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All Journal Sunan Kalijaga International Journal on Islamic Educational Research DIMAR: Jurnal Pendidikan Islam
Aribah, Lutfina
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Analisis Persepsi Mahasiswa terhadap Efektivitas Strategi Pembelajaran Socratic Questioning dalam Meningkatkan Keterampilan Berpikir Kritis Aribah, Lutfina; Sabarudin, Sabarudin; Rofik, Rofik
DIMAR: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025): Dimar: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v6i2.339

Abstract

The learning process is a crucial element in education that includes the teacher's efforts in creating an atmosphere and providing support so that learning activities can run well. Education equips students with various skills to face challenges and changes. The Socratic Questioning strategy is a learning approach that focuses on in-depth question and answer dialog to encourage students' critical, analytical, and evaluative thinking. This study aims to evaluate the implementation of Socratic Questioning strategy in improving students' critical thinking skills and to determine the effectiveness of this strategy in learning. This type of research is qualitative with a case study approach, involving 40 students at UIN Sunan Kalijaga Yogyakarta as resource persons. Data collection techniques were conducted through questionnaires and in-depth interviews, then analyzed using thematic analysis techniques. The results showed that the majority of students gave positive responses to the application of this strategy, with 53.77% agreeing and 26.65% strongly agreeing. The implementation of the Socratic Questioning strategy proved to be effective in helping students develop critical thinking skills, strengthening their ability to organize arguments systematically, and increasing engagement in class discussions. This study provides practical implications for lecturers in using the Socratic Questioning strategy to encourage more productive interactions and improve the quality of class discussions.
Integrative Alignment Model For OBE Curriculum Design In UIN SATU Tulungagung’s PAI Master’s Program Sukiman; Silahudin; Aribah, Lutfina; Hantoro, Iwan
Sunan Kalijaga International Journal on Islamic Educational Research Vol. 10 No. 1 (2026)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2026.101.08

Abstract

Islamic higher education institutions face challenges in developing Outcome-Based Education (OBE)-based curricula, particularly in aligning curriculum components while integrating Islamic values and global competencies. This study aims to evaluate the OBE-based curriculum of the Master’s Program in Islamic Religious Education at the Graduate School of UIN Sayyid Ali Rahmatullah Tulungagung using the Integrative Alignment Model. The study employed a qualitative evaluative approach. Data were obtained from curriculum development guidelines, curriculum documents, Semester Learning Plans (SLPs), and the academic handbook, and were analyzed through descriptive-interpretive document analysis. The findings reveal that the curriculum generally reflects OBE principles and demonstrates structural alignment among its components. It also shows conceptual coherence between Islamic values and global competency demands. However, this integration remains largely administrative and has not yet developed into deep pedagogical and epistemological alignment. This study contributes to the evaluation of OBE curricula in Islamic higher education by strengthening the Integrative Alignment Model. The findings suggest that constructive alignment should extend beyond structural consistency to include the substantive integration of Islamic values and global competencies across the curriculum. Accordingly, the study advances the concept of constructive alignment from structural alignment toward value-based deep alignment that is pedagogical, epistemological, and integrative.
Co-Authors Hantoro, Iwan Rofik Rofik, Rofik Sabarudin Sabarudin Sukiman