, Devi; Pakpahan, Akbar Waliyuddin
International Journal of Review in Mathematics Education Volume 1 No. 1: March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.14592

Abstract

Reflective thinking and self-efficacy are two crucial constructs in education, particularly in mathematics education, and both have been reported to share a positive relationship across various contexts. However, empirical findings regarding the strength of this relationship remain inconsistent. This study presents a meta-analysis to investigate the relationship between reflective thinking and self-efficacy by addressing four research questions: (1) What is the overall strength of the relationship between reflective thinking and self-efficacy? (2) Is there significant heterogeneity among the studies? (3) Do the year of study, country, participants, educational level, and sample size serve as moderators? (4) How can the findings of this meta-analysis be integrated into mathematics learning practices? A total of 28 articles meeting the inclusion criteria were synthesized from the Scopus, ScienceDirect, and ERIC databases, following the PRISMA search protocol. The analysis involved calculating effect sizes, estimating a random-effects model, testing for heterogeneity, analyzing moderator variables, and examining publication bias. The results revealed a positive and statistically significant relationship between reflective thinking and self-efficacy (t(27) = 5.56, p < 0.001). The heterogeneity analysis indicated substantial variation among the included studies. Moderator analysis indicated that participant characteristics were a significant source of this variability, with pre-service mathematics teachers representing one of the key contributing groups. These findings highlight the importance of integrating reflective activities into mathematics learning in ways that are responsive to learner characteristics across educational levels. The results also underscore the need for future research to examine theory-driven pedagogical moderators to further clarify the mechanisms linking reflective thinking and self-efficacy.
Co-Authors AA Sudharmawan, AA Amalia, Rika Andrianto Anugrah, Abror Dikna Faizal, Ihsan Mahasri Shobahiya Mahmudah, Mutiara Hisda Muhammad Ali Santosa, Yoga Tegar Yulindra, Devi