Edu Global : Jurnal Pendidikan Islam

The Role of Neuroscience in Enhancing Learning Motivation

Raja Ritonga, Ahmad Lahmi, Rosniati Hakim, Dasrizal Dahlan — Wed, 19 Feb 2025 00:00:00 +0000

Learning motivation is a key factor in achieving educational success. Neuroscience, which studies the workings of the brain, provides a deeper understanding of the mechanisms that influence individual motivation in learning. This knowledge opens opportunities to design more effective learning methods to enhance student motivation. This study aims to explore the role of neuroscience in improving learning motivation through a brain mechanism-based approach and relevant neurobiological factors. This research uses a literature review approach. Data were obtained from various scientific journals, articles, and books relevant to this topic. A qualitative analysis was then conducted regarding recent studies examining the relationship between neuroscience and learning motivation. The findings indicate that understanding the impact of dopamine, stress, and neuroplasticity in the brain can help design learning environments that support student motivation. The application of techniques such as neuromodulation and gamification has proven to significantly increase student engagement, directly impacting intrinsic motivation and learning outcomes

Instilling Religious Tolerance Values at SMP Negeri 1 Angkola Barat, Tapanuli Selatan

Fadli Nurul Ikhsan, Muhammad Yunan Harahap, Akhiril Pane — Sun, 18 May 2025 00:00:00 +0000

This study investigates the instillation of religious tolerance values at SMP Negeri 1 Angkola Barat, Tapanuli Selatan, a school with 435 students (397 Muslims, 38 Christians), reflecting Indonesia’s diverse cultural landscape. Employing a qualitative approach, data were collected through interviews, observations, and documentation to explore the school’s strategies and their impact on social harmony. Findings reveal that classroom learning, celebrations of religious holidays such as Maulid Nabi and Easter, and extracurricular activities like scouting and arts foster inclusive cross-faith interactions. Teachers, through narrative discussions and role modeling, reinforce values of respect and empathy. School programs, with 80% participation in mixed-faith groups, have cultivated a harmonious environment, evidenced by zero incidents of intolerance over three years. This research underscores education’s role as a catalyst for social cohesion in multicultural settings, offering a replicable model for other institutions. The limitation of focusing on a single school suggests the need for comparative studies. The findings contribute to global discourse on multicultural education, with implications for educational policies promoting unity.

Optimizing Learning Environments Through the Lens of Neuroscience: A Study on the Role of Emotion, Motivation, and Brain Plasticity.

Ahmad Roisuddin Ritonga, Ahmad Lahmi, Rosniati Hakim, Dasrizal Dahlan — Sun, 18 May 2025 00:00:00 +0000

This study aims to optimize learning environments through the integration of neuroscience principles, focusing on the roles of emotion, motivation, and brain plasticity in enhancing learning outcomes. Based on theoretical and conceptual analyses, this research demonstrates that the human brain is a dynamic organ capable of adaptation through neuroplasticity, which can be stimulated by mental, physical, and multisensory inputs. Emotions are shown to play a central role in learning, with the activation of the amygdala and hippocampus influencing memory consolidation, while intrinsic motivation triggered by autonomy and task relevance significantly increases student engagement. Modern technologies such as augmented reality (AR), virtual reality (VR), and adaptive algorithms offer significant opportunities to create immersive and personalized learning experiences. However, the implementation of these technologies still faces challenges related to accessibility and ethical considerations. This study emphasizes the importance of collaboration among neuroscientists, educators, and policymakers to create adaptive, inclusive, and sustainable learning environments. The findings provide new insights into how neuroscience can be utilized as a tool to transform education, while taking into account social, cultural, and individual student needs

From Aisha to Fatima al-Fihri: Deconstructing Masculine Narratives in Classical Islamic Historiography

Maidah Wihdatul Muna, Firdaus Khusen Alchays, Kholid Mawardi — Sun, 18 May 2025 00:00:00 +0000

Classical Islamic historiography has long been dominated by masculine narratives that marginalize women from central roles in history. This study deconstructs such bias by examining t he representation of Aisha bint Abu Bakr and Fatima al-Fihri in texts such as Tarikh al-Tabari and al-Kamil fi al-Tarikh. The analysis reveals that Aisha, an authority on hadith and jurisprudence, is reduced to the domestic sphere, while Fatima al-Fihri, the founder of Al-Qarawiyyin University, is erased from narratives despite her monumental contributions. Through reinterpretation, both are positioned as transformative agents: Aisha shaped early Islamic epistemology, and Fatima revolutionized higher education. This study proposes a reconstruction of inclusive narratives that challenge patriarchal hegemony, offering academic and social implications—from enriching historical understanding to supporting gender equality in modern Islam. The findings affirm that masculine bias is not incidental but an ideological construct that impoverishes the understanding of Islamic civilization. By situating women as historical subjects, this study not only corrects past distortions but also paves the way for a more equitable and holistic Islamic discourse.

Analysis of Islamic Education Teachers' Soft Skills in Managing Students' Mental Health and Emotional Development at SMAS Adabiah Padang

Syaiful Islami, Rahmi Rahmi, Julhadi Julhadi — Mon, 19 May 2025 00:00:00 +0000

Mental health and emotional development issues among students have become a global concern, with rising cases of anxiety, depression, and behavioral problems affecting academic performance and well-being. These challenges are exacerbated by the lack of adequate teacher preparedness in addressing such issues, particularly in Islamic education contexts. This study aims to analyze the soft skills of Islamic Education (PAI) teachers at SMAS Adabiah Padang in managing students' mental health and emotional development. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving PAI teachers and students. The findings reveal that teachers employ soft skills such as empathy, effective communication, and emotional intelligence to identify and address students' mental health issues. However, the study also highlights gaps in teachers' training and resources, limiting their ability to provide comprehensive support. The research concludes that enhancing PAI teachers' soft skills through targeted professional development programs is crucial for fostering students' mental and emotional well-being. A key limitation of this study is its focus on a single institution, which may affect the generalizability of the results. Nonetheless, it provides valuable insights for improving teacher training and addressing mental health challenges in Islamic educational settings.