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All Journal Bidayatuna: Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Profetika: Jurnal Studi Islam
Abdunrorma Samaalee
Unknown Affiliation
Religion Humanities Education Social Sciences

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Neuroscientific Insights into Islamic Early Childhood Education Management: Enhancing Reasoning Development Kabul Suprayitno; Sanjaka Yekti; Ahmadi Ahmadi; Abdunrorma Samaalee
Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah Vol. 8 No. 2 (2025): Oktober
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54471/bidayatuna.v8i2.3721

Abstract

This study aims to explore how management practices in Islamic Early Childhood Education (ECE) can enhance reasoning development among children through a neuroscience-informed approach. The research integrates the neuroscience of reasoning, Islamic pedagogical principles, and educational management theory to analyze how structured, faith-based environments influence cognitive and moral growth. Previous studies have emphasized curriculum design and teacher professionalism in Islamic ECE; however, few have examined the managerial dimensions that align pedagogical planning with brain-based learning. This study bridges that gap. This qualitative field research was conducted at BA ‘Aisyiyah Pacitan, employing observation, documentation, and semi-structured interviews with teachers, parents, and administrators. Data were analyzed using Miles and Huberman’s interactive model data reduction, display, and conclusion drawing. The findings illuminate how effective management rooted in Islamic ethics and informed by neuroscience supports the optimal development of reasoning abilities in young children. This study proposes a new model of Neuro-Islamic Education Management that harmonizes brain-based strategies with Islamic moral pedagogy in early childhood education.
Revitalizing Islamic Education Through STEAM to Achieve the SDGS: A Pathway to Higher-Order Thinking and Academic Excellence Annas Fajar Rohmani; Wachidi; Waston; Abdunrorma Samaalee; Camila Garcia
Profetika: Jurnal Studi Islam Vol. 26 No. 03 (2025): Profetika Jurnal Studi Islam 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v26i03.14902

Abstract

Objective: This study aims to examine the effectiveness of integrating the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach into Islamic Religious Education (IRE) to enhance students’ higher-order thinking skills (HOTS) and academic performance, while promoting value-based character development. Theoretical framework: The study is grounded in Bloom’s Taxonomy, focusing on cognitive levels C3 (application), C4 (analysis), and C5 (evaluation), combined with Islamic epistemology and constructivist learning theory, which emphasize holistic and contextual knowledge. Literature review: Existing literature highlights the success of STEAM in scientific disciplines, but its application in religious education remains limited. Classical Islamic scholars advocated the integration of rational, empirical, and spiritual knowledge. Embedding STEAM in IRE aligns with this legacy and supports Sustainable Development Goal 4.7, promoting inclusive, ethical, and future-ready education. Methods: Using a quasi-experimental pretest-posttest control group design, this study involved eighth-grade students at SMP Negeri 13 Surakarta. The experimental group received STEAM-based instruction on muamalah (Islamic economic ethics), while the control group followed traditional methods. Quantitative data were analyzed using t-tests; qualitative insights were drawn from student journals and reflections. Results: Students in the STEAM group showed significant improvements in HOTS, with mastery levels reaching 96%, alongside notable academic gains and deeper engagement. Implications: Integrating STEAM into IRE fosters critical, creative, and ethically grounded learners. It offers a transformative model for modern Islamic education that bridges tradition and innovation. Novelty: This study pioneers an interdisciplinary framework merging STEAM with Islamic values, providing empirical support for its relevance in 21st-century education.
Co-Authors AHMADI Annas Fajar Rohmani Camila Garcia Kabul Suprayitno Sanjaka Yekti Wachidi Waston