Mokh Iman Firmansyah
Universitas Pendidikan Indonesia

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Progresivisme dalam Kebijakan Pendidikan Indonesia: Studi Literatur Nilai Sepanjang Hayat, Kemanusiaan, dan Keyakinan Ega Nasrudin; Mokh Iman Firmansyah
EduPsyCouns: Journal of Education, Psychology and Counseling Vol 4 No 2 (2022): EduPsyCouns: Journal of Education, Psychology and Counseling
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edupsycouns.v4i2.4043


Abstract: Literature studies on policy assessment in Indonesia have been carried out, but the extent of knowledge about these policies is still lacking in information. This article aims to find values ​​in the progressive philosophy of education policy regulation in Indonesia. Qualitative approach with literature study design used for sources with procedures for reviewing, collecting, and analyzing. The results of the study found the philosophical values ​​of the development of education policy in Indonesia. This is reinforced by the three essential values ​​of philosophy that are part of the goals of education in Indonesia. The three values ​​are being a lifelong learner, upholding human values, and strengthening beliefs. These three values ​​are accommodated in the National Education System Law number 20 of 2003, Government Regulation number 55 of 2007, and Curriculum policy of 2013. Abstrak: Studi literatur tentang pengkajian kebijakan pendidikan di Indonesia telah banyak dilakukan, namun penelusuran bagaimana irisan pemikiran filsafat yang mewarnai kebijakan tersebut masih minim informasi. Artikel ini bertujuan menggali nilai-nilai dalam filsafat progresif mewarnai regulasi kebijakan pendidikan di Indonesia. Pendekatan kualitatif dengan desain studi pustaka digunakan terhadap sumber dengan prosedur mengkaji, mengumpulkan, dan menganalisis. Hasil penelitian menemukan nilai-nilai filsafat progresif mewarnai kebijakan pendidikan di Indonesia. Hal ini dikuatkan dengan tiga nilai esensial filsafat tersebut menjadi bagian dari tujuan pendidikan di Indonesia. Ketiga nilai tersebut adalah menjadi pebelajar sepanjang hayat, menjunjung tinggi nilai kemanusiaan, dan mengokohkan keyakinan. Ketiga nilai tersebut terakomodir di dalam Undang-Undang Sistem Pendidikan Nasional nomor 20 tahun 2003, Peraturan Pemerintah nomor 55 tahun 2007, dan kebijakan Kurikulum tahun 2013.
PENGUATAN AKIDAH MENGGUNAKAN MODEL AMTSAL AL-QURAN Syafe'i Makhmud; Syahidin Syahidin; Mokh Iman Firmansyah; Kokom Siti Komariah; Ega Nasrudin
Taklim : Jurnal Pendidikan Agama Islam Vol 20, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

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An Affective Domain Evaluation in Islamic Education: A Perspective from Self-Determination Theory Maulidya Nisa; Siti Salma Shobihah; Mokh Iman Firmansyah; Agus Fakhruddin; Saepul Anwar
Progresiva : Jurnal Pemikiran dan Pendidikan Islam Vol. 13 No. 01 (2024): Special Edition (January-April)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/progresiva.v13i01.31509


This research aims to analyze various problems of the evaluation system in the affective domain of Islamic Education. In addition, this research based on Deci and Ryan's Self-Determination Theory. This research is important to do because of the urgency related to the various problems in evaluation system, especially in affective domain related to Islamic education in Indonesia. This research used a qualitative approach and library research to obtain data related to the reality of the evaluation system in affective domain with Deci & Ryan's Self-Determination as a theory. Researchers searched the references from various books and articles through Google Scholar. The research showed that an evaluation system in the affective domain based on Self-Determination theory will give more possibility to teacher for emphasize the fulfilment of three basic human psychological needs such as autonomy, competence, and relatedness. This principle can be applied by measuring student's basic needs and examining how these needs can be fulfilled through the education provided. This research has implications in improving the quality of evaluation system in Indonesia, especially in the affective domain. However, this research only focuses on measuring the affective domain in Islamic Education, so further research must be done. This research focus on the evaluation system of the affective domain in Islamic Education by providing a new point of view with Self-Determination Theory (SDT) as a reference.
Multisensory Approach in Memorizing the Al-Quran for Early Childhood: Integration of the Tradition of Memorizing the Al-Quran with Digital Technology Achmad Faqihuddin; Mokh Iman Firmansyah; Abdillah Muflih
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5326


Introducing the Quran to early childhood is a crucial foundation for developing their character and spirituality. In the modern technological era, adopting an effective learning approach is essential. This article reviews the significance of a multisensory approach in Quran memorization for early childhood. This study employed a mixed-methods approach, involving a survey of 50 parents selected through convenience sampling who participated in the tahfidz program. In addition, in-depth interviews were conducted with seven parents and three early childhood tahfidz teachers, complemented by direct observation of interactions in the memorization process. Data analysis was performed descriptively using MS Excel 2013 for quantitative data and NVivo 12 for qualitative data, based on the Miles and Huberman approach. The results indicate that the tradition of Quran memorization remains strong in Muslim families and is increasingly applied to early childhood. Methods involving multiple senses—such as hearing, sight, and touch—are preferred to enhance memorization. The integration of technology, combining audio, visual, and kinesthetic elements, creates an engaging memorization experience. This study confirms that a multisensory approach, along with technology integration and the active involvement of parents and teachers, enhances children's engagement and memory retention. It also provides a robust foundation for developing an effective religious education curriculum.