Educational Management of Hypnoteaching-Based Learning Model Development in Islamic Higher Education
DOI:
https://doi.org/10.60023/28yp6r90Keywords:
Islamic Religious Education, Hypnoteaching, ADDIE Model, Educational Management, Learning InnovationAbstract
This study addresses the persistent issue of monotonous instructional practices in Islamic Religious Education (PAI) in higher education, which tend to emphasize surface-level cognitive achievement without effectively engaging students’ subconscious dimensions. From an educational management perspective, this condition reflects limitations in instructional planning, lecturer readiness, and the systematic implementation of innovative learning models. The objective of this research is twofold: (1) to analyze existing learning conditions in the PAI Study Program, and (2) to develop a hypnoteaching-based learning model that is valid, effective, and practical within a structured management framework. This study adopts a Research and Development (R&D) approach using the ADDIE model, which integrates key managerial functions, including planning (analysis and design of the model), organizing (lecturer preparedness and instructional system support), implementation (integration of the model into classroom practice), and evaluation (validation and effectiveness testing as part of quality control). The findings indicate that the developed model achieved a high level of validity, with expert validation reaching 93%, categorized as “very valid.” In the implementation stage, the model proved to be more effective than conventional lecture-based methods, significantly enhancing students’ learning interest, engagement, and active participation. Moreover, the model contributes to a more conducive and psychologically supportive learning environment. From a management standpoint, the hypnoteaching approach supports lecturers in applying structured, persuasive communication strategies while strengthening institutional efforts in improving instructional quality and governance. It also facilitates the internalization of Islamic values through a more holistic and student-centered learning process. In conclusion, this study offers a strategic contribution to educational management by providing a systematic and applicable framework for planning, implementing, and evaluating innovative learning models in higher education
Downloads
References
Amin, A. R. (2014). Sistem pembelajaran pendidikan agama Islam pada perguruan tinggi umum. Deepublish.
Amin, S. J., & Said, Z. (2024). Kecerdasan majemuk: Upaya optimalisasi pengembangan potensi peserta didik. Mega Press Nusantara.
Ahmadi, A., & Uhbiyati, N. (2001). Ilmu pendidikan. Rineka Cipta.
Akbar, H. U., & Akbar, P. S. (2009). Metodologi penelitian sosial. Bumi Aksara.
Al-Rasyidin, & Nizar, S. (2003). Filsafat pendidikan Islam. Ciputat Press.
Alim, W. S., Zumrudiana, A., et al. (2021). Pendidikan karakter. Agrapana Media.
Ananda, L., Hidayanti, F. N., & Saefullah, A. (2026). Digital Literacy and Adaptive Capability as Key Drivers of Employee Performance in the Era of Automation and Artificial Intelligence. Ganesha Digital Business Review, 1(1), 22–31.
Anwar, H. M. (2017). Menciptakan pembelajaran efektif melalui hypnoteaching. Ekspose: Jurnal Penelitian Hukum dan Pendidikan, 16(2), 469–480.
Arikunto, S. (1993). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.
Aris, A. S. (2022). Ilmu pendidikan Islam. Yayasan Wiyata Bestari Samasta.
Astuti, N. T. (2014). Studi eksperimental model pembelajaran hypnoteaching terhadap hasil belajar kosakata bahasa Inggris peserta didik. Jurnal Ilmiah Kependidikan, 1(1).
Departemen Pendidikan Nasional. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.
Gunawan, A. W. (2010). Hypnotherapy: The art of subconscious restructuring. Gramedia Pustaka Utama.
Hamalik, O. (2013). Kurikulum dan pembelajaran. Bumi Aksara.
Hamid, H. (2013). Pengembangan sistem pendidikan di Indonesia. Pustaka Setia.
Hasan, M. I. (2002). Pokok-pokok materi penelitian dan aplikasinya. Ghalia Indonesia.
Hasbullah, & Rahmawati, E. Y. (2015). Pengaruh penerapan metode hypnoteaching terhadap motivasi belajar mahasiswa. Jurnal Formatif, 5(1), 42–48.
Herdiansyah, H. (2014). Metodologi penelitian kualitatif untuk ilmu-ilmu sosial. Salemba Humanika.
Hisbullah, H., Nadirah, S., Aniati, A., & Rahman, A. (2022). Construction and validity of the hypnoteaching-based learning model. Edukasi Islami: Jurnal Pendidikan Islam, 11(03).
Hurlock, E. B. (1968). Developmental psychology. McGraw-Hill.
Kementerian Pendidikan Nasional. (2000). Keputusan Menteri Pendidikan Nasional Republik Indonesia Nomor 232/U/2000.
Kementerian Agama RI. (2010). Standar nasional pendidikan agama Islam pada perguruan tinggi umum. Direktorat Pendidikan Tinggi Islam.
Kurniawan, H., Tamam, A. M., & Al-Kattani, A. H. (2021). Konsepsi manusia seutuhnya dalam kitab Al-Insan Al-Kamil. Rayah Al-Islam, 5(1), 1–20.
Kusuma, D. A. (2019). Penerapan ethnomathematics dan hypnoteaching. Jurnal Nasional Pendidikan Matematika, 3(2), 165–176.
Majid, A., & Andayani, D. (2006). Pendidikan agama Islam berbasis kompetensi. Remaja Rosdakarya.
Moleong, L. J. (2014). Metodologi penelitian kualitatif. Remaja Rosdakarya.
Muhaimin. (2002). Paradigma pendidikan Islam. Remaja Rosdakarya.
Nasution, S. (2003). Metode research. Bumi Aksara.
Noer, M. (2010). Hypnoteaching for success learning. Pustaka Insan Madani.
Nuruddin, M. M. (2011). Penerapan metode hypnoteaching untuk mengoptimalkan hasil belajar peserta didik (Master’s thesis).
Rahma, F., & Neviyarni. (2021). Hypnoteaching learning theory analysis. Journal of Counseling, Education and Society, 2(1), 7–12.
Rahmayulis. (2001). Metodologi pengajaran agama Islam. Kalam Mulia.
Ramadhanna, R., Sari, Y., Ramadhinna, R., Safitri, D. Y., Siswanto, A., Saefullah, A., & Siregar, F. G. (2024). PENGARUH LINGKUNGAN PENDIDIKAN DALAM MENGEMBANGKAN WIRAUSAHA MUDA DI STIE GANESHA. JURNAL EKONOMI SAKTI (JES), 13(1), Article 1. https://doi.org/10.36272/jes.v13i1.319
Saefullah, A., Fahri, F., Arda, D. P., Fadli, A., Saksana, J. C., & Moeljono, M. (2023). Sosialisasi dan penyusunan Raperda Pendidikan Dasar di Kabupaten Pesisir Selatan. Abdimas Dewantara, 6(1), 63–72. https://doi.org/10.30738/ad.v6i1.14658
Sugiyono. (2006). Metode penelitian kualitatif, kuantitatif dan R&D. Alfabeta.
Syahidin. (2009). Menelusuri metode pendidikan dalam Al-Qur’an. Alfabeta.
Tanzeh, A. (2011). Metode penelitian praktis. Teras.
Trianto. (2016). Model pembelajaran inovatif. Kemdikbud.
Triwiyanto, T. (2022). Manajemen kurikulum dan pembelajaran. Bumi Aksara.
Undang-Undang Republik Indonesia Nomor 12 Tahun 2012 tentang Pendidikan Tinggi.
Wahyudi, D., Walidin, W., & Salami, S. (2023). Peran hypnoteaching dalam pembelajaran pendidikan agama Islam. As-Salam, 12(2), 113–130.
Wati, E. R., & Kusuma, S. (2016). Menjadi guru hebat dengan hypnoteaching. Kata Pena.
Widyartono, D., Basuki, I. A., & Ivana, L. (2025). Implementation of hypnoteaching principles. KEMBARA, 11(1).
Yustisia, N. (2016). Hypnoteaching: Seni mengeksplorasi otak peserta didik. Ar-Ruzz Media.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Subroto Subroto, Zulhammi Zulhammi, Lis Yulianti Safrida Siregar (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
