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All Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Nurhayati, Fitriani
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Relevansi Pemikiran Khas Filsafat Ibn Miskawaih dalam Menjawab Tantangan Zaman Nurhayati, Fitriani; Hizratul Muttaqien, Qorie; Muttaqin, Via Putrimawati; Santora, Pipih; Hambali, Wisnu; Maulana, Hamdan; Suganda, Ayub; Hermawan, Heris; A. Zein, Irfan
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 8 No. 2 (2025): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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Abstract

The moral crisis plaguing modern society requires a philosophical reference that can offer ethical and profound solutions. One important figure in the classical Islamic philosophy who is relevant in this context is Ibn Miskawaih. This research aims to deeply examine Ibn Miskawaih’s ethical thought and its relevance to contemporary moral education. Using the library research method and a descriptive qualitative approach, this study reviews Ibn Miskawaih's main work, Tahdzīb al-Akhlāq wa Taṭhīr al-Aʿrāq, as well as relevant secondary literature. The research results indicate that Ibn Miskawaih's ethical thought emphasizes the integration of Greek philosophical rationality, especially Aristotelianism, with Islamic moral values. He underscores the importance of reason, moral habituation, and the purification of the soul as the foundation for the formation of the ideal human character (insān kāmil). His rational and spiritual approach makes ethics not only a guideline for individuals but also a pillar of harmonious social life. The implications of these findings suggest that Ibn Miskawaih's concept of ethics is still very relevant in shaping sustainable and transformative character education in the modern era
Inggris Nurhayati, Fitriani; Fathimah, Nur Sab’rina; Abdillah, Naufal; Nurdiansyah, Achmad; Maulana, Hamdan; Santora, Pipih; Faiz, Karman; Desi, Rosulina; Koswara, Ujang
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Volume 18 Nomor 2 2025
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv18i2.12129

Abstract

This study examines the implementation of technology-based evaluation at a junior high school at Nagreg, Indonesia, focusing on teacher and student experiences. Using a qualitative narrative approach, data were gathered through in-depth interviews with five PAI teachers and twenty students, classroom observations, and document analysis, and analyzed using Spradley’s componential analysis. The findings indicate that teachers view digital platforms such as Google Forms and Quizizz not simply as alternative tools, but as mechanisms that reduce administrative workload and create space for pedagogical reflection. Students reported lower assessment anxiety and higher engagement, particularly through gamified evaluation formats. Technology also functioned as a creative medium to reinforce Islamic values through multimodal feedback. Despite these benefits, limitations related to infrastructure and unequal digital access persist.
Integrasi Analitik Pendidikan dan Q-Methodology dalam Pengembangan Model Evaluasi Kurikulum Multidimensi Nurhayati, Fitriani; Khotimah, Imas; A.H. Eviyani; Abdurahman, Ihsan; Erihadiana, Moh.; Yuliati Zaqiah, Qiqi
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol. 9 No. 1 (2026): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

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The study addresses a critical limitation of conventional evaluation models such as Tyler, CIPP, and Kirkpatrick, which tend to emphasize linear outcomes while inadequately capturing learning processes, stakeholder subjectivity, and the growing role of digital technologies in education. Using the PRISMA protocol, this review analyzes peer-reviewed Scopus-indexed articles published between 2013 and 2025. The search process yielded 250 articles, which were systematically screened and refined to eight core studies that explicitly examined technology-integrated evaluation, data analytics, or Q-Methodological approaches. Bibliometric mapping using VOSviewer and trend analysis with R Studio were employed to identify conceptual patterns, methodological tendencies, and research gaps. The findings are synthesized at a conceptual level and reveal three core insights. First, curriculum evaluation research is increasingly data-driven, with learning analytics and machine learning used to predict performance, engagement, and learning trajectories, yet these approaches remain largely reductionist when detached from contextual meaning. Second, Q-Methodology consistently emerges as a robust method for capturing structured subjectivity, enabling the identification of distinct stakeholder perspectives that are otherwise overlooked in metric-based evaluation models. Third, the reviewed studies demonstrate that neither analytics nor Q-Methodology alone can adequately support holistic evaluation; rather, their integration enables a multidimensional assessment encompassing cognitive, affective, behavioral, and social domains of learning. This study contributes theoretically to educational management by conceptualizing curriculum evaluation as an adaptive, formative, and socio-technical process rather than a static measurement activity. The proposed hybrid framework positions evaluation as a strategic tool for decision-making, organizational learning, and curriculum governance. Practically, the findings are particularly relevant for developing education systems such as Indonesia’s Kurikulum Merdeka, where contextual diversity, digital transition, and stakeholder participation demand more inclusive and responsive evaluation models. By articulating a conceptual synthesis rather than a procedural template, this article advances curriculum evaluation scholarship toward a holistic and future-oriented paradigm.
Internalizasi Akhlak Islam melalui Pendekatan Psikologi dalam Pembelajaran: Internalizing Islamic Morals through a Psychological Approach in Learning Sarbini, Sarbini; Suhendi, Saca; Santora, Pipih; Nurhayati, Fitriani; Rosulina, Desi; Muttaqien, Qorie Hizratul; Astuti, Hofifah
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 3 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i3.1034

Abstract

In the context of Indonesian elementary schools (SD), Islamic religious education often prioritizes rote memorization of moral teachings, yet struggles to foster deep internalization of Islamic morals amid modern social challenges. Rapid societal changes, including digital influences and peer pressure, highlight the need for a psychological lens to understand how students truly internalize values such as honesty, empathy, and responsibility. This gap underscores the urgency for research that bridges religious doctrine with developmental psychology to cultivate authentic character formation. This study aims to deeply explore the experience of internalizing Islamic morals through a psychological approach to learning in elementary schools (SD). Employing a qualitative phenomenological methodology, it illustrates that the internalization process engages not only cognitive aspects but also intrinsic motivation, profound emotional experiences, and intensive social interactions between students and teachers. The findings emphasize that integrating psychological dimensions into religious education is crucial for fostering authentic, sustainable moral character relevant to students’ social lives. The internalization process transcends cognition, engaging intrinsic motivation, profound emotional resonance (e.g., awe during Quranic reflections), and intensive teacher-student interactions. Key themes include “emotional awakening” via storytelling and “social mirroring” through role-modeling, revealing that psychologically attuned methods amplify moral embodiment. This study significantly contributes to the development of Islamic religious education models that cohesively combine developmental psychology theories with moral education. These findings advocate integrating developmental psychology theories (e.g., Bandura’s social learning) into Islamic education curricula, offering practical recommendations for educators—like emotion-focused activities and collaborative learning—and policymakers to Design humane, responsive strategies. This result fosters holistic character building, contributing to innovative, contextually relevant models for sustainable moral education in Indonesian SDs. Furthermore, it offers practical recommendations for educators and policymakers to Design humane, psychologically responsive learning strategies capable of creating conducive environments for the holistic character formation of students..
Co-Authors A. Zein, Irfan A.H. Eviyani Abdillah, Naufal Abdurahman, Ihsan Astuti, Hofifah Desi, Rosulina Erihadiana, Moh. Faiz, Karman Fathimah, Nur Sab’rina Hambali, Wisnu Hermawan, Heris Hizratul Muttaqien, Qorie Khotimah, Imas Koswara, Ujang Maulana, Hamdan Muttaqien, Qorie Hizratul Muttaqin, Via Putrimawati NURDIANSYAH, ACHMAD Rosulina, Desi santora, pipih Sarbini Sarbini, Sarbini Suganda, Ayub Suhendi, Saca Yuliati Zaqiah, Qiqi