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All Journal ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Jurnal Multidisiplin Sahombu Tarbiatuna: Journal of Islamic Education Studies Fatih: Journal of Contemporary Research Mesada: Journal of Innovative Research
Ilham Putra Pratama
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Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Aliran Kalam dan Pokok Pemikirannya Ilham Rahmat; Ilham Putra Pratama; Pangulu Abdul Karim; Zulfiana Herni
Mesada: Journal of Innovative Research Vol. 1 No. 2 (2024): July-December
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/acysve19

Abstract

Penelitian ini membahas tentang aliran kalam dan pokok pemikirannya. Fokus utama penelitian ini adalah gambaran umum tentang aliran-aliran kalam yang ada dalam dunia Islam. Rumusan masalah pada penelitian ini adalah: 1) Pengertian Teologi Islam? 2) Aliran Teologi dalam Islam dan bagaimana pokok pemikirannya? Melalui metode kualitatif dengan penelitian library research (penelitian pustaka). Sumber data utama meliputi buku-buku aliran kalam, serta karya-karya ilmiah terkait aliran tersebut dalam teologi Islam.
Spiritual Education Muhammad Sofwan; Zulfahmi Lubis; Ilham Rahmat; Ilham Putra Pratama; Nazri Adlani Harahap
Jurnal Multidisiplin Sahombu Vol. 4 No. 02 (2024): Jurnal Multidisiplin Sahombu, (2024)
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education is a part of human life that is very seriously considered, because with this education humans are protected from ignorance in understanding life and distinguishing it from animals, because humans and animals are creatures of God which are only separated by reason because each other has elements that are at least divided into two parts, namely physical and spiritual, researchers often discuss how to care for the physical and sometimes the spiritual is rarely discussed in more depth. In fact, the spiritual must also be taught and educated with a foundation that comes from the Prophet Muhammad SAW.
Transformasi Kurikulum Indonesia: Adaptasi Kebijakan Pendidikan di Era Globalisasi Melalui Kurikulum Merdeka dan Integrasi Deep Learning Laila Fathimah; Muhammad Sofwan; Ilham Putra Pratama; Siti Halimah
Tarbiatuna:  Journal of Islamic Education Studies Vol. 5 No. 2 (2025): Tarbiatuna:  Journal of   Islamic Education Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/tarbiatuna.v5i2.8836

Abstract

Curriculum policy in Indonesia continues to transform dynamically in response to the challenges of globalization and the demands of internal reform. This study aims to analyze the evolution of national curriculum policy in the post-reform era and examine the implementation of the Kurikulum Merdeka (Independent Curriculum) as well as the integration of Deep Learning as adaptive strategies for addressing the complexities of the 21st century. Utilizing a literature review method, this research synthesizes data from laws and regulations, government policy documents, and various relevant scientific articles. The analysis reveals that the evolution of the curriculum from the Competency-Based Curriculum (KBK) of 2004 to the Kurikulum Merdeka represents a logical journey from a centralized paradigm to full decentralization and autonomy. The Kurikulum Merdeka, grounded in the philosophies of humanism, social constructivism, and local wisdom, emerges as a response to the need for more personalized and contextual learning. Furthermore, the integration of Deep Learning through content development, technology-based projects, and industry collaboration is identified as a strategic step in equipping students with digital competencies relevant to the Fourth Industrial Revolution. It is concluded that this adaptive curriculum policy has significant potential to enhance national competitiveness; however, its success heavily relies on the education system's ability to overcome fundamental challenges such as equitable infrastructure quality and the continuous improvement of teacher capacity.
Implementasi Nilai-nilai Wahdatul ‘Ulum dalam Kehidupan Sosial Keagamaan Masyarakat Muslim Wan Tasya Luthfiah Anwar; Soraya Zairina Asmadi; Irma Handayani; Ilham Putra Pratama; Haidar Daulay; Zaini Dahlan
Fatih: Journal of Contemporary Research Vol. 2 No. 1 (2025): January-June
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/kgq00e57

Abstract

Penelitian ini membahas tentang “Implementasi Nilai-nilai Wahdatul Ulum dalam Kehidupan Sosial Keagamaan Masyarakat Muslim”. Fokus utama penelitian ini adalah mengkaji pemahaman, penerapan, serta tantangan dalam mengimplementasikan nilai-nilainya. Penelitian ini menggunakan pendekatan kualitatif berbasis studi pustaka, dengan analisis terhadap literatur ilmiah, jurnal, dan sumber-sumber klasik serta kontemporer. Hasil kajian menunjukkan bahwa konsep Wahdatul ‘Ulum memiliki relevansi tinggi untuk menjawab tantangan dikotomi ilmu, melalui penerapan di bidang pendidikan, dakwah, dan praktik sosial kemasyarakatan. Namun demikian, penerapannya masih terbatas karena tantangan internal seperti pemahaman sempit terhadap ilmu agama dan eksternal seperti sekularisasi pendidikan. Artikel ini merekomendasikan penguatan integrasi ilmu melalui reformasi kurikulum, peran aktif ulama dan ilmuwan, serta gerakan literasi Islam yang kontekstual dengan nilai Wahdatul ‘Ulum dalam kehidupan sosial-keagamaan masyarakat Muslim.
Analisis Komponen Evaluasi Pembelajaran pada Modul Ajar Guru PAI di SMK Negeri 1 Sei Suka Laila Fathimah; Nurmawati Nurmawati; Yusranida Hidayati; Ilham Putra Pratama; Muhammad Sofwan
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8342

Abstract

Although the evaluation of Islamic Religious Education (PAI) learning has received attention in previous studies, research that specifically investigates the completeness and quality of evaluation components in Kurikulum Merdeka-based PAI teaching modules at the vocational high school level remains limited. This study aimed to analyze the completeness, appropriateness, and quality of learning evaluation components in PAI teaching modules developed by teachers at SMK Negeri 1 Sei Suka. A qualitative approach was employed using a case study design grounded in document analysis, involving 3–4 PAI teachers selected through purposive sampling. Data were collected through document analysis of PAI teaching modules and semi-structured interviews, and were then analyzed using content analysis and thematic analysis. The findings indicate that the PAI teaching modules generally include diagnostic, formative, and summative assessments and, for the most part, align with the principles of authentic assessment in Kurikulum Merdeka. However, variations in quality were still identified, particularly in the clarity of rubrics for assessing attitudes, the accuracy of assessment indicators, and the systematization of follow-up learning programs in the form of remedial and enrichment activities. These findings contribute to the development of learning evaluation theory and authentic assessment in Islamic education and broaden the understanding of PAI learning evaluation practices in vocational high schools. The study concludes that the systematic, measurable, and authentic development of learning evaluation components plays an important role in improving the quality of PAI instruction and recommends sustained support for teachers through training and mentoring in assessment development. The implications of this study include theoretical contributions to enriching the literature on PAI learning evaluation and practical implications for schools and teacher professional development, while also opening up opportunities for further research on the influence of evaluation quality on student learning outcomes and character formation.
Analisis Kemampuan Dosen dalam Menyusun RPS Berbasis Outcome-Based Education Yusranida Hidayati; Siti Halimah; Laila Fathimah; Ilham Putra Pratama; Muhammad Sofwan
ALSYS Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v6i1.8420

Abstract

Although the implementation of Outcome-Based Education (OBE) has received considerable attention in higher education research, studies that specifically examine lecturers’ ability to design OBE-based Semester Learning Plans (Rencana Pembelajaran Semester, RPS) for Islamic Religious Education courses remain limited. This study aimed to analyze lecturers’ ability to develop an OBE-based RPS for the course Evaluation of Islamic Religious Education Learning. The study employed a qualitative approach with a document analysis design, involving a single RPS document as the primary data source. Data were collected through a systematic document review using an OBE-based RPS analysis instrument and were analyzed with descriptive–analytical techniques. The findings indicate that the lecturer’s ability to design an OBE-based RPS falls into the “good” category, as reflected in the alignment between learning outcomes, instructional strategies, and assessment techniques. Nevertheless, several components still require refinement, particularly in formulating measurable performance indicators and clarifying the explicit linkage between Course Learning Outcomes (Capaian Pembelajaran Mata Kuliah, CPMK), learning activities, and assessment. These findings contribute to the development of the concept of OBE implementation in higher education and extend understanding of instructional planning practices in the context of Islamic Religious Education. The study concludes that the clarity of learning outcome indicators plays a crucial role in the effectiveness of OBE-based instructional planning and recommends strengthening the capacity of lecturers and study programs in developing outcome-oriented RPS documents. The implications of this research include theoretical contributions to enriching the OBE literature and practical implications for higher education institutions in improving the quality of instructional planning, while also opening avenues for further studies on the alignment between OBE-based planning and classroom implementation.
Co-Authors Dahlan, Zaini Haidar Daulay Ilham Rahmat Irma Handayani Laila Fathimah Muhammad Sofwan Nazri Adlani Harahap Nurmawati Nurmawati Pangulu Abdul Karim Siti Halimah Soraya Zairina Asmadi Wan Tasya Luthfiah Anwar Yusranida Hidayati Zulfahmi Lubis Zulfiana Herni