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All Journal Paedagogia: Jurnal Pendidikan Thawalib: Jurnal Kependidikan Islam Indonesian Journal of Islamic Psychology Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman
Faisal Amir Toedien
Universitas Islam Negeri Sultan Syarif Kasim RIAU
Religion Education Social Sciences

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Transfer of Knowledge and Forgetting in Islamic Religious Educational Psychology Faisal Amir Toedien; Muslim Afandi; Mhd Subhan
IJIP : Indonesian Journal of Islamic Psychology Vol. 7 No. 1 (2025)
Publisher : Da'wa Faculty of Islamic State University Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/ijip.v7i1.4051

Abstract

This study aims to examine the phenomenon of learning transfer and forgetting within the context of Islamic Religious Education from the perspective of educational psychology. A qualitative method was employed, utilizing a literature review approach to analyze relevant theories related to learning, memory, and the process of forgetting. The data were analyzed using content analysis techniques based on scientific sources discussing the concepts of learning transfer and forgetting, along with their implications for Islamic Religious Education instruction. The findings indicate that learning transfer often fails due to rote-based, less meaningful, and non-contextual learning approaches. Meanwhile, forgetting occurs due to a lack of reinforcement, the material's minimal relevance to students' real-life experiences, and interference from other information. The study concludes that to enhance the effectiveness of Islamic Religious Education learning, educators should implement strategies that emphasize meaningful comprehension, repeated reinforcement, and contextual linkage between the material and students' daily lives, thereby optimizing learning transfer and minimizing the likelihood of forgetting.
Reconstructing Islamic Education Curriculum Relevance: A Synthesis of K13, Merdeka Curriculum, and Love-Based Curriculum Faisal Amir Toedien; Zamsiswaya Zamsiswaya
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 3 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i3.3801

Abstract

Curriculum transformation in Islamic education requires a broader understanding of relevance beyond policy change and curriculum replacement. This study aims to reconstruct the relevance of the Islamic education curriculum by examining the transformation of the 2013 Curriculum (K13), the Merdeka Curriculum, the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC), and emerging technological and artificial intelligence challenges. The study employed a Systematic Literature Review (SLR) with thematic analysis of 34 scholarly and policy sources. Data were analyzed through identification, categorization, cross-source comparison, and synthesis to trace recurring patterns across curricular orientations. The findings reveal four interconnected dimensions of curriculum relevance. Competence, strongly reflected in K13, emphasizes knowledge, skills, attitudes, and character. Context, strengthened through the Merdeka Curriculum, highlights flexibility and responsiveness to learners and educational environments. Humanity, foregrounded in KBC, emphasizes love, empathy, dignity, diversity, and social harmony. Future readiness, emerging from technological and AI developments, requires adaptability, technological literacy, critical judgment, and ethical responsibility. These dimensions are cumulative and interdependent rather than separate or hierarchical. The study contributes an integrated conceptual framework that reconstructs curriculum relevance as the interaction of competence, context, humanity, and future readiness. This framework provides a conceptual basis for developing Islamic education curricula that remain contextually responsive, humanizing, technologically adaptive, and grounded in Islamic ethical and spiritual values.
Islamic Religious Education Learning Approaches for Strengthening Students' Empathy and Social Action Faisal Amir Toedien; Sri Murhayati; Zuhri Zuhri
Thawalib: Jurnal Kependidikan Islam Vol. 7 No. 2 (2026): Thawalib: Jurnal Kependidikan Islam
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v7i2.1277

Abstract

Literature on implementing PBL, PjBL, and service-learning approaches in Islamic Religious Education to strengthen empathy and social action remains very limited. This study aims to analyze and synthesize the effectiveness of PBL, PjBL, and service-learning in Islamic Religious Education to sustainably strengthen students' empathy and social action. This study uses a qualitative approach through a PRISMA-based Systematic Literature Review (SLR), drawing on secondary data from Scopus (2019–2026). Results: The PBL model transforms passive religious learning into active cognitive engagement, trains critical legal reasoning (ijtihad), and collaboratively addresses global sustainable development issues. The PjBL model effectively provides an applicable, engaging approach to foster tolerance in multi-ethnic and multi-religious classrooms, ecological awareness, inclusivity, and social harmony within the school environment. Meanwhile, the service-learning approach successfully strengthens the affective dimension, ethical commitment, local cultural wisdom, pesantren character building, and students' real-world praxis through direct community service. Conclusion: These three learning models effectively transform Islamic Religious Education into a medium for strengthening students' deep empathy and tangible social action. This study enriches the literature on Islamic education and serves as a practical guide for developing action-oriented Islamic Religious Education curricula.
Fiqh Education in the Context of Artificial intelligence: Shifts in Pedagogy, Authority, and Religious Literacy Zuhri Zuhri; Faisal Amir Toedien
Paedagogia: Jurnal Pendidikan Vol 15 No 2 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss2.1483

Abstract

The rapid development of artificial intelligence (AI) has expanded the use of information and learning resources in Islamic Religious Education, including Fiqh learning, while raising concerns regarding pedagogy, the authority and validity of religious knowledge, and students’ ability to evaluate AI-generated information. This study examines the use of AI in Islamic education and synthesizes its implications for Fiqh learning, focusing on pedagogy, the authority and validity of religious knowledge, and religious literacy and AI literacy. A Systematic Literature Review (SLR) was conducted on 25 scholarly articles published between 2020 and 2026 and retrieved from Scopus, Google Scholar, and the Indonesian scholarly databases GARUDA/SINTA. Searches used combinations of keywords related to artificial intelligence, generative AI, ChatGPT, Islamic education, Islamic religious education, and fiqh education. Articles were selected based on their relevance to Islamic education or Fiqh learning and to the analytical dimensions of the study. Data were analyzed through coding, thematic categorization, cross-source comparison, and thematic synthesis. The findings indicate that AI is increasingly used to support personalized learning, information exploration, learning-material development, and instructional interaction. However, its use also intensifies the need for source verification, information validation, and teacher guidance. The synthesis further highlights the importance of integrating religious literacy and AI literacy to enable students to evaluate AI-generated information critically and responsibly. Based on these findings, the study proposes an AI-assisted but teacher-guided Fiqh learning framework that positions AI as a learning support tool, teachers as pedagogical and knowledge mediators, and students as active evaluators of information.
Co-Authors Mhd Subhan Muslim Afandi Sri Murhayati Zamsiswaya Zamsiswaya Zuhri Zuhri