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This Author published in this journals
All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of Indonesian Progressive Education
Nurrahma Nurrahma
STAI Al-Furqan Makassar
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Evaluation of Planning, Implementation, and Assessment of Islamic Religious Education Learning in State Elementary School Suwarni Jayanti; Ma'rifah Ma'rifah; Nurrahma Nurrahma; Amalia Syurgawi; Muh. Natsir
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 5 No. 3 (2025)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v5i3.261

Abstract

This study aims to evaluate the planning, implementation, and assessment of Islamic Religious Education (PAI) learning at 193 Barru State Elementary School. The research uses a descriptive qualitative approach to gain an in-depth and contextual understanding of PAI learning practices that take place in schools. Data was collected through observation, in-depth interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawing using source and method triangulation techniques. The results of the study show that the PAI learning plan has been prepared according to the curriculum and meets administrative completeness, but it is still normative and less innovative and not fully oriented to students. The implementation of learning is conducive and religious, but it is still dominated by a teacher-centered approach with limited variations in learning methods and media. Meanwhile, PAI learning assessments tend to focus on cognitive aspects, while affective and psychomotor assessments have not been carried out systematically and measurably. This research emphasizes the importance of developing more creative, participatory, and holistic PAI learning in order to be able to form students who have faith, noble character, and are able to practice Islamic teachings in daily life.
Components of Educational Psychology in Islamic Perspective and Its Implications for Learning: A Literature Review Nurrahma Nurrahma; Lukman Gappar; 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.v6i1.235

Abstract

This study aims to analyze the components of educational psychology from an Islamic perspective through a library research approach. The study was conducted by examining classical and modern literature on Islamic psychology, Western theories of educational psychology, as well as the works of scholars such as Al-Ghazali, Ibn Sina, and Ibn Khaldun. Data analysis uses content analysis techniques which include theme identification, categorization of educational psychology components, synthesis of Western and Islamic concepts, and formulation of learning implications. The results of the study show that educational psychology in Islam has a more holistic approach because it includes cognitive, affective, motivational, interest, individual development, social interaction, and spiritual dimensions. The Islamic perspective emphasizes the integration of the values of tauhid, adab, intention, and tazkiyatun nafs in the entire educational process. The integration of modern theory and Islamic values has been proven to increase intrinsic motivation, critical thinking skills, interest in learning, character formation, and balance of students' development. This research confirms that Islamic-based educational psychology is a comprehensive and relevant paradigm to face contemporary educational challenges. This approach has the potential to produce students who are intellectually superior, have noble character, and have spiritual depth, so that it is in line with the goal of Islamic education to form kamil people.
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 Amalia Syurgawi Komarudin Evendi Lukman Gappar Ma'rifah Ma'rifah Ma’rifah Ma’rifah Muh. Natsir Muhammad Tang Supriandi Supriandi Suwarni Jayanti