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All Journal Jurnal Pendidikan Agama Islam Al-Thariqah JURNAL PENDIDIKAN TAMBUSAI Bulletin of Indonesian Islamic Studies
Najmi, Via Novelia
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Religion Arts Humanities Education Social Sciences

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Discourse Analysis Najmi, Via Novelia; Murhayati, Sri
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.26898

Abstract

Penelitian discourse analysis merupakan pendekatan kualitatif yang bertujuan untuk memahami penggunaan bahasa dalam konteks sosial, budaya, dan ideologi. Dalam studi ini, bahasa dipahami tidak sekadar sebagai alat komunikasi, tetapi juga sebagai sarana membentuk dan mereproduksi kekuasaan, identitas, serta nilai-nilai sosial. Penelitian ini mengkaji konsep dasar dan desain metode discourse analysis yang melibatkan interpretasi kritis terhadap teks, wacana, dan konteks sosialnya. Kajian ini menunjukkan bahwa discourse analysis sangat relevan dalam pendidikan, terutama untuk mengungkap relasi kuasa, ideologi, dan pembentukan identitas dalam proses pembelajaran, khususnya dalam pendidikan agama Islam.
Hubungan Gaya Belajar Visual, Auditori, dan Kinestetik dengan Tingkat Pemahaman PAI Siswa di MAN 1 Pekanbaru Najmi, Via Novelia; Risnawati, Risnawati; Hamdani, M.fikri
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.28998

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara gaya belajar visual, auditori, dan kinestetik dengan tingkat pemahaman siswa dalam mata pelajaran Pendidikan Agama Islam di MAN 1 Pekanbaru. Masalah yang diangkat dalam penelitian ini berkaitan dengan keberagaman gaya belajar siswa dan pengaruhnya terhadap pemahaman materi. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Data dikumpulkan melalui penyebaran angket kepada siswa kelas XI dan dianalisis menggunakan teknik analisis statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara gaya belajar dan tingkat pemahaman siswa. Siswa dengan gaya belajar yang sesuai cenderung memiliki pemahaman yang lebih baik terhadap materi pelajaran. Temuan ini menunjukkan pentingnya pendekatan pembelajaran yang mempertimbangkan gaya belajar siswa dalam upaya meningkatkan pemahaman mereka terhadap materi Pendidikan Agama Islam.
Educational Autonomy and Islamic Education in Indonesia: Opportunities, Challenges, and Implications for Educational Quality Najmi, Via Novelia; Nurhidayati Nurhidayati
Bulletin of Indonesian Islamic Studies Vol. 4 No. 2 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i2.1740

Abstract

Educational autonomy in Indonesia constitutes a strategic milestone in post-1998 educational reform, marked by a transition from a centralized to a decentralized system. This policy reflects the government’s commitment to promoting independence, participation, and accountability in educational governance at both regional and institutional levels. This study aims to examine the concept and implementation of educational autonomy while identifying the opportunities and challenges faced by Islamic educational institutions. Employing a qualitative-descriptive approach through library research, the study draws on regulatory and scholarly sources, including legislation, ministerial regulations, and recent academic literature. The findings reveal that educational autonomy provides substantial opportunities for Islamic educational institutions to foster curriculum innovation, strengthen community-based governance, and enhance educational quality in alignment with Islamic values. However, its implementation encounters significant challenges, including regional disparities in capacity, limited human resources, and weak coordination between local governments and the Ministry of Religious Affairs. The study concludes that the effectiveness of educational autonomy depends on stakeholder collaboration and institutional readiness to implement autonomy principles in a sustainable manner. This study contributes a policy-oriented framework that positions Islamic educational institutions as active actors in decentralized educational governance.
Reconstructing Islamic Epistemology: A Philosophical Analysis of Amin Abdullah’s Integrative–Interconnected Paradigm Rahmani, Diah Ayu; Najmi, Via Novelia; Dewi, Eva
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 11 No. 1 (2026): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/althariqah.2026.vol11(1).27798

Abstract

The separation between religious knowledge and modern sciences remains a major issue in contemporary Islamic thought, as it leads to fragmented and less integrated knowledge development. This condition not only divides sources of knowledge but also weakens the relationship between ethical, rational, and empirical dimensions in the construction of knowledge. In this context, the integration of knowledge becomes essential, particularly in Islamic education. This study aims to examine Amin Abdullah’s integrative-interconnected paradigm as an effort to reconstruct a more holistic Islamic epistemology. This research employs a qualitative approach using textual analysis of Abdullah’s works and relevant literature. The findings reveal that the integrative-interconnected paradigm connects three main domains religious texts (hadarat al-nash), scientific knowledge (hadarat al-'ilm), and philosophical reasoning (hadarat al-falsafah) within a dialogical framework. This approach rejects rigid separation between fields of knowledge as well as uncritical acceptance of modern science, emphasizing the interaction between textual, empirical, and rational dimensions in developing comprehensive knowledge. The novelty of this study lies in positioning the integration of knowledge as a critical and reflective effort rather than merely a pedagogical agenda. However, this research is limited to conceptual analysis, suggesting the need for further studies on its practical implementation in Islamic education, particularly in curriculum development and learning practices
Co-Authors Dewi, Eva Hamdani, M.fikri Nurhidayati Nurhidayati Rahmani, Diah Ayu Risnawati Risnawati Sri Murhayati