JURNAL ILMIAH INNOVATIVE (Jurnal Pemikiran Dan Penelitian)

PENERAPAN PENDEKATAN DEEP LEARNING DALAM MENGEMBANGKAN NILAI-NILAI MORAL DAN BUDI PEKERTI PESERTA DIDIK PADA PEMBELAJARAN PAI DI SMPN 1 BAGOR

2026-06-16T07:59:24+00:00

ABSTRACT

Perkembangan pendidikan abad ke-21 menuntut adanya inovasi pembelajaran yang tidak hanya berorientasi pada aspek kognitif, tetapi juga mampu mengembangkan karakter peserta didik. Salah satu pendekatan yang relevan adalah pendekatan deep learning yang menekankan pembelajaran bermakna (meaningful learning), pembelajaran sadar (mindful learning), dan pembelajaran menyenangkan (joyful learning). Penelitian ini bertujuan menganalisis penerapan pendekatan deep learning dalam mengembangkan nilai-nilai moral dan budi pekerti peserta didik pada pembelajaran Pendidikan Agama Islam (PAI) di SMPN 1 Bagor. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa penerapan deep learning mampu meningkatkan kesadaran moral, tanggung jawab, kejujuran, empati, dan kemampuan reflektif peserta didik melalui pembelajaran yang kontekstual, kolaboratif, dan berbasis pengalaman. Implikasi penelitian menunjukkan bahwa pendekatan deep learning dapat menjadi strategi efektif dalam penguatan pendidikan karakter pada pembelajaran PAI.

Kata Kunci: Deep Learning, Pendidikan Agama Islam, Moral, Budi Pekerti, Pendidikan Karakter.

Rekonstruksi Nilai Kemandirian Abdullah bin Umi Maktum dalam Konteks Pendidikan Inklusif bagi Anak Tunanetra

2026-06-16T08:07:55+00:00

ABSTRACT

character development among visually impaired learners within inclusive and special education settings. This study aims to examine the values of independence embodied by Abdullah bin Umi Maktum and to analyze their relevance to the educational experiences of visually impaired students at Boyolali State Special School. The research adopts a qualitative literature review approach supported by a simple interview with a visually impaired student to enrich the analysis with practical insights and lived experiences. The findings indicate that Abdullah bin Umi Maktum exemplifies perseverance, self-confidence, resilience, and active engagement in social life despite physical limitations. These values provide an inspiring and contextual model for fostering independence among visually impaired children. The study further highlights that integrating the exemplary values of Abdullah bin Umi Maktum into educational practices and learning materials can contribute to strengthening students’ self-reliance, enhancing their confidence, and encouraging meaningful social participation. Therefore, his legacy offers a relevant foundation for developing character-based educational programs that support the empowerment of visually impaired learners in Indonesia.

Keywords: Role Model, Abdullah bin Umi Maktum, Independence, Visually Impaired Students, Special Education.

Transformasi Sistem Pendidikan dari Masa Kolonial Belanda hingga Pendidikan Indonesia Masa Kini: Sebuah Tinjauan Historis

2026-06-16T08:09:43+00:00

ABSTRACT

The Indonesian education system has experienced substantial changes from the period of Dutch colonial rule to the contemporary era. During the colonial period, educational access was highly restricted and primarily intended for European communities and indigenous elites, resulting in social stratification and unequal educational opportunities. In contrast, the current Indonesian education system is founded on the principles of equity, inclusiveness, and the holistic development of learners. This study aims to analyze and compare the characteristics, objectives, and implications of the Dutch colonial education system and the contemporary Indonesian education system from a historical perspective. Employing a qualitative literature review approach, this research examines relevant historical records, scholarly publications, and educational policy documents. The findings reveal that colonial education functioned mainly as an instrument to support the political, administrative, and economic interests of the Dutch government, whereas modern Indonesian education is oriented toward democratization, equal access, character formation, and the enhancement of human resources. The study underscores the importance of understanding historical educational developments as a foundation for formulating educational policies that are responsive to societal needs, equitable, and capable of meeting global challenges.

Keywords: Dutch Colonial Education, Indonesian Education System, Historical Comparison, Educational Transformation

Konsep Pembinaan Spiritual dan Intelektual Siswa Menurut Pemikiran Hasan Al-Banna

2026-06-16T08:11:23+00:00

ABSTRACT

Contemporary educational practices frequently encounter a dichotomy between religious and secular sciences, which often results in insufficient attention to students’ spiritual development. This study aims to examine Hasan Al-Banna’s perspective on the development of students’ spiritual and intellectual capacities and to explore its relevance to contemporary Islamic education. Employing a qualitative literature review approach, the research analyzes Hasan Al-Banna’s major works alongside relevant academic literature in the field of Islamic educational thought. The findings demonstrate that Hasan Al-Banna advocates an integrated educational model that harmonizes spiritual values and intellectual growth to cultivate a balanced Muslim personality characterized by knowledge, faith, morality, and social responsibility. According to his perspective, education should not merely focus on cognitive achievement but also nurture spiritual awareness and ethical conduct as essential components of human development. The study further suggests that the integration of scientific knowledge with tawhid-based values within Islamic education curricula can contribute to the formation of individuals who are intellectually competent, morally grounded, and capable of responding to the challenges of globalization. Therefore, Hasan Al-Banna’s educational thought remains highly relevant as a foundation for developing holistic and value-oriented Islamic education in the contemporary era.

Keywords: Hasan Al-Banna, Spiritual Development, Intellectual Development, Islamic Education, Curriculum Integration.

Manajemen Strategi Guru Akidah Akhlak dalam Membentuk Karakter Religius Siswa Madrasah

2026-06-16T11:13:40+00:00

Abstrak

Pendidikan karakter bertujuan untuk menanamkan nilai-nilai luhur bangsa pada Siswa, seperti religiusitas, nasionalisme, integritas, kemandirian, dan gotong royong. Penanaman nilai-nilai ini diharapkan dapat menghasilkan generasi muda yang berkarakter kuat, berbudi pekerti luhur, dan mampu berkontribusi positif bagi bangsa dan negara.

Salah satu jenis karakter yang penting untuk ditanamkan pada siswa adalah karakter religius. Karakter religius ini dapat diartikan sebagai sikap dan perilaku yang mencerminkan keimanan dan ketaatan kepada Tuhan Yang Maha Esa. Penanaman karakter religius pada siswa perlu dilakukan sejak dini, karena pada masa ini anak-anak masih mudah untuk menerima dan meniru nilai-nilai yang diajarkan.

Perencanaan dalam pembelajaran sangat penting dalam pengembangan silabus, serta untuk menyelenggarakan kegiatan-kegiatan keagamaan dan pembentukan karakter religius siswa. Pelaksanaan/implementasi pembentukan karakter religius dengan strategi-strategi yang telah direncanakan oleh guru Akidah Akhlak, akan dilaksanakan dengan menerapkan metode-metode yang diajarkan. Evaluasi penilaian dilakukan oleh guru terhadap proses kegiatan belajar mengajar. Penilaian tersebut bertujuan untuk mengetahui sejauh mana tujuan pengajaran telah tercapai.

Implementation of the Deep Learning Approach and Love Based Curriculum in Learning Islamic Religious Education in Islamic Elementary School

2026-06-26T23:01:20+00:00

Islamic Religious Education (PAI) learning in Islamic Elementary Schools (Madrasah Ibtidaiyah) has been dominated by memorization and knowledge transfer approaches that are less meaningful because they focus on students' cognitive mastery. Consequently, the internalization of values and character, which are the objectives of PAI learning, has not been optimal. This study aims to comprehensively analyze the implementation of the deep learning approach and the Kurikulum Berbasis Cinta (KBC) in PAI learning in Islamic Elementary Schools and identify opportunities and challenges for its implementation. The method used is library research with a qualitative approach. Data collection was carried out through documentation of various literature sources, including journals, books, and relevant research reports, published between 2016 and 2026. Data analysis used the Miles and Huberman model through the stages of data condensation, presentation, and drawing conclusions. The results of the study indicate that deep learning has a solid theoretical foundation in three main perspectives: cognitive, humanistic, and constructivist, which are aligned with the goals of Islamic education. The implementation of deep learning in Islamic Religious Education (PAI) at MI (Islamic elementary school) is realized through four phases: preparation, exploration, application, and reflection. Integration with the Kurikulum Berbasis Cinta enriches the affective and spiritual dimensions of learning through the five values of love (Pancacinta): love for Allah and His Messenger, love for knowledge, love for oneself and others, love for nature and the environment, and love for the homeland. This study concludes that the integration of deep learning and the KBC offers a transformative framework for Islamic Religious Education (PAI) learning that is more meaningful, humanistic, and oriented toward holistic character development. However, the success of its implementation depends heavily on teacher readiness, infrastructure availability, and ongoing policy support.