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All Journal CENDEKIA : Jurnal Ilmu Pengetahuan Southeast Asian Journal of Islamic Education International Journal of Community Engagement Payungi Jurnal Inovasi Pendidikan Agama Islam
Fitriya, Erma
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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AKAL DALAM PERSPEKTIF HADITS TARBAWI SEBAGAI LANDASAN PENDIDIKAN ISLAM Maslani, Maslani; Fitriya, Erma; Rosulina, Desi; Munawaroh, A.H. Eviyani; Koswara, Ujang
CENDEKIA: Jurnal Ilmu Pengetahuan Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/cendekia.v5i3.6430

Abstract

This paper discusses the education of reason in the Islamic perspective, focusing on the concept of education of reason as taught in the hadiths of the Prophet Muhammad. The objectives of this study are to understand the meaning of education of reason, to analyse the hadiths related to education of reason, and to explore the relationship between education of reason and character development in the context of the Project for Strengthening the Profile of Pancasila Students and the Profile of Rahmatan lil Alamin Students (P5-PPRA). This study uses a qualitative approach with a literature study method, in which an analysis is carried out on various literature, hadiths, and opinions of scholars related to education of the mind. The results show that education of the mind in Islam includes the development of intellectual and spiritual abilities. Education of the mind not only aims to improve rational and critical thinking abilities, but also to shape individuals who are faithful, have good character, and have a balance between worldly and spiritual knowledge. In the context of P5-PPRA, education of the mind plays a role in producing students who are not only intelligent but also capable of behaving well and contributing positively to society. This study confirms that an education of the mind based on Islamic principles has a significant impact on developing children's intellect and character. ABSTRAKArtikel ini membahas tentang pendidikan akal dalam perspektif Islam, dengan fokus pada konsep pendidikan akal yang diajarkan dalam hadis-hadis Nabi Muhammad SAW. Tujuan dari penelitian ini adalah untuk memahami makna pendidikan akal, menganalisis hadis-hadis yang berkaitan dengan pendidikan akal, dan mengeksplorasi hubungan antara pendidikan akal dan pengembangan karakter dalam konteks Proyek Penguatan Profil Mahasiswa Pancasila dan Profil Mahasiswa Rahmatan lil Alamin (P5-PPRA). Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur, di mana dilakukan analisis terhadap berbagai literatur, hadis, dan pendapat para ulama yang berkaitan dengan pendidikan akal. Hasil penelitian menunjukkan bahwa pendidikan akal dalam Islam mencakup pengembangan kemampuan intelektual dan spiritual. Pendidikan akal tidak hanya bertujuan untuk meningkatkan kemampuan berpikir rasional dan kritis, tetapi juga untuk membentuk individu yang beriman, berakhlakul karimah, dan memiliki keseimbangan antara pengetahuan duniawi dan ukhrawi. Dalam konteks P5-PPRA, pendidikan budi berperan untuk menghasilkan peserta didik yang tidak hanya cerdas, tetapi juga mampu berperilaku baik dan berkontribusi positif bagi masyarakat. Penelitian ini menegaskan bahwa pendidikan akal yang berlandaskan prinsip-prinsip Islam memiliki dampak yang signifikan dalam mengembangkan kecerdasan dan karakter anak.
Integrating Augmented Reality (AR) in Learning to Increase Student Engagement Tarsono; Saadah, Susi; Fitriya, Erma; Aldi, Ujang; Darojat; Khotimah, Imas; Naufal Abdillah
International Journal of Community Engagement Payungi Vol. 5 No. 1 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i1.89

Abstract

The quality of education is largely determined by the level of active participation of students in the learning process. Unfortunately, many conventional teaching methods still rely on one-way delivery of material, which makes students less interested and have difficulty understanding the material thoroughly. To answer this challenge, Augmented Reality (AR) technology comes as an innovation that can create a more lively and interactive learning atmosphere. AR presents learning content in the form of three-dimensional visuals that can be seen and explored directly by students, so that learning becomes more fun, immersive, and easy to understand. This research examines how the use of AR can increase student engagement in the digital era through a qualitative approach by reviewing various studies and scientific literature. The results show that AR can increase learning motivation, concept understanding, and cooperation skills. AR is also flexible in adjusting students' diverse learning styles and supporting inclusive learning. However, AR implementation faces obstacles such as limited devices, infrastructure, and teacher readiness. Therefore, integrative strategies and support from various parties are needed so that the implementation of AR can run effectively and become a sustainable educational transformation tool.
A Comparative Analysis of Jigsaw, Team Games Tournament, and Conventional Approaches on Student Achievement in Islamic Religious Education at the Elementary Level Fitriya, Erma; Saadah, Susi; Kariadinata, Rahayu
Jurnal Inovasi Pendidikan Agama Islam (JIPAI) Vol. 5 No. 1 (2025): Jurnal Inovasi Pendidikan Agama Islam
Publisher : Islamic Religious Education Study Program Postgraduate Program UIN Sunan Gunung Djati Band

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jipai.v5i1.46840

Abstract

This study aims to compare the effectiveness of the Jigsaw, Team Games Tournament (TGT), and conventional learning models in improving Islamic Religious Education learning outcomes in third-grade elementary school students. Using a comparative quantitative research design, this study involved three whole classes, each of which implemented one of these learning models. Student learning outcomes were measured using a standardized assessment instrument after the learning process was implemented. The findings showed clear differences between the three models, with the TGT model producing the highest improvement in learning outcomes, followed by the conventional model, while the Jigsaw model showed the lowest results. These findings indicate that the competitive cooperative learning structure in TGT is able to increase engagement and understanding of religious concepts more effectively than the other two models. This study concludes that the TGT model is superior in supporting the achievement of Islamic Religius Education learning outcomes and has broader pedagogical significance because it can strengthen the cognitive, social, moral, and character-building aspects that are at the core of Islamic education. Therefore, the application of innovative and learner-centered learning strategies needs to be expanded to improve the quality of Islamic Religius Education learning at the elementary school level.
A Peer-Coaching–Based Professional Guidance Model for Islamic Education Teachers in Teacher Working Groups Sarbini, Sarbini; Suhendi, Saca; Saadah, Susi; Fitriya, Erma; Aldi, Ujang; Darojat, Darojat; Haqq, Syauqi Arinal
Southeast Asian Journal of Islamic Education Vol 8 No 2 (2025): Southeast Asian Journal of Islamic Education, December 2025
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sajie.v8i2.11887

Abstract

This study aims to explore how peer coaching is implemented within Teacher Working Groups through a qualitative case study design. The participants involved were 10 Islamic education teachers, three administrators of the Islamic education teacher working group, and one Islamic education supervisor. Data were collected using in-depth interviews, observations, and document analysis to understand teachers’ real practices and experiences in conducting peer coaching. The findings show that peer coaching is implemented through regular collaborative meetings, blended learning sessions, and professional learning communities, which facilitate shared reflection and mutual feedback. The qualitative analysis indicates that peer coaching helps teachers improve lesson planning, diversify instructional strategies, and strengthen the use of formative assessments in PAI classrooms. It also fosters reflective thinking and enhances teachers’ adaptability to both the National Curriculum and the Merdeka Curriculum. However, several challenges were identified, including inconsistent implementation, limited time allocation, and varying levels of teachers' readiness to engage in critical reflection. The study concludes that optimized peer coaching requires stronger institutional support and more structured, continuous professional development to maximize its contribution to improving teaching practices in Islamic Education.
Co-Authors Aldi, Ujang Darojat Darojat, Darojat Haqq, Syauqi Arinal Khotimah, Imas Koswara, Ujang Maslani, Maslani Munawaroh, A.H. Eviyani Naufal Abdillah Rahayu Kariadinata Rosulina, Desi Saadah, Susi Sarbini Sarbini, Sarbini Suhendi, Saca Tarsono