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All Journal Innovasi : Jurnal Inovasi Pendidikan Al Kindi Jurnal Pendidikan Islam Multidisipliner
Kiky Fatmawati
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Disiplin Terhadap Kemandirian Belajar Siswa Kelas IV SD Muhammadiyah Kreatif Kraksaan Kabupaten Probolinggo Mukti Peni Indriawati; Muhishah Hidayati; Kiky Fatmawati; Benny Prasetya
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 12 No. 1 (2026): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/656vwa66

Abstract

Independent learning is an essential competence that needs to be developed from the elementary school level to support students’ long-term academic success. One factor assumed to influence independent learning is learning discipline. This study aimed to examine the effect of learning discipline on independent learning among fourth-grade students at SD Muhammadiyah Kreatif Kraksaan, Probolinggo Regency, and to determine the extent of its contribution. This research employed a quantitative approach using an explanatory associative method. The population consisted of 32 fourth-grade students, and a saturated sampling technique was applied. Data were collected through Likert-scale questionnaires that had been tested for validity and reliability. Data analysis involved descriptive statistics, Pearson correlation, and simple linear regression using SPSS version 27. The results showed that learning discipline had a positive and significant effect on students’ independent learning (t = 2.385; Sig. = 0.024 < 0.05). The coefficient of determination (R² = 0.159) indicated that learning discipline contributed 15.9% to the variation in independent learning. These findings highlight the importance of strengthening learning discipline to foster independent learning in elementary school students.
Pemikiran Al-Farabi dalam Pendidikan dan Relevansinya terhadap Perancangan Kurikulum Mukti Peni Indrawati; Kiky Fatmawati; Muhishah Hidayati; Sumarno
Al-Kindi Vol. 2 No. 1 (2026): Februari
Publisher : Al-Kindi

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Abstract

This study reconstructs the core of Al-Farabi’s educational thought and demonstrates its relevance to the design of curriculum, pedagogy, and governance of contemporary Islamic educational institutions. Through a literature review using a descriptive analytical method, the study examines the epistemological framework (the stages of sense perception, intellect, and acquired intellect atauʿaql mustafad, the classification of knowledge as the architecture of the curriculum, the roles and competencies of teachers, learning strategies, and the teleological goal of education saʿādah which is intrinsically connected to socio-political order. The findings affirm that: (1) education from Al-Farabi’s perspective is integrative, synergizing rationality, moral character, and spirituality (2) an ideal curriculum integrates religious sciences, logic, science, and the arts to cultivate critical thinking, creativity, and ethical leadership (3) teachers are positioned as intellectual-moral exemplars who combine demonstrative argumentation with pedagogical discipline in accordance with learners’ readiness and (4) the ultimate aim of education is the perfection of intellect and character, manifested in public welfare. Thus, Al-Farabi’s thought provides a robust theoretical foundation for the renewal of Islamic education that is both competitive and civilizationally grounded.
Co-Authors Benny Prasetya Muhishah Hidayati Mukti Peni Indrawati Mukti Peni Indriawati Sumarno