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Jalan Raya Regency No C5 RT 01 RW 01 Kelurahan Kebon Agung Kraksaan Probolinggo Jawa Timur
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Kab. probolinggo,
Jawa timur
INDONESIA
Jurnal Dinamika Pendidikan
Published by Educational Riset Center
ISSN : 23565330     EISSN : 31091776     DOI : https://doi.org/10.64540/jdp
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Ilmu Pendidikan (JIP) is a scientific journal that contains and disseminate the results of research, in-depth study, and the ideas or innovative work in the field of science education. The innovative work of the post graduate students, teachers and lecturers of the development of the education sector which is able to make a positive contribution to the schools and educational institutions the focus of this journal. The study covers, philosophy of education, educational psychology, education guidance and counseling, educational methodology, education policy analysis, education management, leadership analysis and other studies in the practical field of education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 67 Documents
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Pedagogi Profetik Di Era Disrupsi: Rekonstruksi Filsafat Pendidikan Islam Berbasis Manhaj Rasulullah صلى الله عليه وسلم Pratiwi, Bunga Desti; Ayu Febrianti, Yuliana; Istinwaro, Zulfa; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/kkjfq860

Abstract

This study stems from the contemporary crisis of education, which is not only academic in nature but also affects the mental health and moral integrity of the younger generation. Recent data indicate a high prevalence of depression, anxiety, academic burnout, and deviant behaviors among adolescents, exacerbated by an educational orientation that focuses solely on achievement and social status, while neglecting character development, meaning in life, and moral integrity. This research aims to: (1) identify the educational strategies of the Prophet Muhammad ﷺ in transforming a jahiliyah society into a civilized one; (2) reconstruct the philosophy of education through the “Curriculum of Life” that he implemented; and (3) explore the foundational philosophy of prophetic education that can be actualized in the context of the era of disruption. The method employed is qualitative–philosophical with a library research design. Primary data are derived from the Qur’an and the Kutub al-Sittah, while secondary data come from national and international journals published within the last five years (2020-2025). Data analysis is conducted through content analysis and hermeneutics to interpret the philosophical meanings of the Prophet’s educational practices.The findings indicate that the prophetic pedagogy of the Prophet Muhammad ﷺ constitutes an educational paradigm grounded in an ontology that views human beings as creatures endowed with fitrah that must be preserved and holistically nurtured. His educational strategies through role modeling (uswah), critical dialogue (hiwar), gradualism (tadarruj), and the use of analogies and parables, integrate the formation of intellect, heart, and character. The reconstruction of educational philosophy through the “Curriculum of Life” affirms that Islamic education unfolds within the realities of life and is based on the synergy of tilawah, tazkiyah, and ta‘lim. Through this process, foundational philosophies tawhid, adab, moral responsibility, and an orientation toward the Hereafter are instilled, giving rise to a generation of Companions who were knowledgeable, virtuous, and empowered. Thus, prophetic pedagogy is not merely a teaching method, but a comprehensive educational system that is relevant for addressing the challenges of education in the modern era of disruption.
Strengthening Students’ Moral Intelligence in the Digital Era: The Effects of Value Education and Religious Habituation in Islamic Elementary Schools Nurjaman, Fauzi; Himmawan, Fajaruddin; Al Ishaq, Imam Abdimullah; Rasyid, Muhammad Azhari; Syahrin, Muhammad Alfi
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/jqnmzy52

Abstract

Moral challenges among school-age children have intensified in the digital era, making moral intelligence a crucial educational outcome. This study investigates the effects of values education and religious habituation on students’ moral intelligence at MI Al Qur’anul Hakim, Probolinggo, Indonesia. A quantitative approach with a causal explanatory survey design was employed. Data were collected from 70 students selected through purposive sampling from a population of 286. The instruments were closed-ended Likert-scale questionnaires measuring values education, religious habituation, and moral intelligence. Item validity was examined using item–total correlation, while internal consistency was assessed using Cronbach’s Alpha, showing strong reliability across all scales (α > 0.90). Data were analyzed using descriptive statistics and multiple linear regression with prerequisite tests. The findings reveal that values education has a positive and significant effect on students’ moral intelligence (β = 0.559, p < 0.001) and emerges as the strongest predictor. Religious habituation also contributes positively and significantly (β = 0.258, p = 0.043). Simultaneously, both predictors significantly influence moral intelligence (F = 52.0, p < 0.001), explaining 60.8% of the variance (R² = 0.608). These results highlight that strengthening students’ moral intelligence requires systematic integration of values education within classroom instruction and school culture, supported by meaningful religious habituation that emphasizes internalization rather than procedural routines. The study contributes empirical evidence to the growing literature on moral development in Islamic elementary education and offers practical implications for school-based character education strategies.
The Role of Islamic Values in the Development of Science and Technology: Perspectives from Al-Islam and Muhammadiyah Rohma, Allifatur; Nurhayati, Neneng; Yuniarti, Yanti; Jamroji, Bagus
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/sac7v870

Abstract

This study aims to examine the role of Islamic values from the perspe ctive of Al-Islam and Muhammadiyah in guiding the development of science and technology toward human welfare and moral responsibility. Using a qualitative philosophical library research approach, this study analyzes the Qur’an, Hadith, Muhammadiyah documents, and relevant scholarly literature through thematic and hermeneutic analysis. The findings show that Islamic values position science and technology as a trust directed toward maslahah and the realization of hayatan tayyibah.
Komperatif  Pemikiran Rahmah El-Yunussiyah Dan Mary Wollstonecraft Tentang Pendidikan Perempuan Sumiyati; Munawaroh, Siti Qomariatul; Emilia Nurwati R; Kusuma, Hera Hapsari; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/3903x661

Abstract

This study aims to analyze and compare the educational thought of Rahmah El-Yunusiyyah and Mary Wollstonecraft on women’s education through philosophical and cognitive psychology approaches. Both figures played significant roles in advocating for women’s right to education, albeit within different cultural, religious, and socio-historical contexts. This research departs from the theoretical and social gap between Western concepts of emancipation and Islamic education, which are often perceived as incompatible. Employing a library research method and content analysis, the study examines Wollstonecraft’s major work, A Vindication of the Rights of Woman, as well as Rahmah El-Yunusiyyah’s ideas as reflected in the educational system of Diniyah Puteri Padang Panjang*. The findings reveal that both thinkers share a common vision in advocating education as a means of liberating women from cognitive and social marginalization. However, they differ in their epistemological foundations: Wollstonecraft’s framework is rooted in humanistic rationalism, whereas Rahmah emphasizes a synthesis of knowledge, faith, and morality. Theoretically, this study contributes to the philosophy of education by proposing an integrative paradigm that bridges Western rationality and Islamic spirituality. Practically, the findings provide a conceptual foundation for designing a holistic, contextual, and equitable model of women’s education in the global era.  
Rekonstruksi Adab Guru dan Murid Menurut Ibn Jamā‘ah dalam Tadzkirotus Sāmi’ dan Relevansinya terhadap Pendidikan Modern Al Azhari, Yahya Husein; Mutalib, Wahyudi; Rusminingsih, Eka Sri; Hidayah, Samsiyah Nuril; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/c2fdn217

Abstract

The ethical crisis in teacher–student relationships within modern education, particularly in the digital era, is characterised by the erosion of exemplary conduct, the decline of respect, and the growing dominance of mechanistic and transactional pedagogical interactions. This phenomenon underscores the urgency of re-establishing an ethical foundation for education rooted in the Islamic intellectual tradition. This study aims to reconstruct the concept of adab (ethical conduct) of teachers and students according to Ibn Jamā‘ah in Tadzkirotus Sāmi‘ wa al-Mutakallim fī Adab al-‘Ālim wa al-Muta‘allim and to analyse its relevance within the context of contemporary education. This research employs a qualitative approach, utilising a library-based method, and applies thematic analysis to primary texts and relevant secondary sources. The findings indicate that, according to Ibn Jamā‘ah, the adab of teachers is founded upon four principal elements: moral exemplarity, scholarly integrity, pedagogical wisdom, and spiritual–moral relationality. Meanwhile, the adab of students encompasses five essential principles: respect, diligence in learning, discipline, proper questioning etiquette, and self-purification. The conceptual reconstruction of these values demonstrates that Ibn Jamā‘ah’s thought is not merely normative and historical in nature but possesses significant adaptive capacity for contextualisation within modern educational systems, including digital and blended learning environments. This study affirms that adab constitutes the epistemological and ethical foundation of education; thus, its revitalisation is a prerequisite for the realisation of an educational model oriented not only towards cognitive achievement but also towards character formation and moral maturity.
Epistemologi Pendidikan Agama Islam: Perbandingan Pola Pendidikan Sahabat Rasulullah Shallallahu ‘Alaihi Wasallam Dengan Paradigma Pendidikan Modern Makrom, Choirul; Ainirrohmah, Nurul; Arridho, Afrikhun Rizki; Shafiyyah; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/34tsqn74

Abstract

The development of contemporary Islamic education faces significant challenges arising from modernity, the Industrial Revolution 4.0, Society 5.0, and Artificial Intelligence (AI), which generate epistemological issues concerning the relationship between knowledge, values, and technology. This article aims to analyze and compare the epistemological structure of education during the era of the Prophet Muhammad and his Companions with the modern educational paradigm, and to formulate an integrative epistemological synthesis for Islamic Religious Education (IRE). This study employs a qualitative library research approach with comparative analysis of classical and contemporary Islamic education literature. The findings indicate that the educational model of the Companions reflects a normative-practical epistemological structure grounded in tawhid as its ontological foundation, the Qur’an as the primary source of knowledge, and moral character (akhlaq) and adab as its axiological orientation. Exemplary conduct (uswah), spiritual purification (tazkiyat al-nafs), and ethical teacher–student relationships function as central mechanisms for internalizing values. In contrast, the modern educational paradigm is characterized by systemic modernization, technological integration, interdisciplinary approaches, and positivistic methodological tendencies that risk leading to the desacralization of knowledge and value fragmentation if detached from a tawhidic framework. The comparison reveals that the fundamental difference lies in epistemological orientation and criteria of educational success. Therefore, an integrative epistemology of Islamic Religious Education is required—one that combines curricular and technological innovation with the normative foundations of Islam through the integration of faith and knowledge, reinforcement of adab, and digital ethical literacy. Such synthesis enables Islamic education to remain adaptive to modernity while consistently fostering the cognitive, ethical, and spiritual wholeness of learners.
Project-Based Learning (PBL) dalam Perspektif Filsafat Amal Saleh: Pendidikan untuk Aksi Transformatif Abdillah, Paris; Mustofa, Ahmad; Romadhon, Ahmad; Khoiriyah
JDP (JURNAL DINAMIKA PENDIDIKAN) Vol. 2 No. 2 (2026): APRIL (JURNAL DINAMIKA PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/p8c5cg82

Abstract

 Contemporary education is increasingly required to cultivate learners who are not only cognitively competent but also morally grounded and socially responsible. Project-Based Learning (PBL) has gained prominence as a pedagogical approach that promotes contextual, collaborative, and experiential learning. This article critically examines PBL through the philosophical lens of amal saleh, which conceptualises knowledge as an integrated relationship between understanding, ethical values, and concrete action oriented towards the common good. Employing a conceptual–philosophical literature review, this study analyses scholarly works on PBL, character education, and transformative education. The analysis reveals a strong philosophical convergence between PBL and the concept of amal saleh, manifested through three interrelated dimensions: the epistemic dimension, emphasising reflective and meaningful knowledge construction; the ethical dimension, focusing on the internalisation of moral values and social responsibility; and the transformative action dimension, highlighting the application of knowledge through socially impactful practices. These findings suggest that PBL extends beyond its function as an instructional strategy to operate as a form of educational praxis that integrates knowledge, values, and action. The study underscores the necessity of reinforcing ethical and action-oriented dimensions in educational practice to ensure that learning contributes to equitable and sustainable social transformation.  

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