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All Journal Journal of Humanities, Social Sciences, and Education
Yenni Yenni
Universitas Muhammadiyah Parepare
Humanities Education Social Sciences

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Pengembangan Materi PAI Berbasis Kontekstual Untuk Meningkatkan Pemahaman Peserta Didik Andi Fitriani Djollong; Kurnia Alex; Fitriani Muh Amin; Nursia Nursia; Yenni Yenni; Juhariati Juhariati; Misbah Misbah
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 3 (2026): Edisi Mei 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i3.736

Abstract

The development of contextual-based Islamic Religious Education (PAI) materials is an important strategy in improving students' understanding of Islamic values in a more meaningful and applicable way. This study aims to analyze various literature reviews related to the development of contextual-based PAI materials in improving students' understanding. The study used a library research method by examining 24 scientific articles, national journals, and relevant academic sources that discuss contextual learning in PAI. Data were analyzed using content analysis techniques to find patterns, concepts, and main findings from various previous studies. The results of the study indicate that the development of contextual-based PAI materials is able to: (1) connect learning materials with students' real experiences; (2) increase students' active involvement and learning motivation; (3) strengthen students' critical and reflective thinking skills; (4) help internalize Islamic values in everyday life; and (5) improve learning outcomes and a deeper understanding of religious concepts. For example, teachers can implement contextual-based PAI materials through discussions of daily life cases, integration of local cultural values, and the use of digital learning media in classroom activities. The contextual approach also allows teachers to integrate local culture, social environment, and digital technology into learning materials so that learning becomes more relevant to the needs of students in the modern era. Thus, developing contextual Islamic Religious Education (PAI) materials can be an innovative alternative for creating effective, meaningful, and real-life-oriented religious learning for students.
Implementasi Total Quality Management (TQM) Dalam Pendidikan Islam: Strategi Mewujudkan Lembaga Pendidikan Yang Berkualitas Dan Berdaya Saing Rosmiati Ramli; Nur Aisyah; Yenni Yenni; Muh Iqbal Muhidin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 4 (2026): Edisi Juni 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i4.816

Abstract

Total Quality Management (TQM) is a management approach oriented toward continuous improvement to achieve customer satisfaction through the involvement of all organizational components. In Islamic education, the implementation of TQM is an important strategy for improving the quality of educational services, strengthening institutional management effectiveness, and enhancing competitiveness in the era of globalization and educational transformation. This article aims to analyze and synthesize the implementation of TQM in Islamic education and its strategic development for building high-quality and competitive educational institutions. This study uses a library research method by reviewing various scientific sources, including journals, books, proceedings, and relevant documents. Data analysis was conducted through data reduction, data display, and conclusion drawing. The findings show that the implementation of TQM in Islamic education is carried out through five main strategies: (1) orientation toward educational customer satisfaction, (2) quality-oriented leadership, (3) continuous improvement, (4) involvement of all school members in quality management, and (5) strengthening a quality culture based on Islamic values. These strategies not only enhance educational service quality but also strengthen teacher professionalism, learning effectiveness, and the development of students’ Islamic character. Therefore, TQM serves as an effective managerial approach to develop Islamic educational institutions that are excellent, adaptive, and sustainable in responding to modern educational challenges.
Tantangan Pendidikan Islam di Sekolah pada Era Disrupsi: Telaah Kritis terhadap Kurikulum, Kompetensi Guru, dan Karakter Peserta Didik Yenni Yenni; Rudihartono Rudihartono; Nur Aisyah; Muh Iqbal Muhidin; Amaluddin Amaluddin
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.899

Abstract

The era of disruption is characterized by rapid technological change, social transformation, unlimited flows of information, and changing student characteristics. These conditions present complex challenges for Islamic education in schools because learning can no longer focus solely on the transfer of religious knowledge. It must also develop students who are adaptive, critical, morally grounded, and committed to Islamic values. This study aims to critically analyze the challenges of Islamic education in schools in the era of disruption by focusing on three main aspects: curriculum, teacher competence, and student character. This study employed a literature review method using a qualitative-descriptive approach. Data were obtained from scholarly journal articles, academic books, educational policy documents, and relevant research findings, particularly those published within the last five years. Data were analyzed through the stages of identification, selection, classification, interpretation, and synthesis of relevant sources. The findings reveal five main issues. First, the Islamic education curriculum faces challenges related to relevance and flexibility in responding to technological changes and the competency demands of the twenty-first century. Second, Islamic Religious Education teachers’ competencies need to extend beyond pedagogical and professional competencies to include digital competence, information literacy, and digital pedagogical skills. Third, technological transformation may shift the orientation of Islamic education if it is not accompanied by the strengthening of Islamic values and spirituality. Fourth, students’ character faces challenges related to a crisis of role models, instant culture, disinformation, and changing patterns of social interaction. Fifth, strengthening Islamic education requires synergy among an adaptive curriculum, competent teachers, exemplary conduct, school culture, families, and the ethical use of technology. Therefore, Islamic education in the era of disruption must move from an informative learning paradigm toward a transformative, humanistic, digitally responsive, and character-oriented educational paradigm.
Co-Authors Amaluddin Amaluddin Andi Fitriani Djollong Fitriani Muh Amin Juhariati Juhariati Kurnia Alex Misbah Misbah Muh Iqbal Muhidin Nur Aisyah Nursia Nursia Rosmiati Ramli Rudihartono Rudihartono