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p-Index From 2021 - 2026
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All Journal al-Afkar, Journal For Islamic Studies International Journal of Education and Teaching Zone
muhammad irsyad saifullah
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Disharmony in the Family: How Does it Impact the Learning Process? Case Study on Senior High School Students Gery Syehan; Hazmin Nabit Alfayadh; M. Iqbal F.A; muhammad irsyad saifullah; Muhammad Raihan Akbar
International Journal of Education and Teaching Zone Vol. 2 No. 2 (2023): June 2023 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v2i2.111

Abstract

This study aims to determine the impact experienced by children at SMA Negeri 11 Jambi City who has the potential to become victims of family disharmony (Broken Home) on their learning process. This research was conducted with a descriptive qualitative approach. Data collection was carried out using Google Forms as a media questionnaire. The data obtained is secondary data that comes directly from the research object. The population of SMAN 11 Jambi City is 837 students, but only four students can be used as research samples. This is because the researcher uses a purposive sampling technique, namely the technique of determining the research sample according to predetermined criteria to obtain results that follow this study's objectives. Based on the research that has been done, the results show that family disharmony impacts these students' learning process.
Constructivism Paradigm in Islamic Religious Education Asiana, Asiana; Ismarani Junia Putri; Muhammad Irsyad Saifullah; Indah Wigati; Fitri Ovi Yanti
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.2910

Abstract

The constructivist paradigm within Islamic Religious Education (PAI) highlights the students' active involvement in forming knowledge through their experiences, reflection, and social interactions. This research employs a qualitative descriptive method, using a literature review approach to examine the integration of constructivism in PAI learning. Findings indicate that the constructivist approach leads PAI education towards a more participatory, contextual, and human-centered path. Students are transformed from passive recipients of information to active creators of meaning through critical and reflective thinking. Teachers take on roles as facilitators and mediators, aiding students in linking religious concepts to everyday reality. This paradigm also aligns with the evolution of new literacies, such as digital, data, and humanistic literacy, required in today’s world, enabling students to assess religious information critically and responsibly. Hence, constructivism in PAI serves as a conduit between traditional Islamic values and the demands of modern education, fostering individuals who are intellectually, spiritually, and socially adept.
Co-Authors Asiana, Asiana Fitri Ovi Yanti Gery Syehan Hazmin Nabit Alfayadh Indah Wigati Ismarani Junia Putri M. Iqbal F.A Muhammad Raihan Akbar