Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
P-Index
This Author published in this journals
All Journal NALAR: Jurnal Peradaban dan Pemikiran Islam IQRO: Journal of Islamic Education Islamika: Jurnal Keislaman dan Ilmu Pendidikan Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Helmy, Helmy Abdullah
Unknown Affiliation
Religion Arts Humanities Education Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Students' Self-Efficacy in Islamic Character Development: A Phenomenological Study of PAI Learning in the Merdeka Curriculum at Senior High Schools Batula, Abu Warasy; Ritonga, Mhd. Aksaril Huda; Helmy, Helmy Abdullah; Supriadi, Udin; Zakaria, Zakaria
ISLAMIKA Vol 7 No 4 (2025): OKTOBER
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i4.5918

Abstract

This study investigates the implementation of character education through Islamic Religious Education (Pendidikan Agama Islam, or PAI) in Indonesian schools, focusing on the development of students’ self-efficacy in internalizing moral values as prescribed by the Merdeka Curriculum, particularly in phases E and F. Employing an Interpretive Phenomenological Approach (IPA), the research involved 18 purposively selected students from three different school types in Bandung. Data collection was conducted through in-depth interviews, participatory observation, and focus group discussions. Analysis revealed four central themes: students’ internal struggles in cultivating moral self-control; the influence of social environments on collective efficacy; the emergence of moral agency within digital spaces; and the role of spiritual maturity in fostering authentic leadership. The findings demonstrate a developmental trajectory in students’ self-efficacy from initial efforts to resist negative behaviors (Phase E) to the embodiment of innovative, integrity-based leadership (Phase F). This study contributes to the theoretical expansion of self-efficacy by proposing the concept of “spiritual self-efficacy” and contextualizing Bandura’s four sources of efficacy within Islamic moral education. The results underscore that effective character education must move beyond mere transmission of moral knowledge to systematically fostering students’ confidence in consistently and authentically enacting moral behavior. These insights offer significant implications for advancing a more holistic and character-centered PAI curriculum and pedagogical strategy.
Tauhid Sebagai Fondasi Epistemologis: Tafsir Tarbawi Atas Q.S. Al-Baqarah [2]:163 Bagi Paradigma Pendidikan Islam Helmy, Helmy Abdullah; Surahman, Cucu; Sumarna, Elan
NALAR Vol 9 No 2 (2025): Islam in Social Sphere
Publisher : Faculty of Ushuluddin, Adab, and Da'wah, State Islamic University of Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/njppi.v9i2.10924

Abstract

Contemporary Islamic education faces an epistemological crisis marked by the dichotomy between religious and non-religious sciences due to the adoption of a secular paradigm that separates the value of tawhid from the learning process, resulting in fragmented knowledge and the loss of balance in the hierarchy of knowledge (loss of adab). This study aims to analyze Q.S. al-Baqarah [2]:163 using a tafsir tarbawi approach to identify the core principles of tawhid and their implications for the epistemological foundations of Islamic education, as well as to construct a tawhid-based conceptual framework as an alternative paradigm to overcome the knowledge–religion dichotomy. Using a library research design and a tafsir tarbawi methodology that integrates linguistic-grammatical, contextual (munasabah al-ayat), and comparative-critical analysis of classical and contemporary commentaries, the study identifies five central principles of tawhid: (1) tawhid al-ma‘rifah (unity of the source of truth), (2) kulliyyat al-rahmah (universality of divine mercy), (3) nafy al-shirk (negation of partners to God), (4) takamul al-‘ubudiyyah wa al-khilafah (integration of vertical and horizontal dimensions), and (5) ta‘yin al-huwiyah al-ma‘rifiyyah (formation of epistemic identity). These principles generate ontological implications (a theocentric-anthropocentric conception of the human and fitrah), epistemological implications (integration of revelation, reason, and empirical inquiry, alongside a methodology resistant to secularization), and axiological implications (mercy, justice, integrity, and social-ecological responsibility). Q.S. al-Baqarah [2]:163 thus provides a theological-epistemological foundation for an Islamic education paradigm that integrates spiritual, intellectual, and moral dimensions, whose implementation requires curriculum reconstruction that harmonizes diverse disciplines within a tawhidic framework and the development of holistic assessment systems that measure cognitive, moral, and spiritual domains in an integrated manner.
Peran Kompetensi Pedagogis Guru PAI dalam Implementasi Kurikulum Merdeka Mubarokah, Syifa Fatihatul; Rahmania, Puput; Budiyanti, Nurti; Helmy, Helmy Abdullah; Batula, Abu Warasy
IQRO: Journal of Islamic Education Vol. 8 No. 3 (2025): DESEMBER 2025
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v8i3.8770

Abstract

Implementasi Kurikulum Merdeka menuntut pembelajaran yang fleksibel, berdiferensiasi, dan berbasis asesmen autentik. Namun di lapangan masih terdapat kesenjangan antara tuntutan tersebut dengan kesiapan kompetensi pedagogis guru, termasuk guru Pendidikan Agama Islam (PAI), yang menghadapi kendala dalam memahami kebutuhan peserta didik, merancang alur tujuan pembelajaran, menerapkan model pembelajaran aktif, serta menyusun asesmen yang mencerminkan capaian belajar secara komprehensif. Kesenjangan ini menunjukkan perlunya analisis mendalam mengenai bagaimana kompetensi pedagogis guru berperan dalam implementasi kurikulum baru ini. Penelitian ini bertujuan untuk mendeskripsikan peran kompetensi pedagogis guru PAI dalam perencanaan, pelaksanaan, dan asesmen pembelajaran pada Kurikulum Merdeka. Penelitian menggunakan pendekatan kualitatif studi kasus dengan subjek guru PAI; data dikumpulkan melalui wawancara semi-terstruktur kepada satu guru PAI yang dinilai memiliki kompetensi pedagogis yang baik, kemudian dianalisis menggunakan model reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kompetensi pedagogis guru tampak melalui kemampuan memahami karakteristik siswa, merancang perangkat ajar sesuai kebutuhan, mengelola pembelajaran aktif, serta menerapkan asesmen formatif dan sumatif secara berkelanjutan. Kesimpulannya, kompetensi pedagogis guru PAI memiliki peran signifikan dalam memastikan keberhasilan implementasi Kurikulum Merdeka dan perlu didukung melalui pengembangan profesional yang berkelanjutan.
Curriculum Dynamics and Existence of PAI: Challenges and Synergy Opportunities in Strengthening Student Character Susetyo, Marwal Blantara; Fakhruddin, Agus; Helmy, Helmy Abdullah; Dzakiya , Mifta Ghina; Husaeni , Muhammad Fahri Ali
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 01 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i01.2809

Abstract

Islamic Religious Education (IRE) within the national education system faces structural challenges that are both technical-curricular and ideological-pedagogical. This study analyzes the dynamics of IRE's existence and formulates a synergistic model to strengthen student character development through a Literature Review of 13 selected articles using a Critical Content Analysis lens. Findings reveal that technical challenges include limited instructional time and overlapping values across subjects. Meanwhile, more fundamental ideological challenges stem from the epistemological dichotomy between religious and general sciences and the dominance of transmissive teaching ("banking education"). Consequently, this study proposes the Theme-Based Reciprocal Synergy Model. This model positions IRE and general subjects in a dialogical relationship through cross-subject thematic integration, pedagogical collaboration (team teaching), and holistic character assessment via portfolios. Theoretically, it strengthens the paradigm of knowledge integration, while practically providing an applicable operational framework for character education within the national curriculum by considering teacher administration policy reforms.
Teacher Collaboration in Managing Islamic Religious Education Classes in Inclusive SDIT Ibnu Taimiyah Bandung Helmy, Helmy Abdullah; Karimah, Intan Wardatul; Budiyanti, Nurti
Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran Vol 13 No 1 (2026): TARBIYAH WA TA'LIM March 2026
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/twt.v13i1.12349

Abstract

Abstract Inclusive education requires effective interprofessional collaboration to ensure equitable learning access for students with special needs, particularly within Islamic Religious Education (IRE) in inclusive school contexts. This qualitative case study examines collaboration between Islamic Religious Education teachers and Special Education Support Teachers (SEST) in managing inclusive IRE learning at an Integrated Islamic elementary school (SDIT) in Bandung, focusing on planning, implementation, and evaluation. Data were collected through semi-structured interviews and document analysis and analyzed using an interactive thematic approach. The findings indicate that structured co-teaching collaboration characterized by clear role delineation, shared planning, routine pre-instructional communication, responsive differentiation, dynamic role rotation, and dual-track evaluation supports effective inclusive IRE learning while maintaining curriculum standards. This collaborative approach enhances engagement, social adaptation, and confidence among students with special needs without marginalizing their participation in collective religious learning. However, institutional capacity constraints, selective admission policies, limited continuous professional development, and gradual technology integration remain significant challenges. The study concludes that context-sensitive collaboration models grounded in Islamic values such as empathy, cooperation (ta’awun), and justice are essential for strengthening inclusive IRE learning management and advancing equitable educational practices in Indonesian inclusive elementary schools. Keywords: Co-Teaching, Inclusive Education, Islamic Religious Education, Students with Special Needs, Teacher Collaboration
Co-Authors Agus Fakhruddin Batula, Abu Warasy Cucu Surahman Dzakiya , Mifta Ghina Elan Sumarna Husaeni , Muhammad Fahri Ali Karimah, Intan Wardatul Mubarokah, Syifa Fatihatul Nurti Budiyanti Rahmania, Puput Ritonga, Mhd. Aksaril Huda Susetyo, Marwal Blantara Udin Supriadi Zakaria Zakaria