Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Andragogia: Journal of Educational Sciences and Islamic Studies Journal of Educational Studies
Misbah, Muh.
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pengetahuan dan Ukuran Kebenaran dalam Kajian Filsafat Misbah, Muh.; Kusnadi, Asep
Andragogia: Journal Education Science And Islamic Studies Vol 1 No 2 (2025): Andragogia: Journal of Educational Sciences and Islamic Studies
Publisher : Lembaga Pengkajian Pengembangan Pendidikan dan Kewirausahaan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52496/andragogia.v1i2.684

Abstract

Knowledge is the result of human knowledge to understand an object they encounter, as a result of efforts to understand a particular object. Discussing knowledge is always linked to epistomology, which is a branch of philosophy that discusses the occurrence of knowledge, sources of knowledge, origins of knowledge, boundaries, nature, methods and validity of knowledge. The measure of truth as a process of validity of knowledge. Epistomologically, truth is the correspondence between what is claimed to be known and the actual reality which is the object of knowledge. Truth lies in the correspondence between subject and object, namely what the subject knows and reality as it is. There are four theories of truth; 1) correspondence theory, 2) Coherence theory, 3) pragmatic theory, 4) religious truth.
A Systematic Literature Review on Project-Based Learning (PjBL) in Islamic Religious Education within the Independent Curriculum Hasnida, Hasnida; Akbar, Muhammad Ali; Misbah, Muh.; H. Idris, Meity
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2480

Abstract

The implementation of Islamic Religious Education (IRE) in schools continues to face persistent challenges, particularly in fostering students’ character internalization and overcoming passive, teacher-centered learning practices. These issues highlight the urgency of adopting more innovative and contextual learning models, such as Project-Based Learning (PjBL), within the Independent Curriculum framework. This study employs a library research method by systematically collecting and analyzing data from reputable academic databases, including Google Scholar, Scopus-indexed journals, and national accredited journals (SINTA). The selected literature was published between 2018 and 2024, resulting in a total of 25 relevant articles that were synthesized to examine the implementation of project-based IRE learning. The findings indicate that: (1) the project-based IRE learning model in the Independent Curriculum emphasizes experiential and contextual learning, where students engage in meaningful projects related to daily religious practices, such as observing community worship activities and conducting social campaigns, thereby enabling the practical application of Islamic values; (2) the implementation strategy involves structured project planning by teachers, continuous guidance throughout the learning process, and collaboration with external stakeholders, including religious leaders, while students actively participate both individually and collaboratively to construct their understanding; and (3) the urgency of this model lies in its capacity to enhance students’ independence, social competence, and Islamic character by facilitating the integration of religious teachings into real-life contexts, in alignment with the objectives of the Independent Curriculum.
Co-Authors Asep Kusnadi, Asep H. Idris, Meity Hasnida Muhammad Ali Akbar, Muhammad Ali