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Hikmah: Jurnal Studi Pendidikan Agama Islam
Published by Asosiasi Riset Ilmu Pendidikan Agama Dan Filsafat Indonesia
ISSN : 3063363X     EISSN : 30633222     DOI : 10.61132
Core Subject : Religion, Education,
Religion Education
kajian-kajian mendalam tentang pendidikan agama Islam dengan fokus pada penelitian, praktik, dan teori yang mengandung nilai-nilai hikmah
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 145 Documents
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Konsep Deep Learning dalam Perspektif Nilai-Nilai Ki Hajar Dewantara Ardika Dewa Nugroho; Muhammad Jaatsiy Abdillah; Heny Narendrany
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 3 No. 1 (2026): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v3i1.1717

Abstract

This research analyzes the concept of deep learning in education through the philosophical values of Ki Hajar De-wantara. Utilizing a qualitative literature study, it explores the connection between deep learning, Indonesian hu-manistic values, and local wisdom. The findings reveal that Dewantara's "Tri Pusat Pendidikan" (Three Educational Centers) and his three main mottos Ing Ngarso Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handaya ni are closely aligned with deep learning principles, such as contextual learning, holistic development, and stu-dent independence. The research also identifies challenges in implementing deep learning technology, including risks of dehumanization, the digital divide, and an overemphasis on technical aspects at the expense of values. To address these issues, the study proposes a conceptual framework that encompasses four dimensions: pedagogical, technological, ethical, and socio-cultural. This synthesis of technological advancement and local wisdom offers a fresh perspective on humanistic digital education. The findings contribute both theoretically and practically to educators, technology developers, and policymakers in designing AI-based learning systems rooted in humanistic values.
Perkembangan Kognitif Siswa SMA N 1 Kasihan Melalui Pembelajaran Kooperatif Learning pada Mata Pelajaran PAI Elyza Riana; Maskurotul Aini; Fidela Sava Zerlina; Muhammad Fauzul Adzim; Arep Kurniawan; Wahyu Kholis Prihantoro
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 3 No. 1 (2026): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v3i1.1853

Abstract

This study aims to determine how the implementation of the cooperative learning model can contribute to students' cognitive development in Islamic Religious Education (PAI) at SMA Negeri 1 Kasihan. The background of this study is based on the low level of active student involvement in the PAI learning process, which is still dominated by conventional lecture methods. The study used a qualitative approach with data collection techniques through observation, interviews, and documentation of PAI teachers and grade 11 students. The results showed that the implementation of cooperative learning encouraged students to be more active in discussions, think critically, and understand religious concepts in depth. This model also improved social skills, responsibility, and collaboration among students. Thus, cooperative learning not only strengthens the cognitive domain but also develops students' affective and psychomotor aspects in a balanced manner. These findings demonstrate that cooperative learning is effectively used in PAI learning as an effort to create an interactive, collaborative, and meaningful learning process.
Hubungan Antara Ruang Lingkup Evaluasi Pembelajaran PAI dengan Pembentukan Karakter Siswa di SD Negeri Ngebel Kasihan Bantul Ahmad Hilmy Mochayar; Wahyu Kholis Prihantoro; M. Abdul Fattah; Aisyah Luthfiana; Nur Arfizza Ilyana; Riska Five Cahyaningsih; Nashrullah Zaki
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 3 No. 1 (2026): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v3i1.1919

Abstract

Evaluation of Islamic Religious Education (PAI) learning plays a strategic role in assessing the achievement of educational goals while supporting the character development of students. The evaluation process not only considers cognitive aspects but also includes affective and psychomotor aspects, such as the appreciation of religious values, noble morals, and the ability to perform religious services. This study aims to describe the relationship between the scope of PAI evaluation and the process of character development of students. The method used is a descriptive qualitative approach, with the research location at SDN Ngebel, Kasihan, Bantul. The research subjects included PAI teachers, students in grades I, V, and VI, and several parents. Data were collected through interviews with teachers, students, and guardians, observations of learning activities and religious practices, and documentation, including records of grades and religious activity agendas. Using the Miles and Huberman interactive model, data analysis included the stages of presentation, reduction, and drawing conclusions. Triangulation methods and sources ensured the validity of the data. The results showed that the implementation of a comprehensive PAI evaluation, which included academic assessment, religious practices, and moral behavior, had a significant impact on the development of student character. This is especially true in terms of religiosity, discipline, and responsibility. Therefore, the broader and more integrated the scope of Islamic Religious Education (PAI) evaluation, the greater its contribution to the overall character formation of students.
Evaluasi Model CIPP pada Pembelajaran PAI dan Budi Pekerti di SMA Negeri 1 Tikep Arman Saputra; Nurlathifah Thulfitrah B
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 3 No. 1 (2026): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v3i1.1943

Abstract

This article aims to explore the evaluation of the context, inputs, processes, and products of the implementation of Islamic Religious Education and Character Education at SMA Negeri 1 Tikep. Until now, there are still many obstacles faced by a number of educational institutions, especially in the aspects of implementation and evaluation. This study uses a qualitative approach and a type of evaluation research with the CIPP (Context, Input, Process, and Product) evaluation model, which was developed by Stufflebeam. This research was conducted by analyzing the data to answer the problem formulation without testing the hypothesis. The main data from this study were obtained through descriptive analysis, with the data collection process through interviews, documentation, and Post-Test as additional data. The results of this study indicate that from the perspective of the CIPP evaluation model developed by Stufflebeam, the context, input, process, and product aspects of PAI and Budi Pekerti learning based on the 2013 curriculum at SMA Negeri 1 Tikep  are included in the good category.
Pengaruh Kegiatan Literasi Kampus Mengajar terhadap Hasil Belajar Siswa: Kajian Literatur Najamudin Najamudin; Dwi Muliati; Siti Nuraliyah
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 3 No. 1 (2026): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v3i1.1959

Abstract

The low interest in reading and learning outcomes of students in Indonesia poses a significant challenge in the education sector. The Kampus Mengajar program has emerged as one of the solutions to enhance literacy and the quality of learning in schools. This article aims to analyze the impact of literacy activities initiated through the Kampus Mengajar program on student learning outcomes using a literature review approach. The research uses a qualitative method in the form of a literature review that examines various relevant sources published between 2020 and 2026. The study's findings indicate that structured literacy activities, such as reading for 15 minutes before lessons, have a significant impact on the improvement of students' cognitive, affective, and psychomotor skills. Literacy is not limited to reading and writing skills but also serves as a crucial foundation for developing critical thinking abilities, which are directly correlated with students' academic performance. Therefore, the Kampus Mengajar program can be an important driver to enhance reading interest and the quality of learning, as well as shape a more critical and high-achieving generation in the future.

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