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All Journal International Journal of Public Health Science (IJPHS) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Teknologi Pendidikan Jurnal Pendidikan Non formal Journal of Islamic Psychology
Febi Robianti
International Open University
Religion Humanities Education Health Professions Social Sciences Other

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Mengkaji Dampak Entertainful Learning terhadap Pembentukan Mental Resilience Pemuda: Perspektif Nilai Mujahadah dalam Islam Adriano Rusfi; Dewi Arsyanti; Febi Robianti
Journal of Islamic Psychology Vol. 2 No. 2 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/islamicpsychology.v2i2.283

Abstract

Penelitian ini bertujuan menganalisis dampak entertainful learning terhadap pembentukan mental resilience pemuda melalui perspektif nilai mujahadah dalam Islam. Penelitian menggunakan pendekatan kualitatif konseptual-deskriptif dengan studi literatur dan analisis hermeneutik tanpa melibatkan partisipan langsung. Hasil kajian menunjukkan bahwa entertainful learning meningkatkan keterlibatan dan mendukung pembelajaran berbasis pengalaman, namun ketergantungan berlebihan pada unsur hiburan berpotensi melemahkan daya juang apabila tidak diimbangi dengan prinsip mujahadah yang menekankan kesungguhan, kesabaran, dan pengendalian diri. Kombinasi entertainful learning dan nilai mujahadah terbukti membangun ketahanan mental dan ketekunan pemuda serta menyediakan kerangka konseptual bagi penelitian empiris lanjutan dalam pendidikan formal maupun nonformal.
Instructional Material Adaptation & Recontextualization Model (IMARM): A Simulation Study Febi Robianti
Jurnal Teknologi Pendidikan Vol. 3 No. 2 (2025): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v3i2.2307

Abstract

This study demonstrates the Instructional Material Adaptation & Recontextualization Model (IMARM) through a simulation using Andy Smith’s Native Trees from Seed. The simulation applies five IMARM stages—decoding, adaptation, recontextualization, reconstruction, and validation—to transform temperate-ecosystem content into materials relevant to Indonesia’s tropical context while integrating Islamic environmental ethics. The adapted module, “Harvesting Wisdom from a Single Seed,” illustrates IMARM’s capacity to modify terminology, examples, and instructional methods, and to reconstruct meaning aligned with local ecology, culture, and spiritual values. The findings indicate that IMARM is clear, flexible, and pedagogically effective, though it requires expert judgment and substantial time investment. Overall, IMARM shows strong potential for contextualizing global instructional resources and supporting the development of localized Islamic-ecological curricula, with further research recommended for classroom implementation, cross-disciplinary use, and digital tool development.
Instructional Design for Meaningful Learning through Experience-Anchored Reflective Inquiry (EAR-I) Febi Robianti
Jurnal Teknologi Pendidikan Vol. 3 No. 2 (2025): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v3i2.2308

Abstract

This study aims to conceptualize and articulate the Experience-Anchored Reflective Inquiry (EAR-I) model as a structured pedagogical framework that repositions experience as an epistemic–reflective anchor. Employing a conceptual–theoretical design and analytical synthesis, Qur’anic principles related to experience, tadabbur, epistemic humility, and knowledge-seeking were thematically interpreted, mapped onto pedagogical functions, and synthesized into an ordered instructional structure. The study yields two conceptual outcomes: a procedural design framework for translating Qur’anic epistemic principles into instructional logic and the EAR-I model consisting of five interrelated stages. The findings indicate that anchoring reflection in lived experience stabilizes inquiry and supports coherent meaning construction, offering a replicable framework for meaningful learning across diverse educational contexts.
Co-Authors Adriano Rusfi Adriano Rusfi Ari Maryadi Atawodi Ibrahim Dewi Arsyanti Dilla Nurbait Sholeh Dini Khalisyah Nasution Dini Khalisyah Nasution Febi Robianti Herlin Kusumasari Humairoh Hasan Isnan Santoso Kennedy Shuaibu Marsahid Agung Sasongko Marsahid Agung Sasongko Mufutau Oyedapo Raufu Mufutau Oyedapo Raufu Muraina Kamilu Olanrewaju Nanda Daniswara Azmi Nauriana Nauriana Nauriana Obinna Augustine Anum Rif’atun Nur Khairani Rif’atun Nur Khairani Ruruh Candra Pasha Ruruh Candra Pasha Wulan Ekasari