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All Journal TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman Kamil
Thobroni , Ahmad Yusam
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Religion Education Social Sciences Other

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KAJIAN AYAT L? YUKALLIFULL?HU NAFS?N ILL? WUS‘AH? (QS. AL-BAQARAH: 286) SEBAGAI LANDASAN KONSEP PENDIDIKAN BERDIFERENSIASI DALAM KURIKULUM MERDEKA Albaab, Ahmad Sahilul; Thobroni , Ahmad Yusam
TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman Vol. 15 No. 1 (2025): TARBIYA ISLAMIA
Publisher : Islamic Education Department, Islamic University of Majapahit (Universitas Islam Majapahit) Mojokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36815/tarbiya.v15i1.3545

Abstract

Differentiated education, initiated in the Merdeka Curriculum, aims to adjust teaching methods to meet the diverse needs, learning styles, and abilities of students in a class, ensuring that students do not feel pressured or left behind compared to others and preventing stress-related issues. In the Qur'an, specifically in Surah Al-Baqarah (2:286), which says, La Yukllifullahu Nafsan Illa Wus'Aha, Allah does not burden anyone beyond their capacity. While this verse addresses burdens in worship, it holds relevance in the context of education. Therefore, this study aims to explore this verse as a foundation for the concept of differentiated education in the Merdeka Curriculum. This research uses a qualitative descriptive method with a literature study approach, analyzing several Qur'anic interpretations and journals related to differentiated education. The results of this study indicate that the verse La Yukllifullahu Nafsan Illa Wus'Aha provides a strong foundation for creating inclusive learning that aligns with students' capacities, in line with Islamic values of justice and respect for individual abilities.
Affective and Cognitive Approaches in Assessing Al-Qur'an Learning: Literature Review Kholifatin , Luluk Indah; Raihansyah , Muhammad Dafa; Thobroni , Ahmad Yusam
Kamil : Journal of Education Vol. 1 No. 2 (2025): Kamil : Journal of Education
Publisher : Jaanur Elbarik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65065/57r6zm06

Abstract

This study aims to analyze the impact of affective and cognitive approaches in assessing Qur'anic learning among students. Comprehensive assessment of Qur'anic learning outcomes requires the integration of affective and cognitive aspects. However, in practice, teachers often encounter challenges in implementing such assessments effectively. This study employs a qualitative method using content analysis of various relevant academic sources. The findings indicate that the effective approach enhances students' emotional engagement, motivation, and love for the Qur'an, which in turn fosters their willingness to memorize and understand its content. Meanwhile, the cognitive approach supports pronunciation skills, memorization techniques, and the interpretation of verses. An imbalance between the two approaches may hinder the effectiveness of learning: cognitive dominance without affective engagement reduces motivation, while high affective engagement without cognitive support hampers comprehension. Therefore, integrating both approaches is considered crucial to optimize learning outcomes. Future studies are recommended to examine the effectiveness of such integration through research designs appropriate to the learning context. 
Co-Authors Albaab, Ahmad Sahilul Kholifatin , Luluk Indah Raihansyah , Muhammad Dafa