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All Journal Jurnal Ilmu Pendidikan & Sosial (SINOVA) Proceeding International Conference on Education Educativa: Jurnal Pendidikan Agama Islam
Rizal, Zacky Al-Ghofir El-Muhtadi
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PAI Students' Perception of Problem-Based Learning at K.H. Abdurrahaman Wahid State Islamic University Rizal, Zacky Al-Ghofir El-Muhtadi; Syahir, Ahmad
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

The application of Problem-Based Learning (PBL) in Islamic Religious Education (IRE) at the university level is an innovative strategy to address the challenges of relevance and student engagement in contextual learning. This study aims to: (1) understand the basic concepts of PBL; (2) explore students' perceptions of PBL implementation; and (3) identify the positive aspects of PBL as well as the challenges faced at UIN K.H. A. Wahid Pekalongan. The study employs a qualitative approach using in-depth interviews with PAI students participating in PBL-based learning. Data are analyzed thematically to uncover experiences, attitudes, and factors influencing the acceptance of the method. Results indicate that students view PBL positively as it promotes active engagement, critical thinking, collaboration, and communication skills. PBL is considered effective in connecting religious theory with current social issues. However, challenges such as discussion dominance by a few members, lack of self-confidence, differences in students' initial readiness, as well as time constraints and limited faculty guidance were also identified. This research highlights the need for a more inclusive PBL design, competent faculty facilitation, and fair group management strategies. The conclusion indicates that PBL is effective in improving the quality of PAI learning, but its success is highly dependent on the implementation context and the readiness of all stakeholders. These findings provide strategic recommendations for the development of innovative, relevant, and sustainable learning in religious education in the contemporary era.
KEBEBASAN BELAJAR DALAM KONSEP SUMMERHILL DAN KEBEBASAN BERPIKIR DALAM ISLAM: SUATU KAJIAN KOMPARATIF Rizal, Zacky Al-Ghofir El-Muhtadi
EDUCATIVA Vol 3 No 1 (2025): Educativa: Jurnal Pendidikan Agama Islam
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat Stai Brebes

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64319/jpai.v3i1.183

Abstract

This article explores in depth the concept of learning freedom in the Summerhill education system and the freedom of thought in Islamic teachings through a qualitative comparative approach. The purpose of this study is to critically analyze the similarities and differences between these two concepts within the framework of educational philosophy and character development. Summerhill, founded by A.S. Neill, emphasizes full freedom for students to determine their subjects, learning pace, and social participation, aiming to cultivate independence and personal responsibility through experiential learning. In contrast, Islam views freedom of thought as a divine right granted by God, yet it must remain within the boundaries of moral, spiritual, and ethical principles guided by divine revelation. The findings reveal that while both concepts promote autonomy and personal growth, their foundational frameworks differ—Summerhill adopts a humanistic-liberal orientation, whereas Islam upholds a theocentric and normative perspective. The significance of this study lies in its contribution to enriching modern educational discourse by integrating freedom and spiritual responsibility, offering theoretical insight for developing a balanced and humanistic-religious education model aligned with the Merdeka Belajar philosophy.
Transformasi Peran Guru Sebagai Fasilitator Hubungan Sekolah dengan Masyarakat di Era Disrupsi Abdi, Abdi Cahya Subekti; Rizal, Zacky Al-Ghofir El-Muhtadi; Khasanah, Nur
JURNAL ILMU PENDIDIKAN & SOSIAL (SINOVA) Vol. 3 No. 3 (2025): September-Desember
Publisher : Yayasan Miftahul Ulum Sangatta Kutai Timur (KEP. MENKUMHAM RI No. AHU-0014779.AH.01.04.Tahun 2018) bekerjasama dengan Jurusan Tarbiyah STAI SANGATTA Kab. Kutai Timur.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71382/sinova.v3i3.307

Abstract

The era of disruption, marked by digital advancement, the Merdeka Belajar (Freedom to Learn) policy, and post-pandemic social changes, has transformed the teacher’s role from a mere transmitter of knowledge into a facilitator of relationships between schools and communities. This study employs a library research method to analyze the dynamics, driving factors, and implications of this transformation from the perspective of contemporary sociology of education. The findings reveal that teachers’ roles are increasingly oriented toward collaboration, participation, and cross-stakeholder partnerships, driven by technological innovation, social demands, and educational policies emphasizing autonomy and collective cooperation. Despite challenges such as increased workload, digital inequality, and ethical boundaries in online interactions, teachers act as agents of change who reconstruct educational social relations in more inclusive and participatory ways. This transformation underscores that teachers are not only adaptive to disruption but also serve as key drivers of education grounded in humanity, collaboration, and community values.
Co-Authors Abdi, Abdi Cahya Subekti Nur Khasanah Syahir, Ahmad