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Aslama: Jurnal Pendidikan Islam
Published by Universitas Muhammadiyah Palangkaraya
ISSN : -     EISSN : 3090160X     DOI : 10.33084/aslama
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Mathematics Other
Aslama: Jurnal Pendidikan Islam (JPI) is a national journal managed by the Faculty of Islamic Religion Universitas Muhammadiyah Palangkaraya and published by the Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya two times a year (in June and December), contains scientific articles of research and critical analysis studies in Islamic Studies, and another related field.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 23 Documents
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Six Cognitive Stages (Reconstruction of Jean Piaget's Cognitivism Educational Theory) Muhammad Fuad Ikhwansyah; Nashifuddin
Aslama: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Aslama: Jurnal Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ajpi.v3i1.12925

Abstract

Education has a significant influence on human beings. Therefore, numerous developments can be found within the realm of education itself, one of which concerns educational theory. Many educational theories have been proposed, among which the most intriguing is the Cognitive Developmental Theory by Jean Piaget. This theory details the stages of an individual's cognitive development into four stages from birth to adulthood. However, in the realm of adulthood, it appears that Jean Piaget has not yet detailed two main stages. Consequently, researchers reconstructed the theory into six stages. This research employs a qualitative approach with data collection methods utilizing literature review. The analysis method used is literature analysis. The research results conclude that the six stages of the reconstructed Jean Piaget theory include: sensorimotor or the stage of motor and physical schema (from birth to 2 years), preoperational or the initial stage of thinking and understanding symbols (2 to 7 years), concrete operational or the stage of starting to think systematically, especially regarding concrete and objective matters (7 to 11 years), formal operational or the development of the ability to think systematically and abstractly (11 to 40 years), intermediate operational or the peak of cognitive ability (40 to 60 years), and post-operational or the decline in cognitive ability (> 60 years).
Hidden Curriculum in Islamic Religious Education: Production of Values and Social Piety in Islamic Schools Mohammad Muchlis Solichin; Mohammmad Hasan; Nor Hasan; Siswanto
Aslama: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Aslama: Jurnal Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ajpi.v3i1.13012

Abstract

This study examines the hidden curriculum in Islamic Religious Education (PAI/IRE) in Islamic schools and its contribution to value production and the formation of students' social piety. Employing a qualitative approach with a multiple case study design, the research was conducted in three Islamic Senior High Schools in East Java, Indonesia, over ten months. Data were collected through participant observation, in-depth interviews with IRE teachers, school principals, students, and parents, and documentary analysis. Findings reveal that the hidden curriculum operates through three primary channels: classroom climate and daily ritual routines, relational expectations between teachers and students, and the symbolic dimensions of the school's physical space. These channels collectively produce value dispositions — honesty, social care, collective responsibility, and empathy — that extend substantially beyond formal learning outcomes. This article argues that social piety, understood as a religious orientation expressed through ethical and just social action, is the primary product of an effective IRE hidden curriculum. Theoretical and practical implications for IRE curriculum development and Islamic educational policy are critically discussed.
An Error Analysis of Complex Clause Production in Islamic-Themed Essays by Islamic Religious Education Students Ilham; Verawati; Asyir Fadillah
Aslama: Jurnal Pendidikan Islam Vol. 3 No. 1 (2026): Aslama: Jurnal Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/ajpi.v3i1.13077

Abstract

The mastery of complex clauses is a critical prerequisite for academic writing in English, particularly for students of Islamic Religious Education who must integrate foreign grammatical structures with semantically dense Islamic terminology. This descriptive qualitative study, grounded in the Error Analysis framework, aims to identify error patterns in the production of noun clauses and adjective clauses in Islamic-themed essays and to interpret the underlying causal factors. Primary data were drawn from 15 Mid-Term Examination answer sheets produced by second-semester PAI students, while supporting data were collected through a Focus Group Discussion with six purposively selected students. Document analysis revealed that the most dominant errors occurred in spelling and mechanics, followed by misordering, omission, misformation, and subject-verb disagreement. A further notable finding was the emergence of avoidance strategy, whereby students consistently simplified their ideas into short, discrete sentences to circumvent the risk of errors in complex clause formation. FGD data indicated that students used Indonesian as a cognitive mediator prior to composing in English, while Islamic terminology compounded the cognitive load of the composition process. These findings point to a persistent gap between students' declarative grammatical knowledge and their productive competence in free writing. This study recommends an instructional approach that integrates pre-teaching of Islamic domain vocabulary, scaffolded complex clause production practice, and the reinforcement of students' linguistic self-efficacy.

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