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All Journal AL - Mujaddid Jurnal Ilmu-ilmu Agama International Journal of Islamic Educational Research
Nurhamzah Nurhamzah
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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The Development of Guided Inquiry Learning Model Based on Islamic Values in Islamic Education Courses Lilis Sholihah; Aan Hasanah; Hariman Surya Siregar; Nurhamzah Nurhamzah; Fuad Fazil Osmanov
International Journal of Islamic Educational Research Vol. 2 No. 4 (2025): October : International Journal of Islamic Educational Research
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijier.v2i4.481

Abstract

Islamic education learning models in campus environments often face challenges in integrating critical thinking with religious character building. Dogmatic and lecturer-centered learning makes students less involved in discovering contextual religious meaning. This study aims to explore the development of an Islamic value-based Guided Inquiry learning model in Islamic education courses. The research method used is Research and Development (R&D) with an adaptation of the Thiagarajan, Semmel & Semmel model using the 4D approach (Define, Design, Develop, Disseminate), as well as a combination of quantitative and qualitative methods (mixed methods) through tests, questionnaires, observations, interviews, and reflective journals. Quantitative analysis used a mean difference test. The results showed that the developed model consisted of eight phases, namely Open, Immerse, Explore, Identify, Gather, Create, Share, and Evaluate, which were integrated with Islamic values, such as faith, honesty, responsibility, and tolerance. Expert validation showed high feasibility, namely 93.33%. The implementation in the student classroom showed the feasibility of the model syntax with an average observation score of 87.4%, with the Open and Share phases being the most consistent. Empirically, the developed model was effectively implemented in PAI learning with an increase in the average score in meeting I from 58.24 to 73.23, in meeting II from 66.17 to 84.5, and in meeting III, the average score increased from 55.34 to 81.78. The developed model had a very strong impact on shaping student behavior, as shown by the questionnaire results with a score of 93.48%. Supporting factors included the learning environment (with an influence score of 4.55), lecturers and teaching methods (influence score of 4.78), students (influence score of 4.19), and curriculum and material factors (score of 4.37). This means that these factors were identified as factors influencing the development of the learning model.
Implementation of Google Classroom, YouTube, and Quizizz Multimedia to Improve Students’ Motivation and Cognitive Learning Outcomes in Islamic Religious Education Learning R. Muhamad Yasin Fadilah; Aan Hasanah; Mohamad Erihadiana; Nurhamzah Nurhamzah
International Journal of Islamic Educational Research Vol. 3 No. 1 (2026): January : International Journal of Islamic Educational Research
Publisher : Asosiasi Riset Ilmu Pendidkan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijier.v3i1.510

Abstract

This study was motivated by the low levels of student motivation and cognitive learning outcomes in the Islamic Education (PAI) subject at SMK Pasundan 1 and SMK Bunga Persada Cianjur. The phenomenon was identified through preliminary observations showing that 45% of students scored below the Minimum Mastery Criteria (KKM) and demonstrated low engagement during the learning process. The school’s efforts to improve student motivation and learning outcomes have not been optimal, as teaching methods and media are still largely limited to conventional approaches. Therefore, innovation in learning through the use of technology-based interactive multimedia such as Google Classroom, YouTube, and Quizizz is needed to create more engaging and effective learning experiences. The objectives of this study were to identify: (1) the implementation of Google Classroom, YouTube, and Quizizz multimedia in PAI learning; (2) students’ learning motivation; (3) students’ cognitive learning outcomes; (4) the influence of multimedia implementation on students’ learning motivation; (5) the influence of multimedia implementation on students’ cognitive learning outcomes; and (6-8) the qualitative findings that expand and deepen the quantitative results regarding multimedia implementation, learning motivation, and cognitive learning outcomes at SMK Pasundan 1 and SMK Bunga Persada Cianjur. This research employed a Mixed Methods approach using a sequential explanatory design, combining quantitative and qualitative methods in sequence. Data were collected through questionnaires, interviews, observations, and document analysis.
REPRESENTATION OF THE TEACHINGS AND DOCTRINES OF THE TAREKAT AS A CHARACTER EDUCATION PARADIGM FROM THE PERSPECTIVE OF SUSPECTS Achmad Faqih; Try Riduwan Santoso; Nurhamzah Nurhamzah
Al - Mujaddid: Jurnal Ilmu-ilmu Agama Vol 8 No 1 (2026): Al - Mujaddid : Jurnal Ilmu-ilmu Agama
Publisher : STAI Sebelas April Sumedang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51482/almujaddid.v8i1.137

Abstract

The teachings and doctrines of the Tariqa represent the most comprehensive transformative pedagogical system in the Islamic intellectual heritage, yet they have not been fully represented in contemporary character education discourse in a paradigmatic and systematic manner. This study aims to analyze how the teachings and doctrines of the Tariqa can be represented as a holistic paradigm of character education from a Sufi perspective. This research employs a qualitative approach through an integrative literature review method accompanied by hermeneutic analysis of classical Sufi texts and contemporary Islamic education literature. The results reveal three main findings: first, the Sufi maqamat system encompassing taubah, zuhd, sabar, tawakkal, ridha, mahabbah, and ma'rifah represents a gradual, systematic, and continuous character formation roadmap; second, the doctrines of muraqabah and muhasabah function as mechanisms for the continuous internalization of character values by building theo-centric moral awareness more stable than conventional ego-centric approaches; and third, the practices of riyadhah and suhbah constitute transformative pedagogical methods proven effective in forming noble character (akhlaq al-karimah) through habit internalization and exemplary-based learning. This study concludes that the teachings and doctrines of the Tariqa constitute an authentic and transformative paradigm of character education, as they penetrate the qalb dimension of the human soul as the center of moral consciousness a dimension entirely absent in Western character education theories. This study recommends epistemic integration between the Sufi-Tariqa dimension and the contemporary character education framework as a fundamental solution to the moral crisis of the younger generation in Indonesia. Keywords: Representation; Tariqa Teachings; Tariqa Doctrines; Paradigm; Character Education; Tasawuf
Co-Authors Aan Hasanah Achmad Faqih Fuad Fazil Osmanov Hariman Surya Siregar Lilis Sholihah Mohamad Erihadiana, Mohamad R. Muhamad Yasin Fadilah Try Riduwan Santoso