Abdurrauf Journal of Education and Islamic Studies

Implementing The Problem-Based Learning Model In The Vuca Era To Enhance Student Competencies

Elfira Elfira — 2026-06-05

The rapid, unpredictable shifts of the VUCA (Volatility, Uncertainty, Complexity, and Ambiguity) era necessitate a profound paradigm shift in educational frameworks away from rote memorization toward adaptive competence. Purpose of the Study: This study explores how the implementation of the Problem-Based Learning (PBL) model can effectively prepare and equip students with the critical cognitive and moral competencies required to thrive in the VUCA era. Methods: Using a qualitative library research method, a systematic analysis of authoritative books, literature, and peer-reviewed journals was conducted to synthesize the strategic intersection between PBL implementation, cognitive scaffolding, and national character education. Results: The findings reveal that PBL acts as a crucial procedural process where students construct contextual knowledge by resolving authentic, ill-structured problems. Furthermore, in the uncertainty of the VUCA landscape, the strategic application of dynamic scaffolding (combining adding and fading) enhances self-directed learning. Integrating localized character development, such as Pancasila values and national ideology, into the PBL framework is essential for filtering information overload and countering moral degradation, thereby producing graduates who are both intellectually capable and ethically grounded.

Implementasi Model Pembelajaran Inovatif dalam Pengembangan Jiwa Kewirausahaan Peserta Didik di Lingkungan Pendidikan

Wahira Wahira — 2026-06-24

The rapid development of globalization and technology has encouraged educational institutions to develop students’ entrepreneurial competencies through innovative learning approaches. Conventional teacher-centered learning is considered less effective in fostering creativity, critical thinking, and problem-solving skills needed in entrepreneurship education. This study aims to analyze the implementation of innovative learning models in developing students’ entrepreneurial spirit within educational environments. The study employed a qualitative descriptive approach through literature review and analysis of various innovative learning models applied in entrepreneurship education. The discussion focused on the implementation of Problem Based Learning (PBL), Project Based Learning (PjBL), Flipped Classroom, Blended Learning, Cooperative Learning, and Collaborative Learning in supporting entrepreneurial learning processes. The findings revealed that innovative learning models provide positive contributions to increasing students’ motivation, creativity, independence, collaboration skills, and entrepreneurial problem-solving abilities. Furthermore, the implementation of these models enables students to gain direct learning experiences through practical and contextual activities aligned with real-world challenges. This study contributes to the development of entrepreneurship education literature by providing a comprehensive understanding of how innovative learning models enhance students’ entrepreneurial competencies, including creativity, critical thinking, problem-solving, collaboration, and business opportunity recognition. Furthermore, the findings offer practical implications for educators and educational institutions in designing student-centered entrepreneurship learning environments that foster entrepreneurial mindsets and skills. The study also serves as a reference for policymakers in developing educational strategies that align with the demands of the twenty-first century and the evolving world of work

[Perkembangan globalisasi dan teknologi yang sangat pesat mendorong lembaga pendidikan untuk mengembangkan kompetensi kewirausahaan peserta didik melalui pendekatan pembelajaran yang inovatif. Pembelajaran konvensional yang berpusat pada guru dinilai kurang efektif dalam menumbuhkan kreativitas, kemampuan berpikir kritis, dan keterampilan pemecahan masalah yang dibutuhkan dalam pendidikan kewirausahaan. Penelitian ini bertujuan untuk menganalisis implementasi model-model pembelajaran inovatif dalam mengembangkan jiwa kewirausahaan peserta didik di lingkungan pendidikan. Penelitian ini menggunakan pendekatan deskriptif kualitatif melalui studi literatur dan analisis berbagai model pembelajaran inovatif yang diterapkan dalam pendidikan kewirausahaan. Pembahasan difokuskan pada implementasi Problem Based Learning (PBL), Project Based Learning (PjBL), Flipped Classroom, Blended Learning, Cooperative Learning, dan Collaborative Learning dalam mendukung proses pembelajaran kewirausahaan. Hasil penelitian menunjukkan bahwa model-model pembelajaran inovatif memberikan kontribusi positif terhadap peningkatan motivasi, kreativitas, kemandirian, kemampuan kolaborasi, serta keterampilan pemecahan masalah kewirausahaan peserta didik. Selain itu, penerapan model-model tersebut memungkinkan peserta didik memperoleh pengalaman belajar secara langsung melalui kegiatan praktis dan kontekstual yang sesuai dengan tantangan dunia nyata. Penelitian ini berkontribusi pada pengembangan literatur pendidikan kewirausahaan dengan memberikan pemahaman yang komprehensif mengenai bagaimana model pembelajaran inovatif dapat meningkatkan kompetensi kewirausahaan peserta didik, termasuk kreativitas, berpikir kritis, pemecahan masalah, kolaborasi, dan kemampuan mengenali peluang usaha. Lebih lanjut, temuan penelitian ini memberikan implikasi praktis bagi pendidik dan institusi pendidikan dalam merancang lingkungan pembelajaran kewirausahaan yang berpusat pada peserta didik guna menumbuhkan pola pikir dan keterampilan kewirausahaan. Penelitian ini juga dapat menjadi referensi bagi para pengambil kebijakan dalam mengembangkan strategi pendidikan yang selaras dengan tuntutan abad ke-21 dan dinamika dunia kerja yang terus berkembang.]

Peran Motivasi Intrinsik dan Dukungan Sosial Teman Sebaya dalam Memprediksi Manajemen Diri pada Mahasantri Putri Penghafal Al-Qur’an

Nayla Afna Sa'adah — 2026-06-24

Self-management is an essential aspect for female Qur'an memorization students (mahasantri) in maintaining memorization consistency, managing academic demands, and coping with various challenges during their educational process. However, not all students demonstrate optimal self-management abilities. This study aimed to examine the role of intrinsic motivation and peer social support in predicting self-management among female Qur'an memorization students. The study employed a quantitative approach with a correlational design. Participants consisted of 77 first-semester female students enrolled in a Qur'an memorization program and residing in non-tahfidz dormitories, selected through purposive sampling. Data were collected using intrinsic motivation, peer social support, and self-management scales and analyzed using multiple linear regression. The results revealed that intrinsic motivation and peer social support simultaneously played a significant role in predicting self-management (R = 0.814; R² = 0.662; F = 72.411; p < 0.001). These findings indicate that higher levels of intrinsic motivation and peer social support are associated with better self-management in managing both academic responsibilities and Qur'an memorization activities. Therefore, tahfidz-based educational institutions are encouraged to develop programs that enhance students' intrinsic motivation and strengthen peer social support to optimize their self-management abilities

[Kemampuan manajemen diri merupakan aspek penting bagi mahasantri putri penghafal Al-Qur’an dalam menjaga konsistensi hafalan, mengelola tuntutan akademik, serta menghadapi berbagai tekanan selama menjalani pendidikan. Namun, tidak semua mahasantri memiliki kemampuan manajemen diri yang optimal. Penelitian ini bertujuan untuk menganalisis peran motivasi intrinsik dan dukungan sosial teman sebaya dalam memprediksi manajemen diri pada mahasantri putri penghafal Al-Qur’an. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Subjek penelitian berjumlah 77 mahasantri putri semester satu yang mengikuti program tahfidz Al-Qur’an dan tinggal di asrama non-tahfidz, yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan menggunakan skala motivasi intrinsik, skala dukungan sosial teman sebaya, dan skala manajemen diri, kemudian dianalisis dengan regresi linier berganda. Hasil penelitian menunjukkan bahwa motivasi intrinsik dan dukungan sosial teman sebaya secara simultan berperan signifikan dalam memprediksi manajemen diri (R = 0,814; R² = 0,662; F = 72,411; p < 0,001). Temuan ini menunjukkan bahwa semakin tinggi motivasi intrinsik dan dukungan sosial teman sebaya, semakin baik kemampuan manajemen diri mahasantri dalam menjalankan aktivitas akademik dan proses menghafal Al-Qur’an. Oleh karena itu, lembaga pendidikan berbasis tahfidz disarankan untuk mengembangkan program yang dapat meningkatkan motivasi intrinsik serta memperkuat dukungan sosial antarteman sebaya guna mendukung optimalisasi manajemen diri mahasantri.]

Maqasid al-Shari'ah and AI Education: Waqf as a Tool for Knowledge Preservation and Technological Advancement

Adamu Abubakar Muhammad — 2026-07-07

The recent, explosive advancements in AI is transforming global educational systems in providing opportunities of access, customization and knowledge generation, but at the same time has prompted concern of its governance ethics, epistemic bias and socio-digital disparities. The changes in Muslim societies require a revisit of Islamic knowledge traditions (particularly Maqasid al-Shari'ah, the higher objectives of Islamic law) to ensure technology adoption based on ethics, epistemic and social justice. This research study is to investigate the interplay between Maqasid al-Shari'ah, AIEducation and waqf (Islamic endowment) as a viable financing and institutional infrastructure of Islamic intellectual tradition that promotes the preservation of knowledge and innovations in the modern education sector. Applying a conceptual and qualitative approach using doctrinal analysis methodology, this research blends the insights from classical Islamic legal theory with current findings in the area of AIEducation and Islamic social finance, and also draws on comparable practices from waqf-based educational innovation in Malaysia and Indonesia. An integrated conceptual model where Maqasid al-Shari'ah serves as the ethical basis; waqf acts as a viable financing instrument; and AI as the technical driver in modern educational systems is built upon from the findings. The study indicates that Maqasid-driven waqf can alleviate common issues in educational finance, promote digital inclusion and enable an ethical implementation of AI in Muslim societies; and there are governing, regulatory and digital capacity constraints to be overcome to realize this model. This research is a testament of a strategic shift for sustainable preservation of knowledge, empowerment through technology and a socio-economic transformation in the Muslim world via an application of waqf for AIEducation.

Upaya Penguatan Pendidikan Agama Islam dalam Meningkatkan Kualitas Karakter Siswa di SMPN 2 Sultan Daulat

Salamah Salamah — 2026-07-13

Strengthening character education through Islamic Religious Education (IRE) has become a strategic priority in improving the quality of students amid the growing challenges of moral degradation in school environments. However, the implementation of integrated Islamic Religious Education reinforcement within school management systems has received limited scholarly attention, particularly at the junior secondary school level. This study aims to analyze the efforts to strengthen Islamic Religious Education in improving students' character quality at SMPN 2 Sultan Daulat, Indonesia. A qualitative approach was employed, with data collected through in-depth interviews, observations, and document analysis. The data were analyzed descriptively using the processes of data reduction, data display, and conclusion drawing. The findings reveal that the reinforcement of Islamic Religious Education was implemented through four major stages: program planning, assignment of an assessment team, program implementation, and continuous monitoring and evaluation. The implementation of the program significantly enhanced students' character quality, as reflected in improvements in religiosity, personal character, discipline, and compliance with school regulations. Furthermore, the proportion of students meeting the school's character standards increased from 81% prior to the program to 93% following its implementation. This study contributes to the literature by proposing a school-based Islamic Religious Education reinforcement model that integrates religious habituation, character assessment, and collaborative school management as an effective strategy for fostering sustainable student character development.

[Penguatan pendidikan karakter melalui Pendidikan Agama Islam (PAI) menjadi salah satu isu strategis dalam meningkatkan kualitas peserta didik di tengah berbagai tantangan degradasi moral di lingkungan sekolah. Namun, implementasi penguatan PAI yang terintegrasi dalam sistem pengelolaan sekolah masih belum banyak dikaji secara mendalam, khususnya pada jenjang sekolah menengah pertama. Penelitian ini bertujuan untuk menganalisis upaya penguatan Pendidikan Agama Islam dalam meningkatkan kualitas karakter siswa di SMPN 2 Sultan Daulat. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi. Analisis data dilakukan secara deskriptif melalui proses reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penguatan Pendidikan Agama Islam dilaksanakan melalui empat tahapan utama, yaitu perencanaan program, pembagian tugas tim penilai, pelaksanaan program, serta pengendalian dan evaluasi secara berkelanjutan. Implementasi program tersebut terbukti mampu meningkatkan kualitas karakter siswa, yang ditunjukkan oleh perubahan positif pada aspek religiusitas, karakter, kedisiplinan, dan kepatuhan terhadap tata tertib sekolah. Selain itu, terjadi peningkatan capaian karakter siswa dari 81% sebelum program diterapkan menjadi 93% setelah implementasi program. Penelitian ini berkontribusi dalam menawarkan model penguatan Pendidikan Agama Islam berbasis manajemen sekolah yang mengintegrasikan pembiasaan keagamaan, sistem evaluasi karakter, dan kolaborasi seluruh warga sekolah sebagai strategi efektif dalam membentuk karakter peserta didik]