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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar PAEDAGOGIE
Andrini, Mike
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Learning Theory Approaches in Developing Islamic Education Curriculum: Efforts to Realize Effective Islamic Learning Andrini, Mike; Pahrudin, Agus; Jatmiko, Agus; Koderi, Koderi
Paedagogie Vol 20 No 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v20i2.15252

Abstract

Abstract This study explores the application of learning theories, behaviorism, cognitivism, constructivism, and humanism, in the development of the Islamic Religious Education (PAI) curriculum as an effort to create an effective and meaningful Islamic learning process. Using a qualitative library research approach, this paper examines how these theories contribute to enhancing students’ motivation, understanding of religious values, and character formation. The findings indicate that behaviorism supports the cultivation of discipline and positive habits through reinforcement and habituation; cognitivism emphasizes structured thinking and rational understanding of Islamic teachings; constructivism encourages students to actively build knowledge through experience, discussion, and reflection; and humanism focuses on personal growth and self-actualization in harmony with spiritual and social development. Integrating these theories into the PAI curriculum promotes more contextual, student-centered, and value-oriented learning. However, implementation still faces several challenges, such as limited teacher understanding of modern learning approaches, insufficient learning resources, and an assessment system that prioritizes cognitive outcomes over holistic development. Therefore, teacher training, innovative pedagogy, and comprehensive evaluation are needed to optimize the application of learning theories in Islamic education.
Zakat Fitrah dan Nasab Anak: Kritik atas Penelantaran Hak-Hak Anak dalam Keluarga Muslim dalam Perspektif Pendidikan Agama Islam Andrini, Mike; Kartika, Novita Erni; Erlina; Ghazi, Fachrul; Kholid, Idham
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38349

Abstract

The social phenomenon within contemporary Muslim communities indicates that many families still neglect children’s fundamental rights, including education, financial support, and emotional care. This condition reflects a gap between the ideal values of Islamic teachings and their practical implementation in family life. This study aims to critically examine the interrelation between zakat fitrah (alms of purification), lineage (nasab), and the fulfillment of children’s rights from the perspective of Islamic Religious Education. Employing a qualitative approach with a library research design, this study applies content analysis to primary sources such as the Qur’an, Hadith, classical works of tafsir and fiqh, as well as secondary data from academic books, journals, and previous studies. The findings reveal that zakat fitrah possesses profound spiritual and social dimensions. It functions not only as an act of ritual purification but also as an instrument of social education that cultivates justice, empathy, and collective responsibility. Meanwhile, the concept of nasab serves as a moral and educational foundation within the family, emphasizing parental responsibility to fulfill children’s rights to love, protection, and moral guidance. The lack of understanding of these two concepts has weakened the family’s role as a moral and spiritual educational institution. Therefore, integrating the values of zakat fitrah and nasab into Islamic Religious Education is essential for developing a family-based educational paradigm grounded in raḥmah (compassion), ‘adl (justice), and amānah (responsibility).
Strategi dan Metode Pembelajaran dalam Pendidikan Agama Islam: Kajian Literatur Konsep, Prinsip Pedagogis, dan Implementasi Kontemporer Yana, Erli; Andrini, Mike; Syafe’i, Imam; Hadiati, Eti; Rahmatika, Ratu Vina
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16402

Abstract

This study aims to comprehensively analyze the concepts of teaching strategies and methods in Islamic Religious Education (PAI), including the underlying pedagogical principles and the implementation of contemporary methods relevant to students’ needs. The research employs a qualitative library research approach. Data were collected through document studies of books, journal articles, and academic publications, then analyzed using content analysis to examine effective concepts, principles, and methods in PAI. The findings indicate that PAI teaching strategies integrating cognitive, affective, and psychomotor domains, while positioning students as active subjects, align with modern educational theories, particularly constructivism and humanism. The application of pedagogical principles such as exemplarity, habituation, participatory learning, and relevance strengthens the internalization of Islamic values and the effectiveness of learning. Furthermore, contemporary methods, including discussions, problem-based learning, project-based learning, and the use of digital technology, enhance motivation, engagement, and material relevance. Despite challenges related to teacher competence and facilities, the integration of classical Islamic pedagogical principles with modern teaching methods makes PAI not only a means of knowledge transfer but also a medium for character building and 21st-century competency development. The study concludes that strengthening teacher capacity, developing adaptive curricula, and providing adequate learning facilities are essential to achieving the holistic goals of Islamic education.
Analisis Perbandingan Model Desain Pembelajaran ADDIE dan Dick & Carey dalam Pengembangan Pembelajaran Amriyah, Chairul; Andrini, Mike; Sutriani, Ikat; Kurniawati, Elly; Prasetyo, Nabil Tito; Jatmiko, Agus; Meriyati, Meriyati
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16449

Abstract

This study is motivated by the limited number of studies that specifically analyze the comparison between the ADDIE instructional design model and the Dick & Carey model, even though both models play an important role in improving the quality of instructional planning. This study aims to analyze and compare the characteristics, development stages, and advantages of the two instructional design models in the development of learning. This study uses a qualitative approach with a library research method. Data were obtained from various scientific literature sources such as books, journals, research articles, and academic documents that discuss instructional design models. The collected data were then analyzed using descriptive qualitative analysis with a comparative approach to identify the similarities and differences between the ADDIE model and the Dick & Carey model. The results of the study show that both models apply a systematic approach in designing instruction, but they differ in terms of complexity and development structure. The ADDIE model has five main stages that are flexible and relatively simple, making it easier to apply in various learning contexts. Meanwhile, the Dick & Carey model consists of ten more detailed and comprehensive stages and emphasizes the integration of learning objectives, instructional strategies, materials, and evaluation. This study concludes that the selection of an instructional design model needs to be adjusted to the objectives and the complexity of the learning being designed. The findings of this study are expected to provide a theoretical contribution to the study of instructional design and serve as a practical reference for educators in selecting an appropriate instructional design model. Future research is recommended to conduct empirical studies to test the effectiveness of both models in classroom learning practices.
Co-Authors Agus Jatmiko Agus Pahrudin Chairul Amriyah Elly Kurniawati ERLINA Eti Hadiati Fachrul Ghazi, Fachrul Idham Kholid Kartika, Novita Erni Koderi Meriyati Meriyati Prasetyo, Nabil Tito Rahmatika, Ratu Vina Sutriani, Ikat Syafe’I, Imam Yana, Erli