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All Journal Irfani Atthulab: Islamic Religion Teaching and Learning Journal Journal of Education and Teacher Training Innovation (JETTI) Cultura Islamica: Journal of Islamic Studies, Management, and Culture
Marwal Blantara Susetyo
Universitas Pendidikan Indonesia
Religion Humanities Education Social Sciences

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Konstruksi Model Siklus Belajar Kritis-Induktif (SBKI) Berbasis Pendekatan Rasional dan Empirik dalam Pembelajaran PAI Marwal Blantara Susetyo; Muhamad Parhan; Muhamad Shendyka; Pitra Gosha Patriasya; Yurana Qiyasa
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7363

Abstract

Contemporary Islamic Religious Education (IRE) faces challenges in fostering students' critical reasoning with a strong epistemological foundation. Thus far, critical thinking has often been viewed as a secondary byproduct rather than a systematically designed cognitive process. This qualitative study, employing a literature review method, aims to construct an IRE learning model focused on strengthening critical mindsets through inductive reasoning mechanisms. The research formulates the Critical-Inductive Learning Cycle (CILC) model, which positions inductive inference (istiqra’) at the heart of the students' thinking process. The model is operationalized through four key stages: contextualization (empirical observation), investigation (data exploration), conceptualization (inductive generalization), and actualization (reflection and application). Theoretically, CILC contributes to IRE pedagogy by asserting that reinforcing critical logic aligns with the formation of reflective faith and potentially serves as a cognitive defense mechanism against hoaxes and radicalism. As a conceptual model, CILC requires further empirical testing to validate its effectiveness in classroom practice.
The Effectiveness of Integrating Gamification and Project-Based Learning to Enhance Student Engagement and Value Internalization in High School Islamic Education Muhammad Aldam Shaka Pradipta; Marwal Blantara Susetyo; Nurti Budiyanti; Syifa Fatihatul Mubarokah; Helmy Abdullah Helmy
Jurnal al-Thullab Vol 11 No 1 (2026): INPRESS-Atthulab: Islamic Religion Teaching and Learning Journal
Publisher : Laboratory of Islamic Religious Education Faculty of Tarbiyah and Teacher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/atthulab.v11i2.53875

Abstract

Islamic Religious Education (PAI) in Indonesian senior high schools faces persistent challenges of low student engagement and superficial value internalization, largely resulting from conventional teaching methods that rely on dogmatic delivery and rote memorization. This study aims to evaluate the pedagogical effectiveness of integrating gamification and project-based learning in enhancing student engagement and facilitating authentic value internalization within high school PAI. A qualitative single case study design was employed at a senior high school in Bandung, involving 34 students selected through purposive intensity sampling. Data were gathered through the triangulation of in-depth interviews, focus group discussions, and participant observation, then analyzed using interactive thematic analysis. The findings reveal that gamification significantly reduced academic anxiety and increased emotional engagement, creating a psychologically safe classroom climate. This affective readiness was subsequently leveraged by project-based learning, where direct engagement in authentic social projects triggered deep social empathy and spontaneous behavioral commitments that extended beyond academic requirements. The synergy of these methods produced a qualitatively distinct learning experience that facilitated organic value internalization without external pressure. This study contributes to Islamic education scholarship by offering a student-centered pedagogical model that integrates emotional engagement with concrete character actualization, challenging the dominance of conventional rote learning and providing actionable implications for PAI curriculum redesign and teacher professional development.
Dynamics of Modern and Qur’anic Learning Research (2016–2025) : A Scientometric Mapping Study Using R Biblioshiny Pitra Gosha Patriasya; Aceng Kosasih; Marwal Blantara Susetyo; Mhd. Aksaril Huda Ritonga; Erwin Putera Permana
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/qwcjh003

Abstract

The rapid development of digital technology has profoundly transformed education in the twenty-first century. Nevertheless, modern learning approaches have increasingly been criticized for placing excessive emphasis on technical competencies while overlooking spiritual and moral dimensions. In contrast, Qur’anic learning promotes strong character values and spiritual purification, yet its integration with technological innovation within educational research remains limited and insufficiently systematic. This study aims to examine publication trends, thematic structures, and patterns of scientific collaboration in research on modern and Qur’anic learning during the 2016–2025 period. A bibliometric approach was employed using 136 articles retrieved from the Scopus database. The data were analyzed using R Biblioshiny to generate descriptive, conceptual, and structural mappings. The findings reveal an annual publication growth rate of 45.37%, with an average of 4.603 citations per document. The most frequently occurring keywords in the literature were “e-learning,” “Islamic education,” and “online learning.” Indonesia and Malaysia emerged as the leading contributors to scientific publications, while Universitas Islam Negeri Sunan Kalijaga was identified as the most productive institutional affiliation. The thematic mapping analysis classified “e-learning” as a motor theme, indicating its central role in driving research development within this field. The study concludes that although research productivity expanded substantially following the COVID-19 pandemic, the conceptual integration between modern pedagogy and Qur’anic spiritual values remains fragmented and is still in the consolidation phase. Future studies should strengthen theoretical integration, broaden international research collaboration, and develop integrative learning models capable of balancing global competencies with spiritual maturity grounded in Qur’anic values.
The Role of Persuasive Communication through Positive Affirmations in Enhancing Self-Efficacy of Elementary School Students: An Islamic Educational Psychology Perspective Marwal Blantara Susetyo; Pitra Gosha Patriasya; Magna Anissa A. Hayudini
Cultura Islamica: Journal of Islamic Studies, Management, and Culture Vol. 2 No. 1 (2026): June 2026 | Islamic Studies, Management, and Culture
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/culturaislamica.v2i1.371

Abstract

This study explores the role of persuasive communication through positive affirmations in enhancing the self-efficacy of elementary school students in Desa Cisalak, with a focus on Islamic Educational Psychology. The research uses a qualitative descriptive phenomenological approach to understand the experiences of teachers and students regarding positive affirmations in the classroom. Data were collected through in-depth interviews, participatory observation, and documentation from 14 participants, including 4 teachers and 10 students. The findings show that persuasive communication through positive affirmations plays a significant role in shaping students’ self-efficacy by reinforcing their belief in their abilities and motivating them to engage more actively in learning. Positive affirmations foster a growth mindset, aligning with Islamic principles of self-improvement and trust in Allah’s guidance. However, challenges such as the lack of parental support and peer pressure hinder the effectiveness of affirmations. The research suggests that a supportive ecosystem, involving both school and home, is essential for affirmations to be effective. The study provides practical insights for educators, emphasizing verbal encouragement, positive reinforcement, and creating an environment that nurtures both cognitive and spiritual development in students. This research contributes to the understanding of self-efficacy in Islamic education and offers strategies for enhancing students' academic motivation and personal growth.
Co-Authors Aceng Kosasih, Aceng Erwin Putera Permana Helmy Abdullah Helmy Magna Anissa A. Hayudini Mhd. Aksaril Huda Ritonga Muhamad Parhan Muhamad Shendyka Muhammad Aldam Shaka Pradipta Nurti Budiyanti Pitra Gosha Patriasya Syifa Fatihatul Mubarokah Yurana Qiyasa