Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Dirasah: Jurnal Pendidikan Islam Tarbiyatul Akhyar: Jurnal Pendidikan
Moh. Yahya Obaid
Unknown Affiliation
Religion Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Philosophy of Islamic Education in the Trajectory of Time: Efforts to Formulate Reflective and Contextual Islamic Education St. Fatimah K; Moh. Yahya Obaid
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12285

Abstract

This study aims to examine the philosophy of Islamic Religious Education (PAI) in the historical trajectory as the basis for the formulation of reflective and contextual Islamic education. The background of this study departs from the fact that the current practice of Islamic education is still dominated by normative and textualistic approaches, which are less able to answer the complexity of modern life. Meanwhile, Islamic philosophical thought from various historical phases holds rich conceptual potential to form a more critical, adaptive and humanistic educational model. This research uses a qualitative approach with a library research method, as well as philosophical-historical analysis of the works of Islamic thinkers from classical, modern, to contemporary times. The results of the study found that the philosophy of PAI underwent a significant evolution of thought in line with the social and intellectual changes of Muslims. There are five main principles that were successfully synthesized from the trajectory of thought: (1) integration of reason and revelation, (2) spirituality and ethics as the foundation of education, (3) historical and contextual awareness, (4) critical attitude towards tradition and openness to innovation, and (5) responsibility for global and humanitarian issues. These principles form the framework of Islamic education philosophy that is not only normative, but also transformative and dialogical with the times. The findings indicate that the philosophy of Islamic education, if explored deeply, can be a conceptual foundation in reforming the current curriculum and methodology of Islamic education. The limitations of this study lie in the limited scope of sources and do not include empirical data, so further research is needed that tests these principles in real educational practices in various social contexts.
Persepsi Guru PAI Terhadap Kurikulum Merdeka Belajar di SMPN 4 Kendari Siti Rodiah; Moh. Yahya Obaid; Jumarddin La Fua
Tarbiyatul Akhyar: Jurnal Pendidikan Vol. 1 No. 2 (2025): Juli-Desember
Publisher : Yayasan Ishlahul Muslimin Konawe Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to understand Islamic Education (PAI) teachers' perceptions of the implementation of the Merdeka Belajar curriculum at SMP Negeri 4 Kendari. It examines the teachers' understanding of the curriculum's implementation, their perceptions of its application, and how the curriculum is implemented in Islamic Education subjects. The research employs a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The data analysis technique used includes data reduction, data presentation, and drawing conclusions.  The results of the study show that: (1) Islamic Education teachers have a good understanding of the implementation of the Merdeka Belajar curriculum, including its concepts, objectives, innovative teaching practices, and the integration of technology in learning. (2) Islamic Education teachers have a positive perception (views, responses, and evaluations) of the curriculum's implementation, as it simplifies the teaching process, enhances students' motivation, and better addresses students' needs. (3) The planning of the Merdeka Belajar curriculum for Islamic Education subjects has been effectively implemented, beginning with the analysis of learning outcomes and the preparation of teaching modules. (4) The implementation of Islamic Education teaching aligns with the pre-designed teaching tools. (5) Assessment in Islamic Education is conducted through three types of evaluations: diagnostic, formative, and summative.Thus, this study contributes new insights by highlighting innovative approaches in Islamic Education teaching in the era of the Merdeka Belajar curriculum. The findings reveal how technology integration and the application of innovative teaching methods can enhance teaching efficiency and the relevance of learning to meet students' needs in the digital age.
Co-Authors Jumarddin La Fua siti rodiah St. Fatimah K