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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of Indonesian Progressive Education
Komarudin Evendi
STAI Al-Furqan Makassar
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Literature Review on Islamic Educational Psychology and the Implementation of Its Theories in the World of Education Suwarni Jayanti; Komarudin Evendi; Supriandi Supriandi
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.232

Abstract

This literature review explores the theoretical foundations of Islamic Educational Psychology and its practical implementation in contemporary educational settings. By integrating modern psychological theories with Islamic values derived from the Qur’an, Hadith, and classical as well as contemporary scholarly thought, Islamic Educational Psychology offers a holistic perspective on human development. The findings show that Islamic psychology emphasizes the balanced growth of the physical, intellectual, emotional, and spiritual dimensions of learners. This integrative perspective provides a more comprehensive alternative to secular psychological theories, which often overlook the spiritual dimension of human behavior. The review also highlights the relevance of Islamic Educational Psychology in addressing modern educational challenges such as moral degradation, stress, and identity crises among students. Its implementation through the roles of teachers as murabbi, value-infused curricula, motivational frameworks based on sincerity and worship, and spiritually oriented therapeutic practices proves effective in strengthening students’ character, motivation, and psychological well-being. This study concludes that Islamic Educational Psychology plays a crucial role in shaping holistic educational practices that produce intellectually competent, emotionally stable, and spiritually grounded individuals.
Analysis of the Basic Concept of Multicultural PAI Curriculum Development at SD Islam Athirah Makassar Suwarni Jayanti; Komarudin Evendi; Ma’rifah Ma’rifah; Nurrahma Nurrahma; Muhammad Tang
Journal of Indonesian Progressive Education Vol. 3 No. 1 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i1.165

Abstract

This study aims to analyze the basic concept of multicultural Islamic Religious Education (PAI) curriculum development at SD Islam Athirah Makassar. The research is motivated by the need for educational practices that can respond effectively to cultural, religious, and social diversity in the era of globalization. A qualitative approach with a case study design was employed to gain an in-depth understanding of the planning, implementation, and impact of the multicultural PAI curriculum. Data were collected through observations, interviews, and documentation and analyzed using inductive techniques, including data reduction, data display, and conclusion drawing. The findings indicate that the multicultural PAI curriculum is based on the Athirah Integrated and Holistic Education System (AIHES), which integrates Qur’anic values with national and international curriculum standards. Its implementation is carried out through five interconnected educational processes: teaching, coaching, training, advisory, and consultancy. These processes support the contextual and continuous internalization of multicultural values within both classroom learning and school culture. The curriculum contributes to the development of students who are religious, tolerant, socially competent, and capable of interacting positively within diverse environments while maintaining their Islamic identity. This study concludes that the multicultural PAI curriculum at SD Islam Athirah Makassar represents an integrative and contextual model of Islamic education that is relevant to the needs of a multicultural society. The curriculum serves not only as a medium for transmitting religious values but also as an effective instrument for fostering inclusive character and global awareness among students.
Co-Authors Ma’rifah Ma’rifah Muhammad Tang Nurrahma Nurrahma Supriandi Supriandi Suwarni Jayanti