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All Journal Iqra: Jurnal Ilmu Kependidikan dan Keislaman International Journal of Health, Economics, and Social Sciences (IJHESS) Jurnal Kolaboratif Sains EDUJAVARE: International Journal of Educational Research Journal of Humanities, Social Sciences, and Education JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN JOURNAL SULTRA ELEMENTARY SCHOOL
Andi Abd. Muis
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Integrasi Teori-Teori Belajar dalam Pembelajaran untuk Mencapai Tujuan Holistik Pendidikan Agama Islam Andi Abd. Muis; Rahayu Binti Kasper; Sopian Atjo; Arjun Arjun; Ragil Nugaraha; Hartono Hartono; Nur Hiqma; A. Alya Indriani; Fitriani Fitriani; Imba Lalunggaeng
Jurnal Kajian Pendidikan dan Cakrawala Pembelajaran Vol. 1 No. 4 (2025): Edisi Nopember 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jakap.v1i4.486

Abstract

Islamic Religious Education (PAI) has a holistic goal, namely to shape individuals who are faithful, have noble character, are knowledgeable, and behave in accordance with Islamic teachings. To achieve this goal, the integration of modern learning theories into teaching practices is necessary. This literature review article aims to analyze various learning theories including behaviorist, cognitive, constructivist, humanistic, and social in the context of Islamic Religious Education (PAI) learning in schools. This approach is used to identify the relevance between psychological principles of learning and the comprehensive spiritual values ​​of Islam. This study uses a literature review method, reviewing various scientific sources such as journals, books, and research reports from 2015–2025. The results indicate that the integration of learning theories can enrich the Islamic Religious Education (PAI) learning process by balancing cognitive, affective, and psychomotor aspects. Behaviorist theory supports the formation of worship habits through positive reinforcement, cognitive theory fosters the development of understanding of religious concepts, constructivist theory emphasizes meaningful experiences in understanding Islamic values, humanistic theory fosters spiritual self-awareness, and social theory emphasizes the importance of teacher role models. Thus, Islamic Religious Education (PAI) learning integrated with learning theories can create a holistic, humanistic, and contextual Islamic education that meets the demands of the 21st century.
Metode Memperoleh Ilmu dalam Perspektif Pemikiran Imam Al-Ghazali : Methods of Acquiring Knowledge in the Perspective of Imam Al-Ghazali’s Andi Abd. Muis; Sudirmanto; Nur Aliah; Dewi T
IQRA JURNAL ILMU KEPENDIDIKAN & KEISLAMAN Vol 21 No 1: Januari 2026
Publisher : Fakultas Agama Islam, Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/iqra.v21i1.9377

Abstract

Ilmu menempati posisi fundamental dalam tradisi intelektual Islam, dan Imam Al-Ghazali merupakan salah satu tokoh yang memberikan kontribusi besar dalam merumuskan konsep epistemologi Islam yang holistik. Penelitian ini bertujuan untuk menganalisis secara mendalam metode memperoleh ilmu dalam perspektif pemikiran Imam Al-Ghazali dengan menelaah karya-karya utamanya seperti Ihya’ Ulumuddin, Mi’yar al-‘Ilm, al-Mustashfa, dan al-Munqidz min al-Dhalal. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka (library research) melalui analisis isi terhadap teks-teks klasik dan literatur pendukung. Hasil penelitian menunjukkan bahwa menurut Al-Ghazali, ilmu diperoleh melalui empat instrumen utama: indera (al-hawâss) sebagai alat untuk menangkap fakta empiris; akal ('aql) sebagai sarana untuk menganalisis, menguji, dan membangun argumentasi logis; serta intuisi atau kasyf yang hanya diperoleh melalui penyucian jiwa, mujahadah, dan pendekatan spiritual kepada Allah, dan keempat Wahyu (Al-wahyu). Keempat metode ini tidak berdiri sendiri, tetapi saling melengkapi dan membentuk kerangka epistemologi integratif yang memadukan aspek empiris, rasional, dan spiritual. Penelitian ini juga menemukan bahwa tujuan akhir pencarian ilmu menurut Al-Ghazali bukan hanya penguasaan pengetahuan, tetapi pembentukan akhlak, kedekatan dengan Allah, dan tercapainya kebijaksanaan (al-hikmah). Dengan demikian, konsep epistemologi Al-Ghazali sangat relevan untuk pengembangan pendidikan Islam modern, karena menawarkan paradigma perolehan ilmu yang komprehensif, etis, dan berorientasi pada penyempurnaan diri.
Islamic Religious Education (PAI) Teachers' Strategies in Instituting Religious Character Values in Students at Muhammadiyah Mororiwawo Vocational School, Soppeng Regency Musdalifah; Andi Abd. Muis
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 8 No. 1: Januari 2026
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v8i1.10415

Abstract

This study aims to find out the strategy of Islamic Religious Education Teachers (PAI) in Instilling the Religious Character of Students at SMK Muhammadiyah Maroriwawo, Soppeng Regency. This research is used as a qualitative type with the consideration that the incident has passed and the data is more in-depth which leads to attitude aspects. There are several strategies for Islamic religious education teachers that can be applied, including exemplary strategies, instilling discipline, habituation and creating a conducive atmosphere. In this case, based on the findings of the research, Islamic Religious Education teachers at SMK Muhammadiyah Marioriwawo Soppeng Regency use habituation strategies, where Islamic Religious Education Teachers at SMK Muhammadiyah Marioriwawo Soppeng Regency more often invite students to get used to practicing something learned, besides that they always supervise students to get used to doing things that are the obligations of students. One of them is to carry out congregational prayers at the Baiturrahman Takalala Grand Mosque at the time of the Dzuhur prayer.
Islamic Religious Education Teachers' Strategies in Improving Students' Discipline of Fardhu Prayers at State Elementary School UPT 158 Mundan, Enrekang District Irma; Wardah Hanafie Das; Muhammad Naim; Andi Abd. Muis; M. Nasir S
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1142

Abstract

This study aims to describe and analyze in depth: (1) the strategies employed by Islamic Religious Education (PAI) teachers in improving students' obligatory prayer (shalat fardhu) discipline; (2) the effectiveness of those strategies; and (3) the supporting and inhibiting factors at UPT SD Negeri 158 Mundan, Enrekang Regency. A descriptive qualitative approach was adopted, with data gathered through participatory observation, in-depth semi-structured interviews, and documentation. Eight informants participated: the school principal, one PAI teacher, five class teachers (grades II–VI), and student representatives. Data analysis followed the Miles & Huberman model: data reduction, data display, and conclusion drawing/verification. Data credibility was ensured through source, method, and instrument triangulation. Findings reveal: (1) Applied strategies encompass six main components: habituating congregational prayer, teacher role modeling, positive reinforcement through rewards, personal approaches and intensive parental communication, integrating prayer values into instruction, and continuous evaluation/monitoring; (2) These strategies proved effective, evidenced by improved prayer punctuality, active congregational participation, and the growth of intrinsic worship awareness among students; (3) Supporting factors include institutional commitment, synergy between the PAI teacher and class teachers, parental support, and a conducive religious environment; inhibiting factors include limited student awareness, insufficient prayer habituation at home, peer influence, dense activity schedules, and limited prayer room capacity. The study concludes that obligatory prayer, within the elementary education context, functions not only as a ritual obligation but also as a medium for character formation—cultivating discipline, responsibility, and peace of mind—which positively influences students' learning attitudes and social life.
Co-Authors A. Alya Indriani Abdul Azan Tuanaya Annisa Ansar Anugrah Anugrah arjun arjun Aryanti Puspita Sari Dewi T Fachry Abda El Rahman Fitraya Fitraya Fitriani Fitriani Fitriani Muh Amin Hartono Hartono Imba Lalunggaeng Iqbal Muhiddin Irma Irmawati Isdawati Isdawati Janawati Juhariati Juhariati Karmila Karmila Kasna Kasna Konita Lupiah Kurnia Alex M. Nasir S Mabrur Mardiati M Mega Fatimah Rosana misbah misbah Mu'minayah Muh. Hafiz Ahmad Muh. Yusuf Muhammad Naim Muharrir Na'iem Nur Aisyah Nur Aliah Nur Hiqma Nurhidayah Da’te Nurpitra Nurpitra Nursia Nursia Nurully Kesuma Ningrum Raden Muliana Ragil Nugaraha Rahayu Binti Kasper Ridwan Rosiana Syahbaniar Rudi Hartono Ruslan Rusliana Siti Mahmudah Sopian Atjo Sudirman Herman Sudirmanto Sugeng Sugiharto Syamsuriani Vera Diana Yulita Wardah Hanafie Das Wisriani Yenni Yenni Zulbina Zulbina