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All Journal JURNAL PENDIDIKAN TAMBUSAI An-Nahdloh: Journal of Education and Islamic Studies
Azyati, Nikki
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Religion Education Social Sciences

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Muhammad Iqbal: Filsafat Pendidikan Islami untuk Gen Z Azyati, Nikki; Selviani, Rini; Sukma, Zulista; Sari, Herlini Puspika
Jurnal Pendidikan Tambusai Vol. 9 No. 3 (2025): Desember
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini membahas relevansi pemikiran pendidikan Muhammad Iqbal terhadap kebutuhan dan karakteristik Generasi Z di era digital. Masalah utama yang dikaji adalah bagaimana konsep khudi, keseimbangan spiritual-intelektual, serta pembentukan insan kamil dalam filsafat Iqbal yang dapat diimplementasikan berdasarkan pendidikan Islam kontemporer. Penelitian ini menggunakan metode studi kepustakaan (library research) dengan menganalisis karya-karya primer Iqbal dan literatur sekunder terkait pendidikan Islam modern. Hasil penelitian menunjukkan bahwa filsafat pendidikan Iqbal menawarkan landasan filosofis yang kuat untuk membentuk generasi yang kreatif, berkarakter, dan spiritual, sekaligus mampu beradaptasi dengan perkembangan teknologi. Kesimpulannya, nilai-nilai Iqbal perlu diintegrasikan ke dalam kurikulum, strategi pembelajaran, dan peran guru agar pendidikan Islam dapat mencetak generasi Z yang beriman, intelektual, dan berakhlak.
Implementasi Pendidikan Akhlak Perspektif Al-Ghazali dalam Pembinaan Karakteristik Peserta Didik Harani, Dena Aulia; Azyati, Nikki; Mumtaza, Ukhty
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): Januari 2026
Publisher : Magister Pendidikan Agama Islam (MPAI) Program Pascasarjana, Universitas Islam Raden Rahmat (UNIRA) Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.45

Abstract

Moral education has become an urgent need amid the increasing moral degradation of students, such as hedonistic behavior, poor manners, and weak discipline. This condition shows that moral guidance in schools has not comprehensively touched on the realm of inner transformation. Imam Al-Ghazali's thinking, which emphasizes tazkiyatun nafs, mujahadah, riyadhah, and exemplary behavior, offers a more in-depth approach to shaping holistic character. This study aims to describe the concept of morals according to Al-Ghazali, analyze its relevance to modern students, and formulate its implementation in the school context. The research uses a literature study method by analyzing classical books, scientific articles, and the latest research results. The findings show that moral education, according to Al-Ghazali, requires a combination of spiritual strengthening, behavioral training, and consistent habits. Implementation in schools can be done through tazkiyah programs, teacher role modeling, worship habits, moral reflection, and the integration of moral values into school culture. The main argument of the study asserts that Al-Ghazali's approach is more effective in responding to the moral challenges of the digital age because it builds character from the aspects of the heart, behavior, and spiritual awareness simultaneously.   Keywords: Moral education, Al-Ghazali, tazkiyatun nafs, character, modern schools.
Telaah Literatur tentang Efektivitas Evaluasi Sumatif dalam Menilai Pencapaian Kompetensi Peserta Didik Manasikana, Arina; Harani, Dena Aulia; Nabila, Mutiara; Azyati, Nikki; Mumtaza, Ukhty; Sukma, Zulista
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 2 (2026): Januari 2026
Publisher : Magister Pendidikan Agama Islam (MPAI) Program Pascasarjana, Universitas Islam Raden Rahmat (UNIRA) Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58788/jeis.v1i2.49

Abstract

This abstract discusses the role of summative evaluation as a key component in assessing student competency achievement at the end of the learning process. It examines its effectiveness through a descriptive approach based on recent literature studies. Summative evaluation is considered important because it provides a comprehensive picture of the level of mastery of the material. Still, research shows that the quality of the instruments, ranging from validity, reliability, and alignment with the curriculum, greatly determines the accuracy of the assessment results. Problems arise when its implementation is still dominated by written tests that are less able to capture higher-order thinking skills and non-cognitive competencies. Other challenges include the lack of teacher training in question development, disparities in the quality of instruments between educational institutions, and psychological factors of students that can affect their test performance. Therefore, the integration of authentic assessment and strengthening teacher capacity are important elements to improve the quality of evaluation. This study emphasizes that summative evaluation must be combined proportionally with formative evaluation to provide more holistic and learning improvement-oriented information. The results of the study show that a paradigm shift from simply measuring results to competency-based assessment helps build an evaluation ecosystem that is more fair, accurate, and relevant to the development of 21st-century education. Therefore, a sustained commitment is needed in developing instruments, improving teacher assessment literacy, and strengthening regulations so that summative evaluation truly functions as a tool for quality improvement, rather than merely an administrative procedure.   Keywords:  Summative Evaluation, Educational Assessment, Competency Measurement, Learning Quality, Instrument Development
Co-Authors Harani, Dena Aulia Manasikana, Arina Mumtaza, Ukhty NABILA, MUTIARA Sari, Herlini Puspika Selviani, Rini Sukma, Zulista