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All Journal Jurnal Educatio FKIP UNMA Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal of Social Learning (IJSL) JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi IHSAN : Jurnal Pendidikan Islam At Turots: Jurnal Pendidikan Islam Al-Ilmiya: Jurnal Pendidikan Islam
Iskandar Mirza
Universitas Islam Nusantara
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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REKONSTRUKSI PENDIDIKAN AGAMA ISLAM DALAM PERSPEKTIF HUMANIS-RELIGIUS Iskandar Mirza; Dedi Sukandar; Eli Herdiana
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14961

Abstract

ABSTRACT Islamic Religious Education (IRE) faces increasingly complex challenges due to social transformation, the advancement of digital technology, and the dynamics of modern society. To date, IRE learning has tended to emphasize cognitive and normative aspects, thereby limiting its capacity to fully develop the human dimensions of learners. This article aims to analyze the urgency of reconstructing Islamic Religious Education through a humanistic-religious approach as an effort to create a learning process that is more relevant to the needs of contemporary students. This study employs a library research method by examining scholarly literature, SINTA-indexed journal articles, and other relevant academic sources. The findings reveal that the humanistic-religious paradigm in Islamic Religious Education positions learners as educational subjects endowed with innate potential (fitrah), freedom, dignity, and spiritual responsibility. The reconstruction of IRE can be achieved through the strengthening of dialogical learning, the integration of humanistic and religious values, the transformation of teachers’ roles from knowledge transmitters to facilitators and mentors, and the development of assessment systems that evaluate not only cognitive achievement but also attitudes and behavior. The humanistic-religious approach contributes to the formation of learners who are religious, tolerant, critical, and socially responsible. Consequently, Islamic Religious Education is expected not merely to produce individuals who understand Islamic teachings textually, but also those who are capable of implementing Islamic values in their daily lives.
Effectiveness of Academic Supervision by Principals in Improving Teacher Professionalism and Learning Quality Hamdan Fathurrohman; Iskandar Mirza
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.1126

Abstract

Academic supervision is a crucial instrument for school principals in enhancing teacher professionalism. This study aims to analyze the planning, implementation, and supporting as well as inhibiting factors of academic supervision at SMP Pasundan Tanjungsari and SMP Plus Persatuan Islam Tanjungsari. A qualitative approach with a comparative case study design was employed, using interviews, observations, and document analysis. The findings show that at SMP Pasundan, 78% of teachers felt actively involved in planning through collaborative forums, while at SMP Plus Persatuan Islam, 90% of decisions were made hierarchically by the principal. The implementation of clinical supervision at Pasundan improved teachers’ classroom management and technology integration skills (85% of teachers), whereas the directive approach at Persatuan Islam increased compliance with standards (92% of teachers met the minimum competency criteria) but was less effective in fostering pedagogical innovation. Supporting factors included budget allocation and religion-based mentoring, while key challenges were principals’ administrative burdens (35% of their time) and resistance from senior teachers (18% of cases). This study proposes an adaptive hybrid model of supervision that combines collaborative and directive approaches based on teachers’ professional competence and school context
Curriculum Evaluation as an Internal Quality Assurance at Islamic Educational Institutions Fitriyani Kosasih; Fuad Azmi; Hambali Bin Haji Jaili; Iskandar Mirza
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.606

Abstract

Curriculum reform and evaluation are key strategies for maintaining internal educational quality within institutions. Despite five years of curriculum reform in Indonesia, the 2025 Senior High School Academic Ability Test (AAT) results reveal relatively persistently low achievement levels. This is concerning, as student learning outcomes serve as a crucial indicator of successful curriculum implementation. This study aims to assess the effectiveness of curriculum implementation by analyzing National Assessment results at the high school level using a quantitative comparative approach. Regression analysis indicates that higher levels of curriculum implementation are positively associated with AAT scores (β = 0.31), accounting for 18% of the variance in learning outcomes across regions (R² = 0.18). Provinces with high implementation of the Merdeka Curriculum score on average 6.4 points higher than those with lower implementation. These findings suggest that while curriculum reform improves learning outcomes, its effectiveness depends significantly on the extent of local implementation.
Rekonstruksi Pemikiran Pendidikan Agama Islam Berbasis Nilai, Akhlak, dan Peradaban Iskandar Mirza; Akhmad Roziqin; Neng Astrilestari Putri
Al-Ilmiya: Jurnal Pendidikan Islam Vol. 2 No. 1 (2026): Al-Ilmiya: Jurnal Pendidikan Islam (Juli)
Publisher : Al-Ilmiya: Jurnal Pendidikan Islam

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Abstract

Penelitian ini bertujuan mengkaji rekonstruksi pemikiran Pendidikan Agama Islam (PAI) yang berpijak pada tiga fondasi utama: nilai (qiyam), akhlak, dan peradaban (hadharah) sebagai respons terhadap krisis karakter dan lemahnya orientasi peradaban pada generasi Muslim Indonesia. Menggunakan pendekatan kualitatif berbasis studi kepustakaan (library research) dengan metode analisis isi kritis, kajian ini menelaah karya-karya tokoh pendidikan Islam klasik dan kontemporer serta literatur akademik terindeks periode 2015-2025. Hasil kajian mengidentifikasi tiga landasan filosofis rekonstruksi: ontologi Islam tentang manusia sebagai khalifatullah fil ardh, epistemologi Islam yang menolak dikotomi ilmu agama-umum, dan aksiologi Islam yang menempatkan keindahan (jamal) sebagai dimensi nilai tertinggi. Diagnosis kritis mengungkap lima kelemahan paradigmatik PAI kontemporer: reduksionisme tujuan, kognitivisme berlebih, atomisme kurikuler, presentisme historis, dan nirperadaban. Sebagai respons, kajian ini merumuskan tiga kerangka rekonstruksi yang saling melengkapi: reorientasi tujuan PAI menuju visi kekhalifahan operasional, reformulasi konten berbasis nilai Islam universal dan maqashid syariah, serta revitalisasi metodologi melalui integrasi ta'lim, tarbiyah, ta'dib, dan tazkiyah. Implikasi kebijakan mencakup revisi standar PAI nasional, pengembangan kurikulum tematik-integratif, sistem penilaian holistik, dan transformasi program pendidikan guru PAI di LPTK Islam.
Co-Authors Aep Saepullah Ahmad Ma'mun Fikri Ahmad Saefurrijal Akhmad Roziqin Ali Fakhri Aris Warisman Asep Setiadi Cucu Hasanah Dedi Sukandar Eli Herdiana Fitriyani Kosasih Fuad Azmi Hambali Bin Haji Jaili Hamdan Fathurrohman Indra Kurnia M. Bisri Syamsuri M. Sukron Mochamad Yaqub Sulaeman Muhammad Beryl Walida Askari Muhammad Faisal Neng Astrilestari Putri Rosmayati Siti Fathonah Tri Ahmad Syarif Windary Sri Patimah Wulan Setyaningrum