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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Edulab : Majalah Ilmiah Laboratorium Pendidikan Berkala Ilmiah Pendidikan
Della Amrina Yusra
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Education Languange, Linguistic, Communication & Media Other

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Development of a non-test instrument to measure lecturers’ understanding of the STEM approach and its implementation in islamic studies courses Louisiana Muliawati; Hartoyo, Zainal; Della Amrina Yusra; Haerul Pathoni
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.05

Abstract

Purpose – This study aims to develop a non-test instrument to measure lecturers’ understanding and perceptions of the STEM (Science, Technology, Engineering, and Mathematics) approach and its implementation in Islamic studies courses at State Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Negeri/ PTKIN). Design/methods/approach – This study employed a Research and Development (R&D) method, specifically using a development and validation approach. The instrument development process involved expert validation, reliability testing, and field trials. Findings – The study produced a non-test instrument designed to measure lecturers’ perceptions and understanding of the STEM approach and its application in Islamic studies courses at PTKIN. The instrument successfully passed expert validation stages, including content and face validity. It achieved a very high validity level of 97% in accordance with the standards set by the National Education Standards Board (BSNP). Reliability testing using Cronbach’s Alpha indicated acceptable internal consistency, although categorized as low, with coefficients of 0.639 for the material aspect, 0.598 for constructiveness, and 0.569 for the language aspect. These results indicate that the instrument is suitable for use. Field trial results revealed that the majority of lecturers were familiar with the STEM approach (65% or 15 lecturers) and understood its urgency in integrating interdisciplinary knowledge into Islamic studies courses (56% or 13 lecturers). Research implications/limitations – The developed instrument is a valid and reliable tool for assessing lecturers’ understanding and perceptions of the STEM approach. The findings indicate the need for further training, increased resources, and improved infrastructure to support the effective integration of STEM into Islamic studies courses at PTKIN. Originality/value – Research on the development of non-test instruments related to STEM is still very limited in PTKIN contexts. This study provides an initial contribution, with future research directed toward developing STEM–Islamic learning tools.
NILAI USWATUN HASANAH (KETELADANAN) SEBAGAI FONDASI IMPLEMENTASI KURIKULUM BERBASIS CINTA DI MADRASAH: KAJIAN KEPUSTAKAAN Alfadhli; Musli; Della Amrina Yusra; Akmalun Najmi; Thaharoh Ananda Mumtahana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42578

Abstract

Islamic education in the modern era faces multidimensional challenges related to rapid social, cultural, and technological changes. This situation demands a more humanistic, relevant, and character-building educational approach. In this context, Islamic educational institutions have a strategic responsibility to instill the values ​​of faith, noble morals, and social empathy. This study aims to examine the role of exemplary behavior (uswatun hasanah) as the foundation for the implementation of the Love Based Curriculum developed by the Ministry of Religious Affairs of the Republic of Indonesia. This study used a qualitative method with a library research approach. Data collection techniques were carried out through a systematic review of books, scientific journal articles, policy documents, and relevant previous research results. Data analysis was carried out through data reduction, categorization, thematic interpretation, and drawing conclusions. Data validity was tested through triangulation of sources and theories, as well as checking the consistency of arguments. The results show that teacher role models are a determining factor in the successful implementation of the Love Based Curriculum. The integration of good moral values, based on the exemplary behavior of the Prophet Muhammad (uswatun hasanah), can shape the character of students to be religious, humanistic, and empathetic, in line with the vision of developing perfect human beings in Islamic education.
Integration of Artificial Intelligence in Islamic Religious Learning Muksin, Muksin; Musli, Musli; Della Amrina Yusra; Afandi, Afandi
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1797

Abstract

This study aims to analyze how Artificial Intelligence (AI) can be integrated into Islamic education in a way that maintains a balance between technological innovation and the ethical-spiritual foundations of Islamic learning. The study addresses the challenge of utilizing AI-based technologies without compromising essential ethical considerations, such as data privacy, algorithmic bias, and the potential misinterpretation of religious texts. These concerns highlight the need for a thoughtful and ethically grounded approach to technological adoption in Islamic educational contexts. This research employs a qualitative design using semi-structured interviews, document analysis, and a systematic literature review to examine current perspectives and practices regarding AI integration in Islamic education. The data are analyzed through thematic analysis to identify patterns related to pedagogical benefits, ethical challenges, and institutional readiness. The findings indicate that AI has considerable potential to support personalized learning, improve teaching efficiency, and expand access to educational resources. However, its successful integration requires a robust ethical framework grounded in Islamic values. The study emphasizes the importance of teacher training that promotes ethical literacy and critical technological engagement. Collaboration among educators, Islamic scholars, policymakers, and technology developers is essential to ensure that AI strengthens, rather than undermines, the moral and spiritual objectives of Islamic education.
Co-Authors Afandi Afandi Akmalun Najmi Alfadhli Haerul Pathoni, Haerul Hartoyo, Zainal Louisiana Muliawati Muksin Muksin Musli Musli musli Thaharoh Ananda Mumtahana