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M Rindu Fajar Islamy
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Education

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An Application of Al-Islah Method wa Tagyr in Islamic Education Learning to Achieve Mental Health Nurti Budiyanti; M Rindu Fajar Islamy; Muhammad Parhan
Bulletin of Pedagogical Research Vol. 5 No. 2 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i2.1995

Abstract

This study investigates the implementation of the Al-Islah wa Tagyīr method in Islamic Religious Education (PAI) as a means to promote students’ mental health. The Al-Islah wa Tagyīr method, which emphasizes self-improvement and transformation through spiritual and moral approaches, is employed to enhance students’ psychological well-being. A qualitative approach was adopted using a case study method in universities that have applied this method in PAI learning. Data were collected through observation, in-depth interviews, and document analysis. The findings reveal that the application of the Al-Islah wa Tagyīr method strengthens students’ religious and psychological dimensions, positively influences emotional regulation, enhances self-confidence, and fosters healthier social interactions. Consequently, the method has been shown to be effective in supporting the attainment of improved mental health among students. This research contributes to the enrichment of Islamic Religious Education by integrating mental health perspectives into pedagogical practices. Specifically, it offers a holistic model of PAI learning that not only develops religious knowledge and moral character but also supports psychological resilience and well-being. The study provides theoretical insights into the synergy between spirituality and mental health and offers practical implications for educators, policymakers, and curriculum developers in creating more comprehensive educational strategies that address both cognitive and emotional aspects of student development.
Creative Islamic Education Learning Media: A Collaboration of the Open-Ended Approach and the Think Pair Share Model M Rindu Fajar Islamy
Bulletin of Pedagogical Research Vol. 5 No. 2 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i2.1948

Abstract

This study aims to examine and develop Islamic Education (PAI) learning media based on the Open-Ended Approach integrated with the Think Pair Share (TPS) model to enhance students’ creative thinking skills. Creative thinking is one of the essential 21st-century skills, yet it remains relatively low in Indonesia. According to The Global Creativity Index 2015, Indonesia ranks 115th out of 139 countries. This low performance is influenced by non-innovative teaching methods, unsupportive learning environments, limited teacher competence, and suboptimal use of technology. Vildan Celik, a global education practitioner, emphasizes that teachers’ lack of ability to design innovative learning experiences significantly hampers the development of student creativity. The integration of the Open-Ended Approach with TPS is expected to foster students’ creativity by providing flexible thinking opportunities, encouraging active discussion, and promoting idea sharing in problem-solving. This qualitative research employed a development design involving expert validation and student response analysis. Data were collected through in-depth interviews with PAI lecturers and students concerning the developed learning materials and instructional videos. The findings reveal that integrating the Open-Ended Approach with TPS in Islamic Education learning media effectively stimulates creative thinking through: (1) contextual learning materials that encourage multiple solutions, (2) interactive video elements that foster critical thinking, and (3) collaborative learning structures that facilitate knowledge construction. Expert validation confirmed that the materials met fundamental criteria with suggestions for contextual improvement. Student responses indicated positive engagement with multimedia elements and collaborative learning approaches.  
Co-Authors Muhammad Parhan Nurti Budiyanti