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All Journal TAZKIR: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman PAEDAGOGIE
Sutriani, Ikat
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Education Social Sciences Other

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Ketaatan Ulil Amri Qs An-Nisa 59 An-Nur 54 Muhamad 33 Pendidikan Islam Sutriani, Ikat; Muallim, Faqihuddin Akbar; Akmansyah, Muhammad; Fathoni, A; Amirudin, Amirudin
Tazkir: Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 11, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/tazkir.v11i2.17713

Abstract

Penelitian ini menelaah konsep yang terkandung dalam pendidikan Islam berdasarkan QS. An-Nisa 59, QS. An-Nur 54, dan QS. Muhammad 33, serta relevansinya terhadap pengembangan karakter moral dan spiritual peserta didik. Metode yang digunakan adalah kualitatif dengan studi pustaka untuk memahami makna ayat-ayat tersebut dan menerapkannya dalam praktik pendidikan Islam kontemporer. Hasil kajian menunjukkan bahwa kepatuhan kepada Allah, Rasul, dan ulil amri (pemegang otoritas) bersifat bersyarat, berlaku hanya jika perintah sesuai dengan syariat dan tidak bertentangan dengan ajaran Islam. Pendidikan Islam tidak hanya mengembangkan aspek intelektual, tetapi juga membentuk dimensi moral, spiritual, dan sosial yang berlandaskan nilai-nilai wahyu. Penelitian ini menegaskan urgensi penguatan pendidikan karakter berbasis nilai Islam untuk menghadapi tantangan global tanpa kehilangan identitas keislaman. Selain itu, keberadaan fondasi menjadi penting bagi kedamaian sosial dan pengembangan individu Muslim secara utuh. Kajian ini berkontribusi pada pengembangan model pendidikan Islam yang komprehensif dan kontekstual di Indonesia, mengintegrasikan nilai-nilai normatif agama dengan strategi pedagogis yang efektif untuk melahirkan generasi beriman, berakhlak mulia, dan mampu menghadapi dinamika zaman dengan kesadaran spiritual dan moral yang kuat.
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 Amirudin Amirudin Andrini, Mike Chairul Amriyah Elly Kurniawati Fathoni, A Meriyati Meriyati Muallim, Faqihuddin Akbar Muhammad Akmansyah Prasetyo, Nabil Tito