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All Journal J-PAI: Jurnal Pendidikan Agama Islam Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Action Research Journal Indonesia (ARJI) Journal of Education and Teacher Training Innovation (JETTI)
Nur Fadilah Ramadhany
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Humanities Education Social Sciences Other

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Islamic Higher Education in the Perspective of Imre Lakatos' Research Program Method M. Nuzulul Ulum; Amri Saputra; Nur Fadilah Ramadhany
Cendekiawan : Jurnal Pendidikan dan Studi Keislaman Vol 5 No 1 (2026): March: Multiple Intelligences of Students in Formal, Informal, and Nonformal Educ
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/cendekiawan.v5i1.551

Abstract

This study aims to analyze Islamic higher education through the perspective of the Methodology of Scientific Research Programmes developed by Imre Lakatos. This approach is employed to understand how the epistemological structure of Islamic education can be developed progressively without losing the revelatory values as its fundamental core. The study adopts a qualitative method with a library research design, in which data are collected from various literature sources such as books, journals, and relevant scholarly works. The findings indicate that the application of the concepts of hard core, protective belt, and a series of theories within Islamic higher education can serve as a methodological framework that maintains a balance between the Islamic intellectual tradition and modern scientific innovation. Through Lakatos’s approach, Islamic higher education is expected to develop research that is progressive, rational, and grounded in spiritual values, thereby enabling it to respond to the challenges of globalization and digitalization without losing its epistemological identity. Accordingly, Lakatos’s research programme methodology has the potential to become a new paradigm in the development of Islamic epistemology that is dynamic, adaptive, and sustainable.
Humanisasi Pendidikan dalam Perspektif Paulo Freire: Telaah Kritis terhadap Pendidikan Agama Islam Nur Fadilah Ramadhany; Nabila Sethia Izzati; Sibawaihi Sibawaihi
Action Research Journal Indonesia (ARJI) Vol. 8 No. 2 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i2.767

Abstract

Pendidikan kontemporer, termasuk Pendidikan Agama Islam (PAI), masih menghadapi persoalan dehumanisasi akibat dominasi pendekatan normatif-doktrinal dan pedagogi transmisif yang cenderung menempatkan peserta didik sebagai penerima pasif. Artikel ini bertujuan menganalisis konsep humanisasi pendidikan menurut Paulo Freire sebagai pisau analitis untuk mereorientasi PAI. Penelitian ini menggunakan pendekatan kualitatif melalui studi kepustakaan dengan menelaah karya-karya utama Paulo Freire dan literatur akademik terkait pendidikan humanis dan PAI, data dianalisis menggunakan teknik analisis isi (content analysis) secara kritis-interpretatif. Hasil kajian menunjukkan bahwa praktik PAI di berbagai konteks masih mereproduksi pola banking education dengan penekanan pada aspek kognitif-ritual. Melalui kerangka humanisasi Freire, PAI dapat direorientasi sebagai pendidikan dialogis yang menempatkan peserta didik sebagai subjek pembelajaran serta mengintegrasikan dimensi spiritual, etis, dan sosial secara kontekstual. Reorientasi ini menegaskan PAI tidak hanya sebagai sarana transmisi ajaran agama, tetapi juga sebagai praksis pembebasan yang membentuk kesadaran keagamaan kritis, empatik, dan berkeadilan sosial.
Integrating Psychological Capital and Islamic Spiritual Values to Build Mental Resilience in Generation Z Nur Fadilah Ramadhany; Selvia Yolanda; Muhammad Fadhil Raihan Iryandi; Dwi Ratnasari; Zainal Arifin; Ahmad Arifi
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 12 No. 2 Januari-Juni 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v12i2.39344

Abstract

Mental health crises among Generation Z are increasing due to digital, academic, and social pressures that contribute to anxiety, depression, burnout, and low psychological resilience. Psychological Capital (PsyCap), encompassing hope, self-efficacy, resilience, and optimism, has been shown to enhance mental well-being. However, existing PsyCap studies remain largely secular and have not extensively integrated Islamic spiritual dimensions, particularly within the context of Muslim Generation Z. This indicates a conceptual gap in developing contextually relevant mental resilience models. This study aims to develop a theoretical model of Islamic Psychological Capital (IPC) by integrating the PsyCap framework with Islamic spiritual values. It employs an integrative literature review approach, analyzing classical and contemporary books, as well as reputable national and international journal articles published between 2020 and 2025, selected for their relevance to PsyCap, mental health, and Islamic spirituality. Data analysis was conducted using thematic synthesis and conceptual mapping to identify structural relationships among key concepts. The findings reveal that PsyCap components correspond conceptually with Islamic values and can be integrated into four main dimensions: hope grounded in raja’ and tawakkal, self-efficacy based on ikhtiar, resilience rooted in sabar and ridha, and optimism derived from husnuzan and syukur. This integration produces the IPC model as a novel conceptual framework explaining the strengthening of Psychological Capital through the internalization of Islamic spiritual values. Thus, this study contributes to Islamic psychology by offering a contextual framework to strengthen the mental resilience of Muslim Generation Z amid modern disruptions.
Analysis of the Quality of Islamic Religious Education Test Items Based on the SOLO Taxonomy for Developing Summative Assessment in Schools Nur Fadilah Ramadhany; Suwadi Suwadi; Amri Saputra
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/b5333626

Abstract

Islamic Religious Education (IRE) assessment is still frequently oriented toward the ability to recall information, recognize terms, understand definitions, and determine legal rulings textually. Consequently, IRE test items may measure only basic knowledge rather than depth of understanding, interconceptual relationships, legal reasoning, reflection, and the application of Islamic values in everyday life. This study examines the extent to which IRE test items represent the complexity of students’ understanding based on the SOLO Taxonomy framework. Employing a descriptive qualitative approach and content analysis, the study treats IRE test items as assessment texts that represent the cognitive demands placed on students. The data comprised 50 senior high school IRE test items obtained from a school in Batam City. The data were analyzed using Krippendorff’s content analysis framework through a critical reading of each item, identification of the structure of its cognitive demands, classification according to SOLO Taxonomy levels, tabulation of frequencies and percentages, and interpretation of assessment-quality patterns. The results show that, of the 50 items analyzed, 35 items (70%) were unistructural, 5 items (10%) were multistructural, 9 items (18%) were relational, and 1 item (2%) was extended abstract, while no prestructural items were identified. These findings indicate that IRE test items remain dominated by basic cognitive demands and therefore do not yet fully represent assessment that promotes interconceptual connections, legal reasoning, reflection, and the application of Islamic values in real-life contexts. This study recommends restructuring the weighting and composition of IRE test items in assessment blueprints by increasing the proportion of relational and extended abstract items. This improvement can be achieved through case-based stimuli, reasoned questions, analyses of interconceptual relationships, attitudinal reflection, and the application of Islamic values to authentic situations, thereby aligning assessment more closely with learning outcomes and principles of meaningful assessment.
Co-Authors Ahmad Arifi Amri Saputra Dwi Ratnasari M. Nuzulul Ulum Muhammad Fadhil Raihan Iryandi Nabila Sethia Izzati selvia yolanda Sibawaihi Sibawaihi Suwadi Suwadi Zainal Arifin