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All Journal Jurnal Penelitian Ilmu Pendidikan Indonesia Journal of Islamic Education
Ritonga, Khotib Raja
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Religion Humanities Education Mathematics Social Sciences Other

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Pendidikan Keagamaan Islam Pada Masa Pemerintahan Orde Baru Ritonga, Khotib Raja; M, Amril
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i2.435

Abstract

Penelitian Pendidikan Islam pada masa Orde Baru (1966–1998) mengalami dinamika yang kompleks seiring dengan karakteristik pemerintahan yang sentralistik dan otoriter. Sistem pendidikan diarahkan untuk mendukung stabilitas politik, namun dalam praktiknya, pemerintah tetap memberikan ruang bagi berkembangnya pendidikan Islam, baik melalui pengakuan terhadap lembaga madrasah maupun integrasi kurikulum agama dalam pendidikan formal. Kajian ini bertujuan untuk menganalisis kebijakan-kebijakan pendidikan Islam yang diberlakukan pada masa Orde Baru, termasuk transformasi pesantren menjadi madrasah formal, penetapan kurikulum terpadu antara pendidikan agama dan umum, serta pencapaian-pencapaian yang berhasil diraih selama periode tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi analitis yang mencakup analisis historis dan analisis kebijakan. Hasil kajian menunjukkan bahwa meskipun di bawah kontrol politik yang kuat, pendidikan Islam tetap menunjukkan perkembangan signifikan sebagai bagian dari sistem pendidikan nasional.
Open-Ended Learning Model Effect on Critical and Creative Thinking in Islamic Education Ritonga, Khotib Raja; Murniati, Andi; Hulawa, Djefrin E.
JIE (Journal of Islamic Education) Vol. 11 No. 1 (2026): JIE (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

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Abstract

This study aims to examine the effect of the Open-Ended Learning model on students' critical and creative thinking skills in Islamic Religious Education learning at SMP Negeri 8 Pekanbaru. The study is motivated by the gap between theoretical demands for developing higher-order thinking skills that require complex prerequisites and the reality of limited educational resources, as well as the urgency of contributing to achieving SDG 4 on quality education. The research employs a quantitative, quasi-experimental, nonequivalent control-group design, involving 70 students divided into an experimental class (34 students) and a control class (36 students). Data were collected using validated critical and creative thinking skills test instruments, then analysed using the Independent Samples t-tests and MANOVA. The results show significant differences between the experimental and control classes, with the experimental class achieving a critical thinking posttest average of 79.12 compared to 70.14 (sig. 0.001), and a creative thinking posttest average of 81.76 compared to 74.58 (sig. 0.010). Multivariate tests confirm a significant simultaneous effect (Wilks' Lambda F=8.642, sig. 0.000), proving that the Open-Ended Learning model effectively develops both skills in an integrated manner. These findings demonstrate that open-ended problem-based learning can transform the paradigm of Islamic Religious Education from doctrinal transmission to intellectual exploration, producing a generation of Muslims capable of thinking critically, creatively, and contextually in applying Islamic values, while significantly contributing to the SDGs agenda through the formation of essential 21st-century competencies for sustainable development.
Co-Authors Hulawa, Djefrin E. M, Amril Murniati, Andi