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All Journal Journal of Humanities and Social Studies El-Rusyd Masagi: Jurnal Pendidikan Karakter
Saripudin, Uus
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Paradigma Islam Sebagai Alat Analisis Konsep-Konsep Pendidikan Islam: Ilmu Pendidikan Islam Nursilah, Nina; Saripudin, Uus; Maspuroh; Noni Salsabila; Fitri Wulandari
Masagi: Jurnal Pendidikan Karakter Vol 2 No 1 (2025): Masagi: Jurnal Pendidikan Karakter
Publisher : UPT Publikasi Ilmiah UNISBA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/masagi.v2i1.5794

Abstract

Paradigma Islam sebagai alat analisis konsep-konsep pendidikan Islam menawarkan pendekatan holistik yang mengintegrasikan nilai-nilai spiritual, moral, dan intelektual dalam proses pendidikan. Berakar pada prinsip tauhid dan akhlak, paradigma ini menempatkan pendidikan sebagai sarana untuk membentuk insan kamil, yaitu manusia yang seimbang dalam aspek spiritual, intelektual, dan moral. Tujuan dari penelitian ini adalah untuk mengetahui Paradigma Islam sebagai alat analisis konsep-konsep pendidikan Islam. Penelitian ini menggunakan pendekatan kualitatif, dengan metode studi pustaka yaitu dengan mengkaji dan menganalisis berbagai literatur yang relevan terkait paradigma Islam dan konsep-konsep pendidikan Islam. Sumber data dari dokumentasi yang berasal dari buku dan jurnal-jurnal ilmiah yang berkaitan dengan objek penelitian. Metode dokumentasi pada penelitian ini dengan cara mengumpulkan data, menganalisis data sesuai dengan teori untuk memperoleh kesimpulan.  Hasil penelitian menunjukan bahwa melalui pendekatan pendidikan berbasis keteladanan, dialog sehat, dan penyucian jiwa, paradigma Islam memberikan solusi untuk menciptakan generasi berkarakter dan berakhlak mulia yang mampu bersaing di tingkat global tanpa kehilangan identitas spiritualnya. 
The Philosophy of Islamic Education Views on Humans, Society and the Environment Haryati, Aisyah; Fahmi, Faiz; Saripudin, Uus; Supardi, Edi
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 9, No 1 (2025): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jhss.v8i3.12346

Abstract

The philosophy of Islamic Education is the mother of all knowledge that has developed from ancient Greece to modern times. The view of Islamic educational philosophy towards human beings is in accordance with its development period because the educational process in the principle of Islamic views is tarbiyah, meaning in accordance with human life habits. In the Qur'an, there are three concepts about the meaning of human beings, namely al-Basyar, al-Insan, and An-Nas. The first concept is al-Basyar, human beings should not be much different from other biological beings. Thus, human life is bound to other principles of biological life such as breeding, experiencing a phase of growth in reaching maturity and maturity. The second concept is al-Insan which is used in the Qur'an to show the totality of human beings as physical and spiritual beings. The harmonization of these two aspects with the various potentials they have can rely on humans as unique and special creatures of God. The third concept is that humans are created as social creatures starting from a male and female couple and then developing into tribes and nations to get to know each other. Then the view of Islamic philosophy towards society is that it is clear that Islam has regulated various things as well as education with all its aspects. Islamic education plays a very important role in determining the fate of a society because the Qur'an has been revealed since its inception aims to guide society to the truth. Furthermore, the view of Islamic education philosophy on the environment is that it must be active in utilizing it such as land, water, air, and so on. 
Comparative Analysis of Behaviorism and Cognitivism Theories in Islamic Religious Education Learning Mutaqin, Dadang Zenal; Saripudin, Uus; Choiriyah, Irma; Wulandari, Fitri; Habibah, Siti Nurhasanah
El-Rusyd Vol. 10 No. 1 (2025): June
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v10i1.332

Abstract

This study aims to analyze and compare the theories of behaviorism and cognitivism in the context of Islamic Religious Education (PAI) learning, and to identify their implications for classroom learning design and practice. The method used is a literature study with a qualitative approach, utilizing academic references, Quranic verses, and hadith to enrich the analysis. The findings indicate that behaviorism emphasizes repetition, habituation, and reinforcement, making it suitable for teaching basic religious practices such as prayer and Quran memorization. Meanwhile, cognitivism focuses on internal mental processes such as understanding, reasoning, and reflection, making it effective in teaching values, concepts, and critical thinking. Both theories contribute to improving PAI learning by offering different yet complementary strategies. Behaviorism supports the formation of discipline and routine, while cognitivism promotes deeper comprehension and meaningful engagement with Islamic teachings. The implication of this study is the need for balanced and adaptive teaching methods that consider both behavioral and cognitive aspects to achieve holistic religious education.
Co-Authors Choiriyah, Irma Fahmi, Faiz Fitri Wulandari Fitri Wulandari Habibah, Siti Nurhasanah Haryati, Aisyah Maspuroh Mutaqin, Dadang Zenal Noni Salsabila Nursilah, Nina Supardi, Edi