Proses Belajar Perspektif Psikologi Pendidikan Islam The Learning Process from the Perspective of Islamic Educational Psychology
Article Sidebar
Page Numbers:
4257-4267
Digital Object Identifier:
10.58578/tsaqofah.v5i5.6755
Viewed: 444 times
Downloaded: 186 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Mudzakir Chabib1, Moh Luthfi2, Siti Rohimah3
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
This article provides a comprehensive discussion of the concept of the learning process from the perspective of Islamic educational psychology, in which learning is understood as an activity that results in relatively permanent behavioral changes through experience, practice, and interaction with the environment. These changes encompass three interrelated domains, cognitive (knowledge), affective (attitudes and values), and psychomotor (skills), which collectively shape the learner’s holistic personality. In Islam, learning is not merely an intellectual pursuit but also a spiritual activity regarded as an act of worship and a means of drawing closer to Allah SWT. This aligns with the teachings of the Qur’an and Hadith, which emphasize the obligation of seeking knowledge. Accordingly, Islamic education integrates spiritual and moral dimensions as essential components of learning objectives. Within the framework of Islamic educational psychology, the effectiveness of the learning process is influenced by key factors such as the teacher’s role as a guide, student readiness and motivation, clarity of learning objectives, relevance of content, appropriate instructional methods, supportive learning media, and a fair and objective evaluation system. These elements must be designed in an integrative manner to ensure that the learning process is effective, efficient, and meaningful in accordance with Islamic values. Thus, in Islamic education, the learning process aims not only at achieving academic excellence but also at fostering students’ character and spirituality in a holistic manner.
Citation Metrics:
Downloads
Citation Metrics & Similar Scopus Articles
-
Irawati R. (2027)Enhancing accounting students’ writing performance through problem-based learning: Evidence from a vocational higher education contextMultidisciplinary Science Journal, 9(1)
-
Naemi Z. (2027)The Relationship between Second Language Learning Strategies, Learning Engagement, and Writing Skill in the Arabic Writing CurriculumLanguage Related Research, 17(4), 331-360
-
Kenzhaliyev B.K. (2027)Predicting Copper Production Cycles in Hydrometallurgy with Interpretable Machine LearningKompleksnoe Ispolzovanie Mineralnogo Syra, 341(2), 5-15
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Al-Attas, S. M. N. (1980). The concept of education in Islam: A framework for an Islamic philosophy of education. ABIM.
Arikunto, S. (2009). Dasar-dasar evaluasi pendidikan (ed. revisi). Jakarta: Bumi Aksara.
Depdiknas. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jakarta: Depdiknas.
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York, NY: Holt, Rinehart and Winston.
Ibnul Qayyim Al-Jauziyyah. (2000). Miftah Dar al-Sa’adah [Kunci Negeri Kebahagiaan]. Kairo: Dar Ibn al-Jauzi. (Versi bahasa Arab, gunakan terjemahan jika ada edisi Indonesia)
Ibnul Qayyim Al-Jauziyyah. (2001). Madarijus Salikin [Tingkatan-Tingkatan Para Penempuh Jalan Allah]. Beirut: Dar al-Kutub al-‘Ilmiyyah.
Majid, A. (2008). Perencanaan pembelajaran: Mengembangkan standar kompetensi guru. Bandung: PT Remaja Rosdakarya.
Majid, A. (2013). Strategi pembelajaran. Bandung: Remaja Rosdakarya. (Sumber ini relevan dengan kutipan metode mengajar dalam makalah)
Nata, A. (2005). Psikologi pendidikan Islam. Raja Grafindo Persada.
Siddik, D. (2010). Evaluasi pembelajaran dalam perspektif pendidikan Islam. Jakarta: Kencana.
Slameto. (2010). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta: Rineka Cipta.
Sudjana, N. (2005). Dasar-dasar proses belajar mengajar. Bandung: Sinar Baru Algensindo.
Syah, M. (2012). Psikologi pendidikan dengan pendekatan baru. Bandung: PT Remaja Rosdakarya.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green.
David, J. R. (1976). Teaching strategies for college classroom. New York, NY: Harper & Row.
Tilaar, H. A. R. (2000). Manajemen pendidikan nasional: Kajian pendidikan masa depan. Bandung: Remaja Rosdakarya.
Zuhairini, et al. (1993). Metodik khusus pendidikan agama