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All Journal Psikologi Prima QISTINA: Jurnal Multidisiplin Indonesia Ahlussunnah: Journal of Islamic Education
Syahrani, Amellia Putri
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Nursing Other

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Tafsir Ditinjau dari Sumbernya (Tafsir Bi Al Ma’tsur, Tafsir Bi Ar-Ra’yi, dan Tafsir Bi Al- Isyari) Syahrani, Amellia Putri; Alwizar, Alwizar; Yusuf, Kadar M
QISTINA: Jurnal Multidisiplin Indonesia Vol 4, No 1 (2025): June 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v4i1.6285

Abstract

Tulisan ini bertujuan untuk mengkaji dan membandingkan tiga sumber utama dalam ilmu tafsir Al-Qur’an, yaitu Tafsir bi al-Ma’tsur, Tafsir bi Ar-Ra’yi, dan Tafsir bi Al-Isyari. Masing-masing metode memiliki pendekatan, kelebihan, dan kekurangan yang berbeda. Kajian ini penting untuk memahami bagaimana Al-Qur’an ditafsirkan oleh para ulama dari berbagai pendekatan keilmuan, dan untuk menilai keakuratan serta relevansi tafsir dalam konteks kehidupan modern. Penelitian ini menggunakan pendekatan penelitian kepustakaan (library research), yaitu penelitian yang menggunakan bahan-bahan tertulis seperti manuskrip, buku, majalah, surat kabar dan dokumen lainnya. Sumber data merupakan penjelasan mengenai sumber-sumber untuk memperoleh artikel relevan yang akan direview, sumber data pada penelitian ini bersumber dari jurnal dan buku.
Constructivist and Humanistic Learning Theories in Islamic Religious Education (IRE): Student-Centered Learning Approaches Jumiati, Dinda; Syahrani, Amellia Putri; Yeli, Salmaini
Psikologi Prima Vol. 8 No. 2 (2025): Psikologi Prima
Publisher : unprimdn.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/psychoprima.v8i2.7689

Abstract

This study examines the application of constructivist and humanistic learning theories in Islamic Religious Education (IRE) through a student-centered learning approach. Constructivist theory posits that knowledge is actively constructed by learners through experience, reflection, and environmental interaction, while humanistic theory emphasizes the holistic development of human potential encompassing cognitive, affective, and psychomotor domains, aligned with the Islamic concept of humans as vicegerents on earth. The integration of these theories in IRE pedagogy creates an interactive and meaningful learning environment that honors individual uniqueness. Within this framework, teachers function as facilitators, mediators, and motivators who guide students toward self-actualization through contextual and collaborative learning activities. The constructivist-humanistic approach demonstrates significant advantages in enhancing learner autonomy, critical thinking skills, and the formation of religious character. However, its implementation faces substantial challenges, including limitations in teacher competency, instructional time constraints, and availability of contextual learning resources. Therefore, professional development initiatives for educators and the development of adaptive IRE curricula are essential to ensure effective implementation of both theoretical frameworks in learning practice.
ThoughtIbn Sina's Islamic Education: Relevance to Contemporary Education Syahrani, Amellia Putri; Jumiati, Dinda; Dewi, Eva
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.428

Abstract

Education is a conscious and planned effort to create a learning environment and learning process so that students can develop their potential to have spiritual strength. One of the famous Muslim scientists known for his knowledge is Ibn Sina, who emphasized the integration of rationality and morality, as well as the holistic development of individuals. This study aims to analyze Ibn Sina's concept of education in terms of objectives, curriculum, methods, and the role of educators, and to assess how this concept can be applied in the modern Islamic education system. This article examines the Islamic educational thinking of Ibn Sina, one of the greatest polymaths in the history of Islamic civilization. Through a descriptive-analytical approach, this study outlines the basic concepts, objectives, curriculum, learning methods, and concepts of teachers and students from Ibn Sina's perspective. The results of the study show that Ibn Sina's educational thinking is holistic and integral, combining spiritual and rational aspects into a harmonious whole. Principles such as ta'dib (character building), tadrij (gradualism), individualization, and integration of knowledge demonstrate the sophistication of his thinking, which is relevant to the challenges of contemporary Islamic education, particularly in addressing the dichotomy of knowledge, moral crisis, and the need for individualized learning. Implicitly, Ibn Sina's thinking encourages a holistic contemporary Islamic education curriculum that combines intellectual, physical, social, and spiritual aspects and emphasizes that character building (morals, responsibility, honesty) must be an integral part of the learning process
Co-Authors ALWIZAR ALWIZAR, ALWIZAR Dewi, Eva Jumiati, Dinda Yusuf, Kadar M