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Dirman
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Dirasah: Jurnal Pendidikan Islam
Published by Institut Agama Islam Negeri Kendari
ISSN : -     EISSN : 30251931     DOI : DOI : 10.31332/jpi.v4i1.6310
Core Subject : Religion, Education,
Religion Education
Jurnal DIRASAH adalah jurnal ilmiah kajian Kependidikan Islam dibawah pengelolaan Program Studi Pendidikan Agama Islam dan Manajamen Pendidikan Islam Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kendari, kehadirannya ditujukan sebagai wadah aktualisasi karya para akademisi maupun praktisi dengan fokus kajian terkait ilmu Pendidikan Islam dan Manajemen Pendidikan Islam. Jurnal ini terbit dua kali selama satu tahun yaitu bulan Mei dan November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
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Search results for , issue "Vol. 6 No. 2 (2025)" : 17 Documents clear
Reconstructing Al-Ghazali's Educational Thought: A Solution to the Spiritual Crisis in Contemporary Islamic Education Rasmi; Marlina
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12286

Abstract

Modern Islamic education faces a serious challenge in the form of a spiritual crisis caused by an overemphasis on cognitive achievement and the neglect of moral and transcendental dimensions. This situation highlights the urgent need for a holistic, value-based educational model. This study aims to reconstruct the educational thought of Imam Al-Ghazali as a conceptual and practical solution to this issue. Using a descriptive qualitative approach through library research, the study analyzes Al-Ghazali’s authentic works alongside contemporary academic literature using interpretative and hermeneutic methods. The findings reveal that Al-Ghazali views education as a process of soul purification (tazkiyat an-nafs) aimed at forming complete individuals through the integration of reason (‘aql), heart (qalb), and action (‘amal). His educational framework rests on three key pillars: character formation, classification of knowledge into fardhu ‘ain (individual obligation) and fardhu kifayah (collective obligation), and a spiritually grounded teacher-student relationship. He also advocates for teaching methods based on moral exemplarity and self-reflection rather than rote memorization. Al-Ghazali’s ideas are highly relevant to contemporary Islamic education, which demands value-oriented, spiritually enriching, and contextually adaptive approaches. In conclusion, Al-Ghazali’s educational philosophy offers a solid foundation for designing an integrative Islamic education system capable of addressing modern spiritual challenges.
Literature Review: Ibnu Khaldun Philosophy of Islamic Education an Integrative Framework for Contemporary Pedagogy Erdiyanti; Dirman
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12283

Abstract

Ibn Khaldun’s philosophy of Islamic education presents a comprehensive and integrative perspective that remains deeply relevant to modern pedagogical discourse. This study aims to explore and synthesize Ibn Khaldun’s core educational concepts tarbiyah (development), ta‘līm (instruction), and ta’dīb (ethical cultivation) as a potential framework for addressing contemporary challenges in Islamic education. Using a qualitative approach through a systematic literature review (SLR), the study analyzed nine scholarly articles published between 2021 and 2025. The findings reveal that Ibn Khaldun emphasized the holistic development of learners, not only intellectually but also morally and spiritually, with the goal of producing the insān kāmil (complete human being). His vision of education integrates rational knowledge with divine revelation and aligns with current educational needs such as ethical grounding, learner-centered models, and value-based curriculum design. The discussion highlights that applying Ibn Khaldun’s philosophy to today’s educational systems can offer innovative, ethically rooted, and context-sensitive solutions. This review concludes that his educational framework is highly applicable to shaping future-oriented, morally responsible Islamic pedagogy.
Improving Activity and Learning Outcomes in Islamic Religious Education through the Use of Animated Video Media for Junior High School Students Reski Wulandari; Muhammad Ilham; Jumarddin La Fua; Faldin Baen
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12328

Abstract

Teaching Islamic Religious Education (IRE) in secondary schools often faces challenges related to students’ low interest and understanding, especially when the material taught is abstract. This study aims to analyze the effectiveness of animation-based video learning media in improving students’ learning outcomes and engagement in IRE lessons. The research employed a Classroom Action Research design conducted in two cycles involving 37 seventh-grade students of SMP Negeri 4 Kendari. Data were collected through observations, learning achievement tests, and documentation, and analyzed using descriptive quantitative and qualitative methods. The results showed a significant increase in teacher activity from 70% to 86.66% and student activity from 63.33% to 86.66%. The class average score improved from 73.33 in the pre-cycle to 93.24 in the second cycle, with overall mastery reaching 89.19%. The findings indicate that animated videos effectively bridge the understanding of abstract concepts, motivate students to participate more actively, and create an engaging and participatory learning atmosphere. This study underscores the importance of integrating visual-audio media into IRE learning and contributes to the literature on the effectiveness of digital media in religious education. The implications suggest that IRE teachers are encouraged to adopt animation-based videos as an innovative teaching strategy, while future research could explore the long-term effects on students’ affective and psychomotor domains.
Reconstructionism in the Philosophy of Education: Transformational Implications For Islamic Religious Education Bahnur Damau
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12331

Abstract

This study aims to examine the reconstructionism approach in the philosophy of education and its transformational implications for Islamic Religious Education. Through a systematic review of ten relevant scholarly articles, the study finds that reconstructionism views education as a primary instrument for creating progressive social change. In the context of Islamic Religious Education, this approach emphasizes the need to reinterpret Islamic values to remain relevant in addressing modern challenges such as moral crises, spiritual disorientation, and socio-cultural conflicts. The findings indicate that integrating the principles of reconstructionism into Islamic Religious Education has the potential to strengthen students' character through a contextual, reflective, and transformative approach. Core values such as tarbiyah (nurturing), ta‘līm (teaching), and ta’dīb (ethical formation) serve as essential foundations in designing curricula that focus not only on the transmission of knowledge but also on the development of personality and social awareness. Thus, reconstructionism not only enriches the theoretical discourse of Islamic education but also provides new directions in formulating educational policies and practices that are adaptive to contemporary social dynamics. This study recommends a more systematic integration between Islamic educational philosophy and modern critical approaches to produce a more responsive, inclusive, and meaningful religious education system.
A Conceptual Review of the Philosophy of Islamic Education Mansur
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12332

Abstract

The phenomenon of value crisis in the contemporary Islamic education system shows the urgency to review the philosophical foundation that underlies the educational practice. This article aims to critically examine the notion of Islamic education philosophy through a qualitative- contextual approach that is oriented towards the integration of ontological, epistemological, and axiological values in education. Through literature studies and field findings, this article identifies a gap between the ideality of Islamic teachings and educational practices in formal institutions. The philosophy of Islamic education that is only understood normatively is unable to answer the complexity of modern educational challenges, such as secularization of science and dehumanization. This article offers a conceptual framework for an integrative philosophy of Islamic education, emphasizing the importance of revelation, reason, and experience as the basis for developing holistic Islamic education. The findings are expected to make theoretical and practical contributions to the development of a more contextual and transformative Islamic education system.
Meta-analysis of the Effect of Interactive Learning Media on Student Learning Outcomes in Islamic Religious Education Tetambe, Ahmad Ghifari; Marzuki
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12361

Abstract

This study aims to systematically examine the effect of interactive learning media on student learning outcomes in Islamic Religious Education (IRE) through a meta-analysis approach. This study is based on the phenomenon of low effectiveness of IRE learning, which still largely uses conventional approaches and is not responsive to the characteristics of the digital generation. Meta-analysis was used to integrate data from 10 quasi-experimental studies that met the inclusion criteria, with a publication range from 2019 to 2025. The results showed that all studies produced a large effect size, with a combined correlation coefficient value of 0.7365. These findings indicate that interactive media such as Canva, Kahoot, Mentimeter, Wordwall, as well as audiovisual media and animation have a significant influence on student learning outcomes in Islamic Religious Education, both cognitively and affectively. Theoretically, these results are supported by the Cognitive Theory of Multimedia Learning and the social constructivism approach, which explain that learning is more effective when it involves multimodal interaction and active participation. This research provides theoretical and practical contributions to the development of a more adaptive, contextual, and technology-based religious education model, and can be used as a reference by teachers, curriculum developers, and policy makers in designing PAI learning strategies that are relevant to the challenges of the 21st century.
The Concept of Ta'dib According To Syed Muhammad Naquib Al-Attas and Its Relevance to Contemporary Islamic Education Samhudi, Samhudi; Idris, Saifullah; M Daud, Al Husaini
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12204

Abstract

This study examines the concept of ta'dib according to Syed Muhammad Naquib al-Attas and its relevance in contemporary Islamic education, with reference to his work The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. Al-Attas defines ta'dib as the process of internalizing manners, which includes the cultivation of knowledge, moral discipline, and awareness of intellectual and spiritual responsibilities in the proper order of life. This study also examines how the concept of ta'dib can be implemented in modern Islamic education systems and the challenges faced in realizing it. Through a qualitative approach based on literature study, this study finds that the concept of ta'dib according to Al-Attas plays an important role in shaping individuals who not only have intellectual intelligence, but are also civilized, moral, and have an awareness of the true purpose of life. The implementation of ta'dib in modern Islamic education can be done through curriculum reconstruction based on the integration of knowledge and spiritual values, the creation of an educational environment that instills manners as a main principle, and the optimization of the role of educators as role models. However, in practice, the application of ta'dib faces various challenges, such as the secularization of education that separates knowledge from Islamic values, the ambiguity of educational goals that focus more on pragmatic aspects, and a lack of comprehensive understanding of the concept of ta'dib among educators and policymakers. Therefore, the concept of ta'dib is a strategic step in building an Islamic education system that is oriented towards a balance between intellectual intelligence, character building, and spiritual awareness as envisioned.

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