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INDONESIA
An-Nuha : Jurnal Pendidikan Islam
Published by Universitas Negeri Padang
ISSN : 27757226     EISSN : 27757617     DOI : https://doi.org/10.24036/annuha.v1i3.46
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
Teaching Education Development Islamic Education Material Learning Models and Strategies Curriculum Philosophy of Islamic Education Politics of Islamic Education History of Islamic Education Educators and Students
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 312 Documents
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Kreativitas dalam Bingkai Arab: Ketegangan antara Standarisasi Akademik dan Pengembangan Fitrah dalam Pendidikan Islam Ridwan Hidayat; Nadia Fauziah; Risti Risti; M. Djaswidi Al-Hamdani; Soni Samsul Rizal
An-Nuha Vol 6 No 2 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i2.934

Abstract

Islamic education aims to develop human beings holistically through the integration of intellect, moral conduct (adab), and creativity; however, modern educational practices often reveal tensions between academic standardization and the development of students’ creative thinking, where creativity is frequently perceived as a deviation from academic compliance. This study employs a qualitative approach using a literature review of classical and contemporary sources related to Islamic education, creativity, adab, Sharia, and the concept of Insan Kamil. The findings indicate that the Islamic educational trilogy: tarbiyah, ta’lim, and ta’dib, positions creativity as a legitimate expression of intellect and a form of intellectual worship when guided by adab and Sharia values. Academic standardization plays an important role in ensuring educational quality, yet rigid implementation may constrain originality and individual potential. Sharia functions as an ethical framework that directs creative freedom to remain aligned with human fitrah and moral responsibility. The integration of adab and creativity has significant implications for shaping the profile of Insan Kamil, characterized by intellectual excellence as well as spiritual, social, and ethical maturity; therefore, the reconstruction of contemporary Islamic education should place creativity within the framework of adab to remain relevant in the era of globalization while preserving its Islamic identity
Pengembangan Kompetensi Profesional Guru Pendidikan Agama Islam Dalam Meningkatkan Praktik Pengajaran Reksiana Reksiana
An-Nuha Vol 6 No 2 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i2.1030

Abstract

The development of professional competence among Islamic Religious Education (PAI) teachers is a strategic concern in improving the quality of school-based teaching and learning. This study aims to analyze the process, strategies, and impact of professional competence development among PAI teachers at SMP Negeri 6 Tangerang Selatan, with attention to the role of school leadership and contributing or hindering factors. Employing a qualitative phenomenological approach, data were collected through non-participant observation, in-depth interviews, and document analysis involving one school principal, two PAI teachers, and three students. Data were analyzed using Saldana's coding model through first-cycle coding, second-cycle coding, and thematic development. The findings reveal three primary pathways of competence development: (1) formal institutional programs through government-facilitated training; (2) collegial learning through the Subject Teacher Forum (MGMP); and (3) self-directed digital learning initiatives. These pathways are mutually reinforcing in strengthening subject-matter expertise, pedagogical creativity, and technology integration. The school principal plays a pivotal role in facilitating a professional learning culture. The study also identifies key challenges, including digital literacy gaps between senior and junior teachers, limited sustained engagement in continuing professional development (CPD), and heavy administrative burdens. These findings contribute to the development of a differentiated, contextual, and sustainable CPD model for PAI teachers.

Page 32 of 32 | Total Record : 312

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