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All Journal TARBAWI: Jurnal Pendidikan Agama Islam Pendas : Jurnah Ilmiah Pendidikan Dasar
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Agama dalam Realitas: Inovasi Problem Based-Learning dalam Pendidikan Agama Islam di SMAN 9 Mataram Aisyah; Saparudin; Emawati; Era Mutiara Pratiwi; Gazi
TARBAWI : Jurnal Pendidikan Agama Islam Vol. 11 No. 01 (2026): TARBAWI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6h75d961

Abstract

Paradigma Pendidikan Agama Islam (PAI) saat ini menghadapi tantangan dalam menjembatani doktrin teoretis dengan kompleksitas sosial di dunia nyata. Penelitian ini bertujuan untuk mengeksplorasi penerapan model inovasi *Problem-Based Learning* (PBL) pada mata pelajaran PAI di SMAN 9 Mataram, yang mencakup prosedur modifikasi sintaks, keunggulan, serta kendala di lapangan. Studi kasus deskriptif kualitatif ini melibatkan seorang guru PAI sebagai informan kunci dan 32 siswa kelas XI sebagai subjek observasi. Data dikumpulkan melalui wawancara mendalam dan observasi partisipatif, kemudian dianalisis menggunakan model interaktif yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan PBL dilaksanakan melalui sintaks yang dimodifikasi menjadi lima tahap: orientasi pada masalah dunia nyata (multikulturalisme dan moderasi beragama), pengorganisasian pembelajaran, penyelidikan terbimbing melalui penelitian mandiri, pengembangan hasil karya, serta refleksi dengan metode beragam menggunakan *Reflection Tree* dan *Google Forms*. Temuan lapangan mengindikasikan adanya peningkatan pada ranah kognitif, afektif, dan psikomotorik siswa, khususnya dalam hal berpikir kritis dan toleransi beragama. Kendati demikian, terdapat kendala seperti keterbatasan waktu dan pengaruh latar belakang keluarga yang kurang harmonis terhadap motivasi belajar siswa. Penelitian ini menyimpulkan bahwa PBL yang dimodifikasi dapat menjadi alternatif untuk meningkatkan relevansi pembelajaran PAI di sekolah.  Kata kunci: Inovasi Pembelajaran, *Problem-Based Learning*, Pendidikan Agama Islam
Pembelajaran Diferensisasi Pada Mata Pelajaran Al-Quran Hadits Di Man 2 Mataram Aulia, Khizam; Saparuddin; Era Mutiara Pratiwi; Gazi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50154

Abstract

Differentiated learning is a key strategy in the Independent Curriculum that accommodates diverse student readiness, interests, and learning styles. This study examines the implementation of differentiated learning in the Al-Qur'an Hadith subject for grade XI at MAN 2 Mataram, integrated with the Deep Learning approach (mindful, meaningful, joyful learning) on ​​halal and thayyib food. The research aims to describe the process of implementing differentiation, identify supporting and inhibiting factors, and analyze student responses to the learning. The study used a qualitative case study approach. Data were obtained through in-depth interviews with two teachers and eight grade XI students, observations, and documentation of teaching modules, lesson plans, and student work. The results show that teachers have implemented differentiation in the content, process, and product of learning. Students are given the freedom to choose the form of final assignments according to their interests and abilities, such as educational videos or analytical papers. The novelty of this study is the description of the implementation of contextual differentiation in the Al-Qur'an Hadith subject in madrasas. The study concludes that differentiated learning can increase student motivation, activeness, and understanding, although it still faces challenges of teacher adaptation and variations in student independence. The support of madrasah leadership and infrastructure are key factors for success.
The Proses Perkembangan Anak dalam Perspektif Psikologi Pendidikan Islam: Teori Tadarruj Ibnu Khaldun dan Teori Kognitif Piaget Sofiyan Baihaki; Sri Panca Aryaningsih; Pratiwii, Era Mutiara; Gazi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.58393

Abstract

This study aims to examine the concept of tadarruj (reflection) in Ibn Khaldun's educational thought and Jean Piaget's cognitive development theory, and analyze their relevance to the Psychology of Islamic Religious Education. The study employed a qualitative library research method, with data sources drawn from accredited journal articles discussing both figures. The results indicate that Ibn Khaldun's tadarruj emphasizes gradual learning, repetition, hands-on practice, and a compassionate approach with the goal of developing a perfect human being. Meanwhile, Piaget's theory proposes four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational, with mechanisms of assimilation, accommodation, and equilibration. Both theories emphasize the importance of gradualism and readiness to learn in the educational process. Implications for the Psychology of Islamic Religious Education include the periodization of faith development, hands-on practice-based learning methods, evaluation of practical portfolios, and a non-violent educational approach.
Pendidikan Islam Transformatif Dalam Perspektif Psikologi Merdeka Belajar Siti Ria Farhaeni; Gazi; Era Mutiara Pratiwi; Ismail; Fathurrahman Muhtar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.58557

Abstract

This study aims to analyze the concept of transformative Islamic education, examine the psychological aspects of the Merdeka Belajar concept, and analyze the relevance of transformative Islamic education from the psychological perspective of Merdeka Belajar. This study uses a qualitative approach with library research. Data sources were obtained from various scientific journals, books, and articles relevant to transformative Islamic education, educational psychology, humanism, and Merdeka Belajar. Data collection techniques were conducted through documentation studies, while data analysis used the Miles, Huberman, and Saldaña model, which includes data condensation, data presentation, and conclusion drawing. Data validity was carried out through source triangulation. The results show that transformative Islamic education is an educational paradigm that emphasizes the holistic development of students through the integration of intellectual, spiritual, moral, emotional, and social aspects. Meanwhile, the psychological aspects of Merdeka Belajar emphasize humanistic, constructivist, and progressivist approaches oriented towards active learning, learning freedom, creativity, critical thinking, and student-centered learning. The analysis also shows that transformative Islamic education has a strong relevance to the psychology of Merdeka Belajar (Freedom to Learn) because both emphasize humanistic learning, character development, self-actualization, and the formation of independent, critical, creative, and morally upright students.
Co-Authors Aisyah Aulia, Khizam Emawati Era Mutiara Pratiwi Fathurrahman Muhtar Ismail Pratiwii, Era Mutiara Saparuddin Saparudin Siti Ria Farhaeni Sofiyan Baihaki Sri Panca Aryaningsih