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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal PAI Raden Fatah IJGIE (International Journal of Graduate of Islamic Education)
Ari Koswara
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Religion Humanities Education Social Sciences Other

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Love-Based Curriculum Meets Deep Learning: Transforming Islamic Education At SMAN 3 Palembang Lia Laili Rosadah; Ari Koswara; Yulia Wahyuni; Zuhdiyah
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.4365

Abstract

This study aims to analyze the integration of the Love-Based Curriculum (LBC) and the Deep Learning Approach in Islamic Religious Education (PAI) at SMAN 3 Palembang. The LBC emphasizes the cultivation of love, care, and empathy toward God, humanity, the environment, and the nation. Meanwhile, the deep learning approach focuses on meaningful, reflective, and conscious learning processes that encourage students to internalize religious values holistically rather than merely memorizing concepts. This research employed a descriptive qualitative approach with data collected through classroom observations, interviews with Islamic education teachers, and analysis of learning documents. The implementation of the Love-Based Curriculum (LBC) and the Deep Learning Approach in Islamic Religious Education (PAI) at SMAN 3 Palembang has successfully integrated cognitive, affective, and spiritual dimensions in a harmonious manner. The values of love (mahabbah), compassion (rahmah), and brotherhood (ukhuwah) are not only taught theoretically but are also embodied through school culture and real social actions. The synergy between LBC and deep learning fosters a reflective, empathetic, and transformative learning process aligned with the principle of rahmatan lil ‘alamin and the national vision of character education. Although challenges remain, such as limited instructional time and the absence of comprehensive affective assessment tools, this model has proven effective in nurturing learners who are loving, caring, and socially responsible.
Penilaian Akhlak Siswa oleh Guru Pendidikan Agama Islam: Analisis Objektivitas dan Subjektivitas Eprianto; Ari Koswara; Duski, Duski
PAI RAFAH Vol 7 No 4 (2025): Jurnal PAI Raden Fatah
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/pair.v7i4.31760

Abstract

Moral education is a core component of the Islamic Religious Education (PAI) curriculum, functioning to shape students’ character in accordance with Islamic values. However, the assessment process of moral behavior often faces a dilemma between objectivity (evaluation based on standardized criteria) and subjectivity (evaluation influenced by teachers’ personal perceptions). This study aims to analyze the epistemology of moral assessment conducted by Islamic Religious Education (PAI) teachers, focusing on the balance between objectivity and subjectivity as well as its implications for character formation. Using a qualitative method with a field study approach, data were collected through in-depth interviews with four Islamic Religious Education (PAI) teachers, participant observation, and classroom documentation, then analyzed using the Miles and Huberman model. The findings indicate that objective assessment is based on curriculum indicators such as honesty and discipline in worship, while subjectivity arises from teachers’ personal perceptions and experiences of students. Approximately 80% of the field data reveal a dominance of subjective assessment, particularly toward students with disciplinary issues. This condition creates potential bias and reduces fairness in evaluation. Therefore, teacher training and the development of standardized assessment rubrics are needed to make the moral evaluation process more measurable, fair, and effective in shaping students’ character in the digital era.
INTEGRASI NILAI-NILAI QUR’ANI DALAM SISTEM EVALUASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMAN 1 MAKARTI JAYA Ari Koswara; Fitria Hartati; Alimron; Suharmon
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.35264

Abstract

This study aims to describe how Qur’anic values are integrated into the evaluation system of Islamic Religious Education (PAI) learning at SMAN 1 Makarti Jaya. Evaluation in the Islamic perspective does not merely assess students’ cognitive achievements but also encompasses affective and spiritual dimensions grounded in Qur’anic values such as justice (al-‘adl), responsibility (al-hisab), balance (al-wazn), and honesty (ash-shidq). The research employed a qualitative descriptive method with a field study approach. Data were collected through interviews with PAI teachers, classroom observations, and analysis of assessment documents. The findings reveal that PAI teachers at SMAN 1 Makarti Jaya have implemented Qur’anic-based evaluation principles through a continuous, fair, and character-oriented assessment system, which includes initial, formative, and summative evaluations. This implementation aligns with the values of tazkiyah an-nafs (self-purification) and hisab (accountability), indicating that evaluation functions not only as a measure of learning outcomes but also as a means of moral development. The study recommends strengthening teacher training programs to design evaluation instruments systematically based on Qur’anic values to enhance the spiritual and moral dimensions of education.
Co-Authors Alimron Duski Duski Eprianto Fitria Hartati Lia Laili Rosadah Suharmon Yulia Wahyuni Zuhdiyah