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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar RAUDHAH JURNAL RAUDHAH JGK (Jurnal Guru Kita) Jurnal Pendidikan Terapan QOSIM: Jurnal Pendidikan, Sosial & Humaniora Dawuh: Islamic Communication Journal Academicus QAYID: Jurnal Pendidikan Islam Jurnal Pendidikan dan Sastra Inggris Academia Open
Muhlisin muhlisin
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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A Conceptual Model of Islamic Religious Education Learning Based on Islamic Educational Philosophy: A Literature Review Muhammad Abdul Aziz; Muhlisin Muhlisin; Rahmi Anekasari
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.154

Abstract

The advancement of technology and educational transformation has significantly influenced Islamic Religious Education (IRE) learning. Previous studies have generally examined Islamic educational philosophy, IRE learning strategies, and educational technology separately, resulting in limited research that integrates these dimensions into a comprehensive conceptual framework. This study aims to analyze Islamic educational philosophy from a contemporary educational perspective, identify the characteristics of IRE learning, and formulate its implications for the development of IRE learning strategies. This study employed a qualitative literature review design. Data were collected through a systematic search of publications indexed in Google Scholar, Dimensions, and the Directory of Open Access Journals (DOAJ) from 2022 to 2026. Of the 33 articles identified, 27 met the inclusion and exclusion criteria and were analyzed using content analysis. The findings indicate that Islamic educational philosophy remains relevant as a foundation for education because it promotes holistic human development through the integration of tawhid, fitrah, akhlaq, and insan kamil values. Contemporary IRE learning is characterized by student-centered approaches, diverse learning resources, active learning strategies, the integration of Islamic values, and the use of technology as a learning support tool. The study reveals that IRE learning strategies should integrate the internalization of Islamic values, students’ potential development, and the appropriate use of educational technology. The novelty of this study lies in proposing a conceptual model of IRE learning that systematically integrates tawhid, fitrah development, character formation, and educational technology to support holistic, contextual, and insan kamil-oriented learning.
Rekonstruksi Etika Profesi Keguruan di Era Siber: Analisis Kritis terhadap Dekadensi Adab Digital Siswa Rr. Maulia Nawangsih Ningrum; Faidatul Faseha; Muhammad Abdur Rozaq; Muhlisin Muhlisin; Abul Mafaakhir
JGK (Jurnal Guru Kita) Vol. 10 No. 3: Juni 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i3.73728

Abstract

Penelitian ini dilatarbelakangi oleh maraknya dekadensi adab digital di kalangan siswa pada era siber. Tujuan penelitian adalah menganalisis bentuk penyimpangan moral digital, faktor penyebabnya, serta merekonstruksi etika profesi keguruan sebagai solusi konseptual. Metode penelitian yang digunakan adalah kualitatif dengan jenis studi kepustakaan (library research). Subjek penelitian ini berfokus pada teks dan dokumen ilmiah seputar etika keguruan dan moralitas digital siswa. Teknik pengumpulan data dilakukan melalui dokumentasi dengan menelusuri basis data digital menggunakan kata kunci spesifik. Teknik analisis data yang diterapkan adalah analisis isi kritis (critical content analysis). Melalui seleksi sistematis, diperoleh kualifikasi sebanyak 15 artikel final yang dinilai representatif untuk dianalisis. Hasil penelitian menunjukkan bahwa penggunaan media sosial tanpa kecakapan literasi memicu penurunan kesantunan, perundungan siber, dan pengikisan rasa hormat terhadap guru akibat paparan konten negatif serta pergeseran figur keteladanan. Kesimpulannya, penguatan karakter siswa memerlukan rekonstruksi paradigma menuju Etika Profesi Digital Guru (Digital Professional Ethics for Teachers). Rekomendasi penelitian ini mendorong guru bertransformasi menjadi fasilitator etika digital (digital ethics facilitator) yang aktif memediasi perilaku virtual siswa melalui kolaborasi sinergis bersama orang tua.
Effectiveness of Implementing Research-Based Learning Models in Islamic Religious Education on Developing Critical Thinking and Creativity Alya Riskiya; Muhlisin Muhlisin; Rahmi Anekasari
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.167

Abstract

The rapid development of information technology and digital communication in the twenty-first century requires students to possess critical thinking and creativity skills, particularly in Islamic Religious Education (PAI). This study aims to examine the effectiveness of Research-Based Learning (RBL) in fostering students’ critical thinking and creativity within PAI learning contexts. The study employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Data were collected from Google Scholar through the Publish or Perish application, focusing on publications published between 2021 and 2026. Following the identification, screening, eligibility, and inclusion processes, eight relevant studies were selected for analysis. The findings indicate that RBL is effective in enhancing students’ critical thinking, creativity, analytical reasoning, problem-solving abilities, independent learning, and active participation in learning activities. The reviewed studies consistently demonstrate that RBL encourages students to formulate problems, investigate evidence, analyse information, and construct arguments related to religious and socio-religious issues. This study contributes to the growing body of literature by synthesising recent empirical evidence on the implementation of RBL in Islamic Religious Education across various educational levels. However, the review is limited to studies indexed in Google Scholar and published within the 2021–2026 period. Future studies are recommended to employ broader databases and empirical research designs to further examine the long-term impact of RBL on students’ cognitive, affective, and behavioural development in Islamic education.
Cultural Hegemony in the Grade XII Islamic Religious Education Textbook Under the Merdeka Curriculum: A Critical Discourse Analysis Thoyibah Thoyibah; Muhlisin Muhlisin; Slamet Untung; Muhammad Jaeni; Moh. Muslih
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1340

Abstract

Purpose: This study examines cultural hegemony in the Grade XII Islamic Religious Education (PAI) textbook under the Merdeka Curriculum from the perspectives of multicultural education and critical theory. It focuses on the role of textbooks in shaping religious knowledge and cultural representation in Indonesia’s multicultural context. Methods: A qualitative design using Norman Fairclough’s three-dimensional Critical Discourse Analysis was applied to one officially published Grade XII PAI textbook. The analysis covered textual narratives, visual representations, illustrations, and learning activities through the dimensions of text, discursive practice, and social practice. Findings: The textbook predominantly presents religious knowledge through centralized and normative narratives, while local Islamic traditions, interpretive plurality, and socio-cultural diversity receive limited representation. The discourse privileges standardized religious perspectives and reinforces dominant religious narratives. Conclusion: The textbook reflects cultural hegemony by privileging dominant religious interpretations and limiting multicultural perspectives. This indicates the need for more plural theological views, stronger representation of local Islamic traditions, and more inclusive textbook discourse. The findings are limited to the analyzed Grade XII textbook. Research Implications: Curriculum developers, textbook authors, educators, and policymakers should integrate multicultural education principles more fully into Islamic Religious Education materials to support inclusive and culturally responsive learning. Originality: This study integrates Fairclough’s Critical Discourse Analysis, Gramsci’s theory of cultural hegemony, and multicultural education to examine ideological representation in an official PAI textbook and propose a framework for more inclusive learning materials.
Co-Authors Abdul Khobir Abidul Haq Abul Mafaakhir Alya Riskiya Asnalia Rokhmah Asya Ilfana Brillian Fikhra Andrian Dwi Yasminasari Faidatul Faseha Fatah Syukur Fitra Faradila Iftinan Iftinan Ima Rosila Indrawati B Lokuwaka M Malik Almajdi M. Sugeng Solehudin Moch. Sugeng Solehudin Moh. Muslih Muhammad Abdul Aziz Muhammad Abdur Rozaq Muhammad Jaeni Muhammad Nurul_Fahmi Muhammad Zidan Kurniawan Nabila Asha Azzahra Nia Widyawati Qotrotun Nada Rahmi Anekasari Rifki Riza Fanani Rodianto Rodianto Rr. Maulia Nawangsih Ningrum Slamet Untung Thoyibah Thoyibah Thoyibah Thoyibah Umniyah Zahroh Zakiya Very Ayu Suryatina