Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Atthulab: Islamic Religion Teaching and Learning Journal Journal of Education Technology Jurnal At-Tarbiyat : Jurnal Pendidikan Islam
Tatang Muh Nasir
Pendidikan Islam UIN Sunan Gunung Djati Bandung, Indonesia
Religion Computer Science & IT Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Sociocultural Based Traditional Games and Their Relevance to Islamic Education Practices: Study of The Introduction to Local Wisdom at Sakola Motekar Ciamis Sri Wulan; Derry Ridwan Maoshul; Mohamad Erihadiana; Tatang Muh Nasir; Zohaib Hassan Sain
Jurnal At-Tarbiyat: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Innovation in Learning and Children's Mental Health
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.88i2.27

Abstract

This research examines the role of sociocultural-based traditional games as a medium for introducing local wisdom and strengthening Islamic values ​​in Sakola Motekar, Ciamis. A sociocultural approach is used to connect teaching with the socio-cultural context of students, and traditional games become an effective medium for internalizing Sundanese and Islamic cultural values. At this school, traditional games are used to teach togetherness, honesty, responsibility and local wisdom, thereby strengthening students' cultural identity and moral and spiritual character according to Islamic teachings. The research aims to answer four main questions: (1) How are traditional games integrated into educational practice? (2) What is the relevance of local values ​​in traditional games to Islamic teachings? (3) How do games support the teaching of Islamic values? (4) How can traditional game-based learning methods strengthen students' understanding of local wisdom and Islamic values? The research uses a qualitative approach with case studies through observation, interviews and documentation. The results show that traditional games containing sociocultural values ​​not only function as entertainment, but also as an effective educational medium that combines social, cultural, moral and spiritual values ​​that are in line with Islamic education.
Gender Based Analysis of Critical Thinking in Multicultural Islamic Education among Science and Technology Students Wawan Purnama; Rachanda Ambya; Uus Ruswandi; Yulia Kuraesin Ila Rohima; Tatang Muh Nasir
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.98306

Abstract

Critical thinking skills, particularly among university students, play a vital role in problem-solving and serve as essential preparation for entering the workforce. However, in practice, many students still struggle to develop critical thinking skills, especially in understanding complex issues they encounter. The purpose of this study is to examine how effectively students can think critically in understanding multicultural education from an Islamic perspective and to analyze variations in opinions based on gender. Using a descriptive quantitative methodology, the study involved 40 students, equally representing male and female participants selected through purposive sampling. Data were collected using a critical thinking assessment rubric covering aspects such as problem understanding, information analysis, argument preparation, evidence evaluation, logical conclusion, self-reflection, and problem-solving. The findings revealed that students generally demonstrated strong critical thinking abilities, with an average score of 478.4 out of 595 (80.4%). However, score distribution varied, with male students showing a more heterogeneous range, while female students exhibited a more homogeneous and balanced pattern. This study provides new insights by integrating gender aspects into the analysis of critical thinking within the framework of Islamic education. The practical implications include recommendations for developing multicultural curricula and learning strategies that are more responsive to gender differences and cultural diversity within Islamic educational settings.
Integrating Reason, Logic, and Islamic Epistemology for Holistic Science in Modern Education Tatang Muh Nasir; Wawan Purnama; Erni Haryanti; Dadang Komara; Zohaib Hassan Sain
Jurnal al-Thullab Vol 10 No 1 (2025): 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.v10i1.44031

Abstract

This study addresses the growing concern over the decline of students’ critical thinking skills and the limited integration of scientific knowledge with ethical and spiritual values in modern education. It aims to examine how reasoning, logic, and Islamic epistemology can be integrated to develop a holistic approach to science education. Employing a qualitative phenomenological method, data were collected through semi-structured interviews with students from both general and Islamic educational backgrounds and analyzed using thematic analysis. The findings reveal that students actively use inductive and deductive reasoning in academic and everyday contexts, while logic serves as a systematic framework for constructing valid conclusions. Furthermore, sources of knowledge are understood as a combination of empirical experience, rational thinking, and spiritual guidance, including revelation and intuition. These elements are interconnected and form a comprehensive epistemological framework. The study highlights that integrating rational, empirical, and spiritual dimensions can enhance curriculum design and pedagogical practices. This integration contributes to fostering critical thinking, ethical awareness, and holistic character development, offering a balanced and relevant educational paradigm for addressing contemporary global challenges.
Co-Authors Dadang Komara Derry Ridwan Maoshul Erni Haryanti Mohamad Erihadiana Rachanda Ambya Sri Wulan Uus Ruswandi Wawan Purnama Wawan Purnama Yulia Kuraesin Ila Rohima Zohaib Hassan Sain