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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Social Journal of Studies in Education
Dhini Maulidatul Isnaini
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Education Social Sciences Other

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Implementation of Pragmatic Stream Principles in Islamic Education Learning: Efforts to Realize Adaptive and Solutive Education Dhini Maulidatul Isnaini; Abdul Khobir; Nilna Zulfa; Ika Nur Iliza
Social Journal of Studies in Education Vol. 1 No. 02 (2025): Desember
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

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Abstract

The development of the modern era marked by globalization, digitalization, and the complexity of social problems requires Islamic Education to be adaptive and solution-oriented. However, Islamic Education learning still tends to be normative and insufficiently connected to students’ real-life contexts, thus necessitating a relevant philosophical and pedagogical approach. This study aims to analyze the principles of the pragmatic school of thought and their implementation in Islamic Education learning to realize adaptive and solution-oriented education. This research employs a qualitative approach using a library research method. Data were obtained from books, scholarly journal articles, and relevant academic documents. Data collection was conducted through source selection, critical reading, and systematic note-taking. Data were analyzed using descriptive-analytical content analysis techniques. The findings indicate that pragmatic principles such as experiential learning, problem solving, inquiry-based learning, technological integration, and performance-based assessment are compatible with the values of Islamic Education. The implementation of these principles enhances learning relevance, strengthens character development, and makes Islamic Education more contextual in addressing modern challenges. The implementation of pragmatism in Islamic Education strengthens the integration of knowledge and action, making learning more applicable, adaptive, and responsive to contemporary social dynamics. The novelty of this study lies in the conceptual synthesis of educational pragmatism with Islamic values as a foundation for adaptive and solution-oriented learning.
ANALISIS IMPLEMENTASI PRINSIP PENGEMBANGAN KURIKULUM PAI TERHADAP EFEKTIVITAS PEMBELAJARAN DI PERGURUAN TINGGI Dhini Maulidatul Isnaini; Indah Ayu Febriana; Risma Wati Agustina; Muhammad Fadlullah; Ma’mun Hanif Hanif
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13628

Abstract

This study examines how the application of Islamic Religious Education (IRE) curriculum development principles impacts the quality of education in higher education institutions. This research is grounded in the need to develop a curriculum that keeps pace with the times while upholding Islamic values in the learning process. PAI instruction in higher education still faces many challenges. These include theoretical teaching methods, limited use of technology, and a lack of student participation in the learning process. The objective of this study is to examine how curriculum development principles are applied and how this affects the effectiveness of PAI instruction in higher education. The method used was a qualitative descriptive approach involving a literature review of relevant references and scientific journals on curriculum development and Islamic Education (PAI) instruction. The results of the study indicate that the application of the principles of relevance, flexibility, continuity, effectiveness, efficiency, and practicality in the PAI curriculum can improve the quality of learning when supported by innovative teaching methods, instructor expertise, and student resources. Furthermore, it has been demonstrated that contextual, reflective, and project-based learning approaches can increase student participation and strengthen their religious and social attitudes. Thus, continuous curriculum development is necessary to ensure that PAI instruction not only focuses on cognitive aspects but also fosters students who are critical, adaptable, religious, and prepared to face the challenges of the modern era.
Co-Authors Abdul Khobir Ika Nur Iliza Indah Ayu Febriana Ma’mun Hanif Hanif Muhammad Fadlullah Nilna Zulfa Risma Wati Agustina