Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam aims to disseminate scientific articles in the form of thought concepts and field research results that focus on the study of culture and education from an Islamic perspective. Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islamaccepts manuscripts covering the themes of Islamic culture and education studies which include secondary education, higher education, development of learning media, development of teaching methods, Islamic character education, educational counseling, educational philosophy, history of education, madrasah (Islamic learning center), Islamic boarding school, contemporary Islamic education, multicultural Islamic education; interdisciplinary research on Islamic education, and other related and appropriate study topics.
Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon
Authors who publish with this Journal agree to the following terms: Author retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allow others to share the work within an acknowledgement of the work’s authorship and initial publication of this journal. Authors are able to enter into separate, additional contractual arrangement for the non-exclusive distribution of the journal’s published version of the work (e.g. acknowledgement of its initial publication in this journal). Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their websites) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published works.
Faith as a Pillar: Parental Resilience and Spiritual Support in a Pediatric Cancer Shelter, Yogyakarta Indonesia
Childhood cancer places substantial psychological, emotional, and social burdens on parents as primary caregivers, especially when treatment requires prolonged accompaniment away from home. In this context, resilience becomes crucial, while spirituality may serve as an important source of meaning and strength. This study aimed to examine the level of parental resilience and to explore how spiritual experiences contributed to the formation and maintenance of resilience among families residing at the YKAKI pediatric cancer shelter in Yogyakarta, Indonesia. The study employed an explanatory sequential mixed-methods design. In the quantitative phase, data were collected from eight parents using the 25-item Connor-Davidson Resilience Scale (CD-RISC). Descriptive statistics were used to identify total and item-level resilience patterns. In the qualitative phase, semi-structured interviews were conducted with four purposively selected participants and analyzed thematically. The findings showed that parents demonstrated moderate to high resilience, with the strongest dimensions concentrated in belief in God, life purpose, and persistence, while adaptability and responses to uncertainty appeared less prominent. The qualitative findings revealed that spirituality functioned as a source of emotional steadiness, meaning-making, hope, and caregiving commitment, supported by communal interaction within the shelter. This study concludes that parental resilience in pediatric cancer caregiving is best understood as a spiritually mediated and socially supported process within a specific cultural setting.
Copyright (c) 2026 Muhammad Sulaiman, Waway Waway Qodratulloh, Satria Kharimul Qolbi, Dony Darma Sagita, Toto Santi Aji, Yulius Tiranda, Rosih Aprilyani http://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Philanthropic Values in Islamic Religious Education Learning Through Project-Based Learning Methods
The Project-Based Learning (PjBL) approach in Islamic Religious Education (PAI) teaching in higher education has not been optimally implemented, particularly in integrating Islamic values ​​into real social practices. PAI learning still tends to focus on the cognitive aspect, thus providing little room for strengthening the affective dimension and providing students with direct experience in actualizing Islamic teachings. This condition results in PAI learning lacking context and failing to fully instill Islamic values ​​meaningfully. Therefore, learning innovations are needed that enable students to experience and practice Islamic values ​​directly in social life. This study aims to examine the integration of philanthropic values ​​in PAI learning through the application of the Project-Based Learning (PjBL) approach. The focus of this research is a social action project involving the distribution of food and donations to orphans at Assidiqiyah Kaliwadas Elementary School. This research uses a descriptive qualitative approach with a case study method. The subjects were students taking the PAI course in the Applied Nursing Anesthesiology Study Program at An Nasher University, Cirebon, who were directly involved in philanthropic activities. The class consisted of 28 students. Data collection techniques included participant observation, in-depth interviews with students and lecturers, and documentation of activities. The results of the study indicate that the application of Project-Based Learning (PjBL) in philanthropic activities improved students' contextual understanding of Islamic values. Students demonstrated increased empathy, social awareness, and commitment to the value of compassion in Islamic teachings. Furthermore, these activities provided a space for the actualization of religious teachings, fostering social piety as part of strengthening prophetic character. The novelty of this research lies in the integration of the Project-Based Learning approach with structured philanthropic practices in Islamic Religious Education (PAI) learning. This approach presents a contextual learning model based on real social action and offers practical implications for the development of transformative Islamic religious education in higher education.
Copyright (c) 2026 Eka Safitri, Aziz Muslim, Salihou Hamadou http://creativecommons.org/licenses/by-nc-sa/4.0
Bandongan and Sorogan as Epistemic Practices : Reconstructing Islamic Literacy beyond Cognitive Formalism
This study addresses the epistemological crisis in contemporary Islamic education, characterized by the dominance of cognitive formalism that reduces literacy to technical and measurable competencies while neglecting its spiritual and intellectual dimensions. Existing global scholarship on literacy and Islamic education largely positions pesantren traditions, particularly bandongan and sorogan, as sociocultural phenomena rather than as sources of epistemological theory. This indicates a significant theoretical gap in understanding how these practices function as systems of knowledge formation. This research aims to reconstruct Islamic literacy by conceptualizing bandongan and sorogan as epistemic practices. Employing a conceptual-normative literature review with epistemological and pedagogical approaches, the study analyzes classical Islamic texts, contemporary educational theories, and relevant policy documents. The analysis is conducted through systematic literature mapping, conceptual coding, and comparative epistemological interpretation. The findings reveal that bandongan and sorogan constitute integrated epistemological systems that combine textual authority, sanad-based knowledge transmission, and spiritual discipline (riyāḍah) in shaping the scholarly reasoning of santri. These practices operate not merely as instructional methods but as coherent frameworks that unify intellectual rigor and ethical formation. The novelty of this study lies in reframing traditional pesantren pedagogies as epistemic practices, thereby positioning them as a theoretical contribution to global literacy discourse. The study implies that integrating these traditional epistemic elements into modern educational systems can provide a more holistic model of literacy that bridges the divide between knowledge, ethics, and spirituality. Keywords: Islamic epistemology; traditional literacy; bandongan; sorogan; Islamic education
Copyright (c) 2026 Aisyah Siti, Nuryadin Nuryadin, Asikin Nor, Ibnu Arabi, Muhammad Nur Effendi, Anwar Hafidzi http://creativecommons.org/licenses/by-nc-sa/4.0
Diagnostic Assessment of Secondary School Students’ Readiness and Achievement of Fiqh Learning Objectives Through the Jigsawproach
This study aims to determine student readiness and the effectiveness of achieving learning objectives in Fiqh (Islamic jurisprudence) through a Jigsaw-Type diagnostic assessments. This study employed a quantitative experimental method using a one-group pretest–posttest design, with diagnostic assessment sheets as the primary instrument. Data were primarily collected through pre-test and post-test, supported by prior observation and interviews conducted in Class VIII-C of MTs Negeri 1 Kudus. The validity test showed that three items were valid, while three others were excluded. The reliability test yielded a Cronbach’s Alpha value of 0.382, indicating low internal consistency. Furthermore, the paired sample t-test revealed a significant difference between pre-test and post-test scores (p<0.05), indicating an improvement in students’ learning outcomes. The findings indicate that diagnostic assessments play a crucial role in identifying students' initial readiness before Jigsaw learning and measuring the achievement of Fiqh learning objectives, as evidenced by a significant difference between pre-test and post-test scores (p=0.0001). Prior studies overlook diagnostic urgency in Jigsaw contexts, this research fills that gap by integrating pre-learning diagnostics to identify deficiencies, followed by adaptive Jigsaw interventions. Its novelty delivers not just effectiveness metrics (score improvements) but diagnostic feedback for tailored instruction, offering practical value for teachers, enhancing sustainable Fiqh learning at secondary level. Keywords: Diagnostic; Jigsaw; Student Readiness; Fiqh
Copyright (c) 2026 Nusaibah, Ashif Az Zafi, Elok Wahyu Febriani http://creativecommons.org/licenses/by-nc-sa/4.0
Adolescent Sexual Moral Education: An Integrative Analysis of Prophetic Hadith, Kohlberg’s Moral Development Theory, and Field-Based Evidence
Adolescent sexual moral education has become increasingly urgent amid the normalization of permissive relationships and the pervasive influence of digital media. This study aims to develop an integrative understanding of adolescent sexual moral education by analyzing Prophetic Hadith in relation to Kohlberg’s moral development theory and field-based evidence. Employing a qualitative approach with a primary emphasis on field research, data were collected through in-depth interviews with four informants (I1–I4) actively involved in adolescent education. These empirical findings are interpreted through an analytical framework grounded in Prophetic Hadith and Kohlberg’s stages of moral development. The findings reveal that the Prophet’s dialogical-empathetic approach functions as a transformative pedagogical process that guides adolescents’ moral reasoning from pre-conventional orientations toward more socially and internally grounded moral awareness. While this process aligns with Kohlberg’s developmental stages, it also extends them by incorporating a transcendental dimension rooted in spiritual accountability. Field-based evidence indicates that adolescents tend to normalize permissive interactions influenced by social and digital environments, highlighting the need for moral education grounded in dialogue, empathy, and internal awareness. This study demonstrates that the integration of prophetic pedagogy, moral development theory, and empirical realities constitutes a genuine epistemological dialogue, contributing to a context-sensitive and integrative model of adolescent sexual moral education
Copyright (c) 2026 Agus Susilo Saefullah, Ila Nurlaila Hidayat, Muhammad Azdzahaby Al Faraya, Naufal Syauqi Fauzani, Muhammad Imam Asy-Syakir http://creativecommons.org/licenses/by-nc-sa/4.0
Transforming Islamic Religious Education through Local Wisdom and Cyber Ethics to Foster Global Harmony among Generation Z
This study is motivated by Generation Z’s vulnerability to digital radicalization, religious disinformation, and global conflicts in cyberspace, thereby necessitating the reconstruction of a digital Islamic Religious Education (IRE) program that is technologically adaptive, rooted in local wisdom, and focused on strengthening cyber ethics. This research aims to formulate an integrative digital PAI model based on local wisdom and cyber ethics, as well as to analyze its effectiveness in building Generation Z’s multicultural awareness, digital responsibility, and reflective capacity as agents of peace. The study employed a qualitative design at SMKN 1 Purwosari through in-depth interviews with Islamic education experts, digital literacy activists, and students, supplemented by a systematic literature review. The findings indicate that, first, Generation Z exhibits specific vulnerabilities to digital radicalization stemming from generational characteristics, the digital ecosystem, and gaps in critical digital literacy. Second, the integration of local Islamic wisdom from the Nusantara region with cyber ethics in digital Islamic education is not only possible but also effective through an integrative model encompassing the pillars of digital moderation, communication ethics, information verification, digital responsibility, and digital harmony. Third, the implementation of this synergistic model has proven significant in enhancing cultural awareness, digital responsibility, and competencies as peace agents among Generation Z. This study confirms that the reconstruction of Islamic Education through an integrative approach is a strategic intervention that bridges normative Islamic values with contemporary digital challenges, while strengthening the contribution of Islamic education to fostering social harmony and global peace Keywords: Transforming; Islamic Religious Education; Local-Wisdom; Cyber-Ethics; Global Harmony
Copyright (c) 2026 Achmad Achmad, Minhah Makhzuniyah, Aridlah Sendy Robikhah, Do'stnazar Ximmataliyev http://creativecommons.org/licenses/by-nc-sa/4.0
Multicultural Islamic Education Model Based On Local Wisdom: Implementation of the Tafsir Lenyepaneun by Moh. E. Hasim in the Cicendo Bandung Community
This study examines the implementation of an Android-based Islamic learning media grounded in Acehnese local wisdom among Generation Z students at State Islamic Higher Education Institutions (PTKI) in Aceh Province. Responding to the digital-native characteristics of Generation Z and drawing on constructivist learning theory and culturally responsive pedagogy, the research employs a qualitative case study design involving lecturers, Generation Z students, educational technologists, cultural leaders, and educational technology practitioners. Data were collected through in-depth semi-structured interviews, participant observation, and document analysis, and analyzed using thematic analysis. The findings reveal that integrating local wisdom values such as the philosophy of “Adat bak Poe Teumeureuhom, Hukom bak Syiah Kuala,” the Peusijuek tradition, and Kenduri Blang into interactive multimedia significantly enhances student engagement and contextual understanding of Islamic teachings. Among the application features, gamification elements (points, badges, and challenges) and social learning tools (discussion forums and peer feedback) demonstrated the highest impact on motivation and active participation, while content personalization strengthened individual learning pathways. The study contributes theoretically by proposing a culturally integrated digital learning model that bridges Islamic education innovation with local wisdom preservation. However, challenges remain in infrastructure readiness, human resource competence in application development, and ensuring the authenticity of digitally represented cultural content. Overall, this implementation supports effective Islamic education innovation while fostering a technologically adaptive generation rooted in Islamic values and Acehnese cultural heritage. Keywords: Educational technology, local wisdom of Aceh, Generation Z, Islamic education innovation, Android application.
Copyright (c) 2026 Alam Tarlam TARLAM, Eti Nurhayati, Septi Gumiandari, Ahmad Asmuni http://creativecommons.org/licenses/by-nc-sa/4.0
Learning Patterns of Social Fiqh in Pesantren: A Learning Theory Perspective
This study aims to analyze the learning patterns of social fiqh in Islamic boarding schools (pesantren) from the perspective of learning theory. Social fiqh is understood as an approach to Islamic jurisprudence that is not solely oriented toward normative-legal understanding, but also toward the internalization of social values and the formation of students’ social piety. This research employs a qualitative approach with a case study design conducted at Pesantren Ath-Thohiriyyah in Purwokerto City. Data were collected through in-depth interviews, participant observation, and document analysis, involving kiai, ustaz, students, and pesantren administrators. Data analysis was carried out using the interactive model developed by Miles and Huberman consisting of three main procedures: data condensation, data display, and conclusion drawing. The findings indicate that social fiqh learning in pesantren is implemented through three main patterns: (1) a textual–normative pattern based on the study of kitab kuning (classical Islamic texts); (2) a contextual–applicative pattern through students’ engagement in socio-religious practices; and (3) a cultural–habituative pattern through daily practices and pesantren traditions. From the perspective of learning theory, these findings reflect the integration of behaviorist, constructivist, social learning, and contextual learning approaches within a coherent pesantren educational system. This study affirms that pesantren function as contextual and transformative learning spaces capable of bridging fiqh texts and social realities, thereby contributing to the formation of students who possess both individual and social piety. Keywords: Social Fiqh; Pesantren; Learning Patterns; Learning Theory.
Copyright (c) 2026 syaefudin achmad, Miftahuddin, Muhammad Aji Nugroho Aji Nugroho, Muhammad Aiman Awalluddin http://creativecommons.org/licenses/by-nc-sa/4.0
Reimagining Qur’anic Pedagogy:Nadlariyah Maudu’iyah as a Methodological Innovation in Tafsir Tarbawi with Application to Child Education Themes
Abstract The surging scholarly interest in tafsīr mawḍūʿī (thematic exegesis) for educational (tarbawī) understanding of the Qur’an, particularly in Indonesia, currently lacks a robust methodological foundation. This study addresses this critical gap by introducing and critically establishing nadhariyyah mawḍūʿiyah (thematic theoretical framework) as a systematic hermeneutical approach tailored for educational interpretation. The research investigates its epistemological significance, proposes a definitive procedural model, and demonstrates its application to the Qur’anic theme of “Mauqifu al-Awlād wa Ṭarīqatu al-Ḥiwār Ma‘ahum” (The Qur’anic Stance Toward Children and the Method of Dialogue with Them). Employing a qualitative library-based methodology enriched by historical contextualization, Hegelian dialectics, and Popperian falsification, the study yields two primary findings. Firstly, nadhariyyah mawḍūʿiyah enables a holistic, context-sensitive interpretation that significantly enhances pedagogical relevance. Secondly, a five-stage procedural model is proposed: (i) theme identification, (ii) verse compilation, (iii) semantic validation, (iv) conceptual modeling, and (v) systematic synthesis. Applied to child education, the analysis uncovers the Qur’an’s dual portrayal of children as spiritual tests and opportunities for growth, advocating for a dialogic pedagogy grounded in affection, epistemic respect, and spiritual nurturing, which fosters moral development and emotional intimacy. This research establishes a novel methodological framework for Qur’anic hermeneutics and Islamic educational theory, offering significant implications for curriculum design, parenting discourse, and the overall rigor of tafsīr tarbawī scholarship. Keywords: Nadzariyyah Maudhu’iyah, Qur’anic hermeneutics, child education, Islamic pedagogy, dialogic parenting, Hegelian dialectics, Popperian falsification
Copyright (c) 2025 Muslih Muslihudin Muslih https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Educational Games on Learning:Systematic Review of Literature and Field Studies
Educational games in learning have a high interest among students, stimulating motivation and student involvement. This research aims to provide a summary of empirical findings from the latest literature in the field of gamification, which is currently developing in the learning domain. The study also uncovers cutting-edge scientific evidence on the development of emerging learning technologies and gamification plugins, as well as exploring the potential future directions of research in revolutionizing learning through gamification. A systematic literature review that combines thematic and content analysis of 46 empirical research papers published in the Scopus database between 2020 and 2024. This study provides an in-depth assessment and evaluation of the various contradictions found in the literature, setting the stage for future research studies to re-examine the theoretical underpinnings of gamification, its methodological approaches, theoretical models, game and platform applications, educational game mechanisms, and learning outcomes. This study not only attempts to explain the novelty of game-based learning, which is considered a game-changer and a key driver of learning motivation and user experience, but also seeks to outline the main challenges and obstacles of educational gaming. Keywords: Gamification, Learning, Literature Review
Copyright (c) 2025 Saefudin - Zuhri https://creativecommons.org/licenses/by-nc-sa/4.0
The INSTANT Model: Developing Digital Literacy to Enhance Professional Competence of Islamic Religious Education Teachers
Teachers hold moral and professional responsibility in guiding student development. Professional competence includes content mastery, pedagogy, technology, and professional growth. Religious teachers must integrate digital literacy to enhance professional performance. Digital literacy helps teachers access, process, and share information effectively. Teachers with strong digital skills improve teaching relevance and student engagement. This study aims to develop a conceptual model for digital literacy enhancement. It focuses on Islamic Religious Education teachers in Indonesian secondary schools. This research used a Research and Development (R&D) approach. The Four-D method was applied: Define, Design, Develop, Disseminate. Data were collected through surveys, interviews, observations, tests, and documentation. Respondents were Islamic Education teachers in West Java. The result is the INSTANT Model for digital literacy training. The model includes: Introduction, Need-based, Scaffolding, Training, Application, Nurturing, and Test. It incorporates constructivism, connectivism, cognitive, social, and experiential learning theories. Experts and users validated the model’s practicality and effectiveness. The model improved teachers' skills with an average N-Gain of 74.4% (high category). Stakeholders positively received the model in various dissemination formats. The INSTANT Model offers a practical framework for teacher digital competence development. Keywords: Digital Literacy; INSTANT Model; Professional Competence.
Copyright (c) 2025 Miftahul Fikri, Aan Hasanah, Bambang Samsul Arifin, Andewi Suhartini, Roman Tsarev https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness of STP Strategy in Enhancing the Competitiveness of Educational Services at the Integrated Islamic Boarding School Al-Multazam
This study aimed to analyze the effectiveness of implementing the Segmentation, Targeting, and Positioning (STP) strategy in enhancing the competitiveness of educational services at the Integrated Islamic Boarding School Al-Multazam. This research employed a mixed-methods approach, utilizing a case study method, focusing on parents' perceptions of the competitiveness of the boarding school. Quantitative data were collected through questionnaires distributed to parents of students to gauge their perceptions of the STP strategy dimensions and the competitiveness of the Islamic Boarding School. Qualitative data were obtained through in-depth interviews, field observations, and documentation to strengthen the quantitative findings. Data analysis was conducted using descriptive and quantitative methods to evaluate the implementation of the STP strategy applied by the boarding school. The results showed that the STP strategy plays a significant role in shaping parents' positive perceptions of the competitiveness of the Integrated Islamic Boarding School Al-Multazam, particularly in attracting prospective students and maintaining parents' trust. This study recommends further development of STP-based marketing strategies to enable the boarding school to compete more effectively in the education sector. Keywords: STP Strategy, Competitiveness, Educational Services, Islamic Boarding School, Al-Multazam
Copyright (c) 2025 mumun munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
The Transformation of Ecosufistic Values in Character Education at SMPIT Al Uswah Tuban: A Field Study Inspired by Jalaluddin Rumi’s Matsnawi
This study aims to explore how ecosufistic values found in Matsnawi are transformed into character education practices at SMPIT Al Uswah Tuban. The study adopts a qualitative interpretive approach with a descriptive-exploratory design. Data were collected through in-depth interviews, participatory observations, and documentation, then analyzed thematically using an educational hermeneutic framework to interpret the school's implementation of ecosufistic values. Findings indicate that core ecosufistic principles such as harmony between humans and nature, ontological unity of all creation, and ecological balance are embedded within the school's spiritual routines, teacher modeling, and reflective learning processes. The use of Matsnawi’s narratives and symbols enhances students’ ecological awareness and fosters a spiritually grounded transformation of character. This study has an impact on the development of an Islamic character-education model based on ecosufism that is not only spiritually meaningful but also pedagogically relevant for addressing today’s ecological challenges. In addition, it provides practical contributions for curriculum developers, educators, and policymakers to integrate classical Islamic texts as a profound source of ecological ethics, thereby fostering sustainable ecological awareness among younger generations. Keywords: Ecosufism, Islamic Character Education, Matsnawi, Sufistic Pedagogy, Ecological Ethics, Spiritual Ecology
Copyright (c) 2025 Hamidatun Nihayah https://creativecommons.org/licenses/by-nc-sa/4.0
Community-Based Strategies in Islamic Religious Education (PAI): Fostering Youth Religious Character Formation through Majelis Taklim
Adolescents today face serious challenges to their religious identity due to globalization, cultural shifts, and the influx of values that often contradict Islamic teachings. This study addresses the gap in research on non-formal Islamic education by examining how Majelis Taklim can contribute to fostering youth religious character. Using a qualitative case study approach, data were collected through observation, interviews, and documentation with adolescent participants, instructors, and community members at Majelis Taklim Miftahussalam in Kedung Jaya, Tanah Sareal, Bogor City. The findings reveal that learning strategies applied in this setting include interactive lectures and discussions, the wetonan method, practical demonstrations, provision of relevant materials, exemplary role modeling by ustadz, the integration of social media for da’wah, regular evaluations, and collaboration with families. These strategies have proven effective in strengthening adolescents’ religious character, as reflected in increased prayer discipline, Qur’an reading and memorization, respectful communication, and greater responsibility in learning, suggesting that community-based Islamic education can complement formal schooling in addressing contemporary challenges.. Keywords: Islamic Religious Education; Learning Strategies; Religious Character; Non-Formal Education; Majelis Taklim
Copyright (c) 2025 Rumba Triana https://creativecommons.org/licenses/by-nc-sa/4.0
The Instructional Media Development of Digital Pop-Up Book PowerPoint in Islamic Religion Education and Character Subject at The Vocational High School
Pop-Up Book Digital is an electronic learning media developed from PowerPoint software. Pop-Up Book Digital is modeled into a digital media that when operated displays a 3-dimensional structure resembling a book. The digital Pop-Up Book PowerPoint media model is developed to address the low interest in learning and student interaction in Islamic Education (PAI) due to less engaging media. This product is also in line with the vision and mission of SMK 2 Pancasila Jember, which emphasizes character building, especially the value of tolerance, and supports teachers in presenting relevant learning media in the digital era.. Based on the results of the validation test and response test, this Pop-Up Book Digital product was declared very interesting, very practical and suitable for use as a learning medium. In this study, researchers developed a PowerPoint learning media product using the Pop-Up Book Digital model for Islamic Religious Education and Ethics subjects for class XI of SMK Negeri 2 Pancasila Jember. The type of research used is research and development (R&D) with the Planning, Production, Evaluation (PPE) stages developed by Richey and Klein. The validity test was carried out by three expert validators, namely, one expert validator for learning media and two expert validators for material. The product response test was carried out on PAI teachers and class XII Marketing students in 2024-2025. The results of the teacher response test obtained a score of 98%, while the small-scale student response test and the large-scale student response test obtained average scores of 86.60%, all categorized as "Very Good." The results of the expert validation test yielded an average score of 96.80%, both categorized as "Very Valid." Keywords: Digital Pop-Up Book, Islamic Education, Instructional Media Development
Copyright (c) 2025 Dr. Dwi Puspitarini S.S., M.Pd., Gita Magfiroh, Gita Magfiroh https://creativecommons.org/licenses/by-nc-sa/4.0
Planting Environmentally Friendly Religiosity Awareness: PAI Learning Innovation Based on Mindfulness Eco Theological Perspective in SMPIT Sahabat Alam
This study aims to explore the innovation of Islamic Religious Education Learning (PAI) through the integration of mindfulness approach and eco-theological perspective in instilling awareness of environmentally friendly religiosity in students at SMPIT Sahabat Alam. This integration proceeds from the idea that spiritual awareness and ecological responsibility are complementary dimensions in forming reflective faith and concern for the preservation of nature. This research is motivated by the need for a PAI learning model that is not only oriented to cognitive aspects, but also fosters spiritual awareness that encourages ecological behavior. The research uses qualitative methods with case study design, through observation, in-depth interviews, and documentation of the PAI learning process at the school. The results showed that the application of mindfulness in PAI learning increased students ' focus, inner calm, and spiritual reflection on Qur'anic verses related to nature. The integration of eco-theological values reinforces the understanding that caring for the environment is part of the practice of faith and piety. The internalization of these values is reflected in the change in students ' attitudes towards cleanliness, appreciation for God's creation, as well as active participation in the activities of the school environment. Overall, awareness-based PAI learning with an eco-theological perspective has proven effective in instilling religiosity that blends with ecological responsibility. This Model offers a contextual, humanistic, and transformative Pai learning approach, and has the potential to be replicated in various Islamic education units to strengthen the spiritual-ecological character of the younger generation in the midst of a global environmental crisis. Keywords: eco-friendly religiosity, mindfulness, eco-theologis, PAI learning, educational innovation, SMPIT Sahabat Alam
Copyright (c) 2025 U Abdullah Mu`min https://creativecommons.org/licenses/by-nc-sa/4.0
Forming Excellent Teachers: Integration of Social Competence and Makārim Al-Sharī'ah Ethics in Madrasahs
This research aims to construct how the integration of social competence and ethics of Makārim Al-Syarī'ah can form excellent teachers in the environment at MAN 2 Pekanbaru City. This research uses a qualitative approach with phenomenological methods. The informants in this study amounted to three people, namely the head of curriculum, PAI teacher, and head of student affairs, who were selected using purposive sampling technique. Data were collected through in-depth interviews, observation, and documentation. The data analysis techniques used were data reduction, data presentation, and conclusion drawing. The research shows that the ethics of Makārim Al-Syarī’ah can be integrated into social competence to form superior teachers and become a strong foundation for madrasah teachers in developing interaction skills that are oriented towards creating benefits. Although, some teachers still have a basic understanding and have not received adequate training related to the integration of Makārim Al-Syarī’ah ethics in social competence. The head of curriculum proposed that the ethical values of Makārim Al-Syarī’ah become part of the teacher's personality to improve competence in interaction. The PAI teacher emphasized the importance of good communication with parents to create effective collaboration in solving student problems. The head of student affairs emphasized that the ethics of Makārim Al-Syarī’ah includes spiritual values, norms, and emotional values that must be applied in learning. The study recommends a regular training program for teachers on the application of Makārim Al-Syarī’ah ethics in teaching practice, creating a structured communication guide between teachers and parents, and establishing a periodic evaluation system to ensure teachers play their role as effective role models in shaping student character. Keywords: Excellent Teacher, teacher professionalism, Makarim Al-syari'ah
Copyright (c) 2025 Dian Namora https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Artificial Intelligence into Islamic Religious Education: Toward a Model for Ethical and Values-Based Technology Adoption in Faith-Based Schools
This study investigates the perceptions, challenges, and opportunities of integrating Artificial Intelligence (AI) into Islamic Religious Education (PAI) at SMA IT Mentari Ilmu Karawang, a faith-based secondary school. While grounded in this specific institutional context, the findings are framed to provide transferable insights for similar Islamic-oriented institutions, serving as both a localized case and a reference for broader models of ethical and values-based AI adoption. Using a descriptive qualitative approach, data were collected through semi-structured interviews with PAI teachers, the vice principal, and the school principal. The results indicate that AI is appreciated for supporting personalized, inclusive, and efficient learning, yet it cannot replace the teacher’s role in moral and spiritual formation. Challenges include ethical concerns, limited infrastructure, and the absence of Islamic contextualized regulations, while opportunities involve curriculum innovation, workload reduction, and adaptive instruction. Theoretically, this study advances the conceptualization of AI in values-based education within the discourse of Islamic Religious Education. Practically, it proposes a transferable framework for ethical and transformative AI adoption, guiding schools, teachers, and policymakers to align technology use with Islamic ethical principles. Future research directions include developing an Islamic AI curriculum, piloting an integrative AI Adab model, and conducting comparative studies across faith-based institutions to identify scalable best practices. Keywords: Artificial Intelligence, Islamic Religious Education, Teacher Perception, Educational Technology, Ethics
Copyright (c) 2025 YADI FAHMI ARIFUDIN, Akil Akil https://creativecommons.org/licenses/by-nc-sa/4.0
Strategy Model For Internalizing The Values Of Faith And Piety Through Learning Non-Religious Courses In Islamic Higher EducationR OF ISLAMIC EDUCATION STUDENTS
This study aims to develop an effective strategy model for internalizing the values of faith and piety within non-religious courses in Islamic higher education. Despite institutional expectations to cultivate holistic student character, existing instructional practices often lack structured frameworks that integrate spiritual values into general course content. Employing a Research and Development design using the ADDIE model Analysis, Design, Development, Implementation, and Evaluation this study identifies learner needs, designs value-integrated instructional components, develops prototype materials, and evaluates their feasibility and effectiveness. Mixed data from surveys, interviews, observations, expert validation, and pilot implementation reveal that the model enhances students’ spiritual awareness, engagement, and character formation without compromising academic competencies. The study concludes that the IMTAQ-based strategy model provides a practical and pedagogically grounded approach for strengthening the integration of faith and piety across non-religious course settings in Islamic higher education. Keywords: Faith and piety internalization; IMTAQ-Strategy model; Islamic higher education.
Copyright (c) 2026 Ahmad Khomaini Syafeie, Syihabuddin Syihabuddin, Kama Abdul Hakam, Aceng Kosasih, Encep Syarief Nurdin http://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of Sirah Learning Model at MATSA, Malaysia and Dayah Darul Muta'allimin, Aceh: Between Traditional and Contemporary Educational Institutions
The research aims to determine the depth of sirah material in MATSA, Malaysia, and Dayah Darul Muta'allimin, Aceh, collecting data related to the teaching sources used, methods used, media variations, and evaluation of learning implemented. The research uses a multi-site qualitative approach, with data collection techniques such as interviews, observations, and document studies. Data were collected using validated instruments. Data analysis involves data reduction, data presentation, and conclusion. The research results show that the scope of Sirah's learning material taught at the intermediate level is generally relatively similar. The teaching resource at MATSA, Malaysia, uses the book "Kitab al Sirah al Nabawiyyah" by Yayasan Islam Kelantan. At Dayah Darul Muta'allimin, the "Kitab Khulashah Nurul Yaqin" by Syekh Umar Abdul Jabbar is used. Even so, the difference in the teaching resources used makes the learning of sirah in Dayah Darul Muta'allimin more traditional. The methods used are Arabic text translation techniques and storytelling techniques. The media used are Microsoft PowerPoint and the Kahoot application. The research contributes to the development of learning models in Islamic education. The learning model applied to modern Islamic educational institutions in Malaysia can be combined with Aceh's traditional educational learning model. Keywords: Sirah Learning, MATSA Malaysia, Dayah Darul Muta’allimin Aceh.
Copyright (c) 2025 Muhammad Aulia, Khairuddin Hasan, Muhammad Iqbal, Mohd Lokman Bin Marzuki https://creativecommons.org/licenses/by-nc-sa/4.0
Digitalizing Local Wisdom: Innovation in Islamic Learning for Generation Z in Aceh
This study examines the implementation of an Android-based Islamic learning media grounded in Acehnese local wisdom among Generation Z students at State Islamic Higher Education Institutions (PTKI) in Aceh Province. Responding to the digital-native characteristics of Generation Z and drawing on constructivist learning theory and culturally responsive pedagogy, the research employs a qualitative case study design involving lecturers, Generation Z students, educational technologists, cultural leaders, and educational technology practitioners. Data were collected through in-depth semi-structured interviews, participant observation, and document analysis, and analyzed using thematic analysis. The findings reveal that integrating local wisdom values such as the philosophy of “Adat bak Poe Teumeureuhom, Hukom bak Syiah Kuala,” the Peusijuek tradition, and Kenduri Blang into interactive multimedia significantly enhances student engagement and contextual understanding of Islamic teachings. Among the application features, gamification elements (points, badges, and challenges) and social learning tools (discussion forums and peer feedback) demonstrated the highest impact on motivation and active participation, while content personalization strengthened individual learning pathways. The study contributes theoretically by proposing a culturally integrated digital learning model that bridges Islamic education innovation with local wisdom preservation. However, challenges remain in infrastructure readiness, human resource competence in application development, and ensuring the authenticity of digitally represented cultural content. Overall, this implementation supports effective Islamic education innovation while fostering a technologically adaptive generation rooted in Islamic values and Acehnese cultural heritage.
Copyright (c) 2026 Mohamad Maulidin Alif Utama http://creativecommons.org/licenses/by-nc-sa/4.0
Islamic Education, Javanese Culture, and the Basic Needs of Migrant Workers' Children: A Critique of Abraham Maslow's Theory
This study aims to critique Abraham Maslow's hierarchy of human needs theory, which continues to serve as a primary reference for assessing human needs from childhood through adulthood. Using a qualitative field research approach, data were collected through interviews and direct observations in the field. The study reveals that Maslow's hierarchy, which positions self-actualization at the peak of needs, requires adaptation to the Javanese cultural context, which influences the Islamic education of migrant workers' children in Seketip Village, Kediri, East Java. The ambiguity surrounding the adequacy of physiological needs, such as food and sleep, can lead to subjective interpretations that may foster egotism, thereby obscuring the objectives of Islamic education. Conversely, Javanese traditions and Islamic teachings provide clear moral guidelines for shaping wise individuals. The study concludes that Islamic education and Javanese culture can serve as supplementary parameters to Maslow's theory, addressing the shortcomings in measuring the satisfaction of unquantifiable needs. With morality as a concrete benchmark, this education can shape children’s character, enabling them to meet basic needs while also providing a strong foundation for life. This need is termed as Fundamental Preconditions, encompassing spiritual and visionary needs, and must be fulfilled from conception through to after birth. Keywords: Maslow's Thought, Children's Basic Needs, Migrant Workers' Children Education, Islamic Education and Javanese
Copyright (c) 2025 Zainal Arifin, Mubaidi Sulaeman https://creativecommons.org/licenses/by-nc-sa/4.0
The Role Of Islamic Religious Education As Mental Health Therapy: A Review Of Viktor Frankl's Logo Therapy
The aim of this research is to help students deal with mental health in the university environment. This research approach uses the qualitative method of social phenomenology. Data collection was carried out through interviews, observations, and mental health measurement instruments using open interviews. The research subjects, 25 students, were screened at the beginning, but they could be adjusted based on indicators of symptoms of mental disorders, there were 5 UI BBC students, of the 5, 3 received special treatment based on the high level of mental disorders, 2 were UNU students and 2 were UIN SSC students. The research results show that Islamic education can be improved with the concept of logotherapy which emphasizes the meaning of life. student mental health. This intervention emphasizes emotional expression, spiritual meaning, and strengthening Islamic values. The trial showed significant improvements in students' mental health scores after attending counseling sessions. Intensive training is needed for student counselors to apply this model in various universities. Additionally, further research is recommended to adapt this model for other populations with similar needs Keywords: Islamic Religious Education, Mental Health, Logo Therapy.
Copyright (c) 2025 nakhma nakhma ussolikhah https://creativecommons.org/licenses/by-nc-sa/4.0
Adiwiyata Madrasah Program: Strategies for Improving the Quality of Environmentally Conscious Madrasahs
The purpose of this research is to identify the standards for improving the quality of Adiwiyata madrasas, how the Adiwiyata madrasa quality improvement program works, and the obstacles that arise in enhancing the quality of Adiwiyata madrasas. This research uses the type of field research where the researcher directly engages in data collection and acts as the key instrument. The steps for data collection used include defining the scope of the study, the process of gathering information through observation, both structured and unstructured interviews, documentation of visual materials, and efforts to design protocols for recording or noting information. The data analysis stage is carried out through the stages of data reduction, data display, and conclusion verification. The results of this study found that the head of the madrasah established the Adiwiyata madrasah quality standards through the integration of Adiwiyata components into the eight national education standards, which include environmentally conscious policies, the implementation of an environment-based curriculum, participatory environment-based activities, and the management of environmentally friendly facilities and infrastructure. Second; The program to improve the quality of environmentally-oriented madrasahs is pursued through planning, action implementation, and periodic evaluation and monitoring of the adiwiyata program, supported by a democratic leadership model and emphasizing an environmental awareness spirit. Third; several obstacles that emerged include issues at the implementation level such as the relocation of trash bins, the adiwiyata program conflicting with the pesantren's ro’an program, the accumulation of plastic snack wrappers, and the lack of student awareness regarding the adiwiyata program, which still requires continuous strengthening and support. Keywords: Madrasah; Adiwiyata; Environmental Awareness; Program
Copyright (c) 2025 Puspo Nugroho, Sanusi Sanusi, Jazaul Ichsan https://creativecommons.org/licenses/by-nc-sa/4.0
Transformation Of The University Curriculum: An Evaluation Study Of The Islamic Religious Education Curriculum With The Provus Discrepancies Model
This study evaluates the curriculum of the Islamic Education (PAI) Program at UIN Syarif Hidayatullah Jakarta using the Provus Discrepancy Model to identify gaps between curriculum design and implementation. The evaluation focuses on three components: needs analysis, curriculum design, and implementation. Data were collected through document analysis, observations, and in-depth interviews with stakeholders, and analyzed qualitatively. Findings reveal significant discrepancies. While the graduate profile includes prospective Islamic education teachers, researchers, and counselors, tracer studies show that 86% of graduates become teachers, with limited outcomes in the other roles. Curriculum revision is irregular and not aligned with the standard five-year cycle, leading to misalignment with job market demands. Excessive learning outcomes (CPLs) complicate assessment, and credit loads often exceed regulatory limits. In implementation, teaching remains predominantly teacher-centered, with limited use of Student-Centered Learning (SCL) and minimal emphasis on project-based or socio-emotional assessment. The study recommends regular, stakeholder-driven curriculum updates, reinforcement of research and counseling competencies, adoption of Outcome-Based Education (OBE), and greater integration of technology. A balanced application of cognitive, affective, and psychomotor assessments through SCL methods is essential to achieve a holistic graduate profile. Keywords: Curriculum Evaluation, Islamic Religious Education, Provus Discretionary Model,
Copyright (c) 2025 Bobi Erno Rusadi https://creativecommons.org/licenses/by-nc-sa/4.0
Holistic Approach in Internalizing Multicultural Values in Elementary Schools through Islamic Education Learning
This research examines the process of internalising multicultural values in Islamic Religious Education (PAI) learning at Saraswati Elementary School in Tabanan, Bali. Using a qualitative approach with observation, interview, and documentation methods, this study aims to analyse the implementation and impact of multicultural education in an elementary school that has students with diverse backgrounds. The results show that SD Saraswati Tabanan has successfully implemented a holistic approach in internalising multicultural values, not only through formal learning in the classroom, but also through various extracurricular activities and school programs. Various learning methods, including traditional and contemporary approaches, have proven effective in instilling multicultural values. School activities such as orphan benefits and fundraising for victims of natural disasters provide a practical platform for students to apply the values of tolerance, empathy and co-operation. The results can be seen in changes in students' attitudes and behaviour, which show a high level of tolerance and mutual understanding in daily interactions. Although there are still challenges, especially in providing facilities for non-Muslim students, the experience of SD Saraswati Tabanan can be a valuable model for other schools in Indonesia in developing effective multicultural education.
Copyright (c) 2025 Mauhibur Rokhman, Nur Kalim, Muhammad Anas Ma`arif https://creativecommons.org/licenses/by-nc-sa/4.0
Strengthening Religious Character In Madrasah: Integrating Pesantren Values As An Educational Strategy
This study explores the strengthening of religious character in madrasah through the integration of pesantren value systems. This approach aims to help students understand, care about, and practice religious values in their daily lives. The study employs a qualitative method conducted in four Madrasah Ibtidaiyyah in Kudus. Data were collected through observations, interviews, and documentation, then analyzed in depth. The findings indicate that understanding religious values can be reinforced through pesantren literacy, which is rich in religious values. The formation of religious character is carried out through religious traditions, role modeling, and the internalization of values, ultimately leading to moral action. These actions are classified into three aspects of spiritual strength: faith (iman), Islam, and excellence (ihsan). A strong religious character will naturally develop when a religious culture is established in the madrasah environment, making religious values an integral part of students' lives Keywords: Strengthening Religious Character, Pesantren Values, Madrasah, and Religious Culture
Copyright (c) 2025 Achmad Zuhri, abdurrahman mas'ud, Fatah syukur https://creativecommons.org/licenses/by-nc-sa/4.0
Trend in the Learning Model of Islamic Education Over a Decade: A Bibliometric Review
This research aims to analyze publication trends related to learning models in Islamic Religious Education over the past decade using bibliometric analysis. The analysis was conducted using Scopus, Excel, and the VOSviewer application. The study covers the period from 2014 to 2024, identifying a total of 233 relevant articles. The results indicate a significant increase in publications on learning models each year, with 2022 having the highest number. Indonesia remains the most active country in publishing research on this topic until 2024. The three leading journals in this field are Jurnal Pendidikan Islam, Faculty of Education and Teacher Training, UIN Sunan Gunung Djati Bandung; Jurnal Pendidikan Agama Islam, Department of Islamic Religious Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Kalijaga Yogyakarta; and Multidisciplinary Digital Publishing Institute (MDPI) in third place. The most productive affiliations are Universitas Pendidikan Indonesia and UIN Sunan Gunung Djati Bandung. In addition, five authors, i.e. Kistoro, H.C.A; Rahmat, M; Supriyadi; Syafii; and Tambak, S, have each published at least three articles on the topic. These findings imply that research on learning models in Islamic Religious Education is expected to remain popular in the coming decades. Keywords: Learning Models, Islamic Religious Education, Bibliometric Analysis.
Copyright (c) 2025 Novia Rizqiatul Umami, Akhmad Affandi, Ahmad Arifuddin, Muhammad Jauhari Sofi https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers as Agents of Religious Moderation: Insights from Indonesia as a Multicultural Country
This study explores the role of teachers from diverse religious backgrounds in promoting religious moderation and tolerance in Indonesia, a nation characterized by its multicultural and multi-religious composition. Drawing on qualitative research methods, the study examines how teachers' personal beliefs, professional practices, and educational frameworks contribute to fostering interreligious harmony and peaceful coexistence. The research highlights the importance of religious moderation, particularly in the context of Indonesia's educational system, which emphasizes tolerance as part of national policy. By analyzing the perspectives and strategies employed by Islamic, Christian, Catholic, Hindu, Buddhist, and Confucian educators, the paper identifies key practices and challenges in cultivating inclusivity within classrooms and communities. The findings underscore the critical role of teachers as moral role models and agents of societal change, offering valuable insights for policymakers and practitioners aiming to advance harmony in Indonesia's pluralistic society. This research has significant implications for educational policy and curriculum development, suggesting that integrating structured interfaith dialogue, values-based education, and teacher training programs can further strengthen religious moderation efforts. Additionally, it provides a framework for other multicultural societies seeking to implement effective strategies for fostering tolerance and reducing sectarian divides through education. Keywords: religious moderation, tolerance, education, multicultural society
Copyright (c) 2025 Ade Husna https://creativecommons.org/licenses/by-nc-sa/4.0
Strategy For Supporting The Strengthening Of Religious Moderation Among Students At Dayah Markaz Al-Ishlah Al-Aziziyah Banda Aceh
The problems in strengthening religious moderation at Dayah Markaz Al-Ishlah Al-Aziziyah are related to challenges in integrating the values of moderation, especially overcoming internal and external differences in religion and the application of the principle of non-violence among students. The purpose of the study is to be able to improve this strengthening, a suitable and appropriate mentoring pattern is needed considering that the students of the Markaz Al-Ishlah Al-Aziziyah Dayah come from orphans who are victims of the conflict in Aceh and orphans who are victims of natural disasters. This service method uses Participation Action Research (PAR). The number of mentoring samples was 32 students (10%) and 2 ustadz/ustazah and 1 dayah leader. The results of the study showed that 1). The Mentoring Pattern for Strengthening Religious Moderation at the Markaz Al-Ishlah Al-Aziziyah Dayah Students in Banda Aceh is that the dayah leader builds a pattern of strengthening religious moderation based on the values of family, brotherhood, and equality among fellow students. This pattern includes close relationships like parents and children, siblings and older siblings, and grandparents. 2). The materials for mentoring the strengthening of religious moderation in students of Dayah Markaz Al-Ishlah Al-Aziziyah Banda Aceh are First, Balance (Tawazun). Second, Tolerance (Tasamuh). Third, Justice (Adl). Fourth, Humanity (Insaniyah). Fifth, Anti-Violence (Laa Unf). Sixth, Openness (Infitah), which invites to be open to changes in the times without sacrificing the basic principles of religion, and Seventh, Deliberation (Syura).
Copyright (c) 2025 Hayati Nurbayani https://creativecommons.org/licenses/by-nc-sa/4.0