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All Journal Tsaqofah: Jurnal Penelitian Guru Indonesia Al Adawat : Jurnal Pendidikan Madrasah Ibtidaiyah
Mufida Cholil
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Religion Earth & Planetary Sciences Education Library & Information Science Social Sciences

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IMPLEMENTING ISLAMIC PEDAGOGY THROUGH SELF-DIRECTED LEARNING TO FOSTER STUDENT LEARNING AUTONOMY AT MIS MAMBAUL HIDAYAH Jamilatun Nafi'ah; Nursyam; Mufida Cholil
Al-Adawat : Jurnal Pendidikan Madrasah Ibtidaiyah Vol. 5 No. 01 (2026): APRIL
Publisher : PGMI UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/aldawat.v5i01.11364

Abstract

Islamic pedagogy is an approach based on Islamic values and should be applied in the learning process at Madrasah Ibtidaiyah. In supporting student independence in learning, the application of Islamic pedagogy can be integrated through the Self-Directed Learning model. The purpose of this research is to describe how teachers foster this independence in the practice of Islamic pedagogy. This research uses a qualitative method with a case study approach. The research location is at MIS Mambaul Hidayah Jember. The findings show that the forms of Islamic pedagogy applied by teachers in fostering independent learning include habit-forming activities both outside and inside the classroom. The emphasis on Islamic pedagogy is often found in habitual activities, such as attitudes when praying, performing salat, reading the Qur'an, and habitual manners, which indirectly instil discipline and responsibility in students. Findings in the classroom learning process include the assignment of tasks through worksheets, both in groups and individually. These findings also show that the application of Self-Directed Learning is not yet fully maximised due to obstacles such as differences in students' characteristics in understanding the material and a lack of learning support from parents. This research opens up space for insights into the application of Islamic pedagogy with the integration of the Self-Directed Learning model in Madrasah Ibtidaiyah. Emphasis on SDL model syntax with Islamic pedagogy could be an avenue for future research.
Asesmen Psikologis untuk Kebutuhan Pendidikan Agama Islam (PAI) Saimin; Mufida Cholil
TSAQOFAH Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v6i4.11306

Abstract

Although assessment in Islamic Religious Education (PAI) plays an important role in comprehensively understanding students’ development, its practice still tends to focus on measuring cognitive learning outcomes, while emotional, social, moral, and spiritual conditions have not received balanced attention. This study aims to analyze the concepts, dimensions, instruments, integration strategies, and ethical challenges of psychological assessment in supporting PAI learning. This study employed a qualitative approach using a literature review method. Data were obtained from books, journal articles, research findings, and scholarly documents discussing educational psychology, Islamic psychology, learning assessment, religiosity, emotional intelligence, and student development. The data were analyzed thematically through the stages of selection, classification, comparison, synthesis, and conclusion drawing. The findings show that psychological assessment in PAI learning needs to be implemented multidimensionally by encompassing cognitive-religious, emotional-spiritual, social-interpersonal, behavioral-moral, and innate disposition and personal potential dimensions. Assessment data can be collected through psychological scales, observation, interviews, portfolios, reflective journals, and sociometry by involving multiple sources of information. Assessment results can be used to design differentiated learning, determine appropriate forms of support, and make professional referrals. Its implementation must consider instrument validity, alignment with Islamic values and culture, data confidentiality, participant consent, the limits of teachers’ competence, and the prevention of religious labeling. This study concludes that multidimensional, ethical, and collaborative psychological assessment can strengthen PAI learning that is more humane, responsive, and oriented toward students’ holistic development.
Co-Authors Jamilatun Nafi'ah Nursyam Saimin