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All Journal al-Afkar, Journal For Islamic Studies Journal of Indonesian Islamic Studies Journal of Educational Sciences
Asiana, Asiana
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Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Reconstruction of John B. Watson's Behaviorism Principle in Indonesia's Education System in The Digital Age Zahra, Latiafatuz; Asiana, Asiana; Sirozi, Muhammad
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.1485-1495

Abstract

This research reconstructs the core principles of John B. Watson’s behaviorism in the context of Indonesia’s educational system during the digital age. Modern education necessitates adaptability to technological advancements, prompting a reevaluation of traditional learning theories. The objective of this study is to investigate the relevance of Watson’s psychological behaviorism in relation to contemporary digital learning and to assess its implementation in current teaching methodologies. Employing a qualitative library research approach, the study references a diverse range of literature, including books, journals, and research papers pertinent to behaviorism and educational technology. The results indicate that behaviorism, which focuses on stimulus–response interactions and reinforcement, continues to be effective for structured and quantifiable learning processes, thereby facilitating adaptive digital instruction. Nevertheless, it also uncovers certain limitations, such as a decrease in student creativity and an overreliance on external motivation. The study concludes that while behaviorism provides systematic and observable learning advantages, it should be combined with constructivist and humanistic theories to more effectively address emotional and cognitive aspects, ultimately improving learning outcomes within Indonesia’s digital education framework.
Constructivism Paradigm in Islamic Religious Education Asiana, Asiana; Ismarani Junia Putri; Muhammad Irsyad Saifullah; Indah Wigati; Fitri Ovi Yanti
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.2910

Abstract

The constructivist paradigm within Islamic Religious Education (PAI) highlights the students' active involvement in forming knowledge through their experiences, reflection, and social interactions. This research employs a qualitative descriptive method, using a literature review approach to examine the integration of constructivism in PAI learning. Findings indicate that the constructivist approach leads PAI education towards a more participatory, contextual, and human-centered path. Students are transformed from passive recipients of information to active creators of meaning through critical and reflective thinking. Teachers take on roles as facilitators and mediators, aiding students in linking religious concepts to everyday reality. This paradigm also aligns with the evolution of new literacies, such as digital, data, and humanistic literacy, required in today’s world, enabling students to assess religious information critically and responsibly. Hence, constructivism in PAI serves as a conduit between traditional Islamic values and the demands of modern education, fostering individuals who are intellectually, spiritually, and socially adept.
Design of Islamic Religious Education Curriculum and Learning Outcomes in the Implementation of the Merdeka Curriculum in Indonesia Putri, Dina Bahriani; Asiana, Asiana; Safutra, Novrian Eka; Mansur, Abu; Anggara, Baldi
Journal of Indonesian Islamic Studies Vol. 5 No. 2 (2026): Journal of Indonesian Islamic Studies (April)
Publisher : State Islamic University of Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jiis.v5i1.10532

Abstract

This study aims to analyze the design of the Islamic Religious Education curriculum and Learning Outcomes (Capaian Pembelajaran/CP) within the implementation of the Merdeka Curriculum in Indonesia. The implementation of the Merdeka Curriculum has introduced significant changes in the orientation of national education, particularly regarding competency-based learning, character development, and student-centered instruction. In the context of Islamic Religious Education, these changes influence curriculum structure, instructional approaches, and competency development across educational phases. This study employed a qualitative approach using a literature review design. Data were collected from policy documents, scientific journal articles, books, and relevant academic publications related to curriculum design, Islamic Religious Education, and the implementation of the Merdeka Curriculum. The collected data were analyzed using content analysis techniques through data reduction, categorization, interpretation, and conclusion drawing. The findings indicate that the Merdeka Curriculum has transformed Islamic Religious Education from content-oriented learning toward competency-based and contextual learning. The Learning Outcomes in Islamic Religious Education are systematically organized according to students’ developmental phases and integrate cognitive, affective, and psychomotor competencies. In addition, the curriculum emphasizes character education, critical thinking, social responsibility, and religious moderation through the integration of the Profil Pelajar Pancasila. The study concludes that the implementation of the Merdeka Curriculum strengthens the role of Islamic Religious Education as an instrument for competency development, character formation, and social transformation in contemporary Indonesian education.
Co-Authors Abu Mansur, Abu Anggara, Baldi Fitri Ovi Yanti Indah Wigati Ismarani Junia Putri muhammad irsyad saifullah Putri, Dina Bahriani Safutra, Novrian Eka Sirozi, Muhammad Zahra, Latiafatuz