P-ISSN: 2655-8939 | E-ISSN: 2655-8912 Jurnal Mu'allim adalah jurnal nasional peer-review yang diterbitkan dua kali dalam setahun (Januari dan Juli) oleh Fakultas Agama Islam Universitas Yudharta Pasuruan sejak tahun 2019. Pada tahun 2025 Jurnal Mu'allim telah terakreditasi Sinta 3 oleh Kementerian Riset Teknologi dan Pendidikan Tinggi Republik Indonesia. Jurnal ini menerbitkan artikel-artikel dalam Bahasa Inggris dan Bahasa Indonesia tentang Pendidikan Agama Islam yang mencakup Pendidikan Agama Islam, Pendidikan Bahasa Arab, Ekonomi Syariah, Ilmu al Qur'an dan Tafsir. Jurnal Mu'allim adalah jurnal akses terbuka yang berarti bahwa semua konten dapat diakses secara gratis. Pengguna diizinkan untuk membaca, mengunduh, menyalin, mendistribusikan, mencetak, mencari, atau menautkan ke teks lengkap artikel, atau menggunakannya untuk tujuan lain yang sah, tanpa meminta izin sebelumnya dari penerbit atau penulis.
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Kompetensi Guru dalam Perspektif Al-Qur’an dan Integrasinya dengan Pendekatan TPACK dalam Pembelajaran
Technological developments in the Society 5.0 era are driving changes toward increasingly digital-based learning systems. This requires teachers to possess competencies that encompass technological, pedagogical, and subject-matter expertise. In Islamic education, teacher competencies are also grounded in the values of the Qur’an. However, studies that integrate these concepts with the Technological Pedagogical Content Knowledge (TPACK) approach remain limited. This study aims to examine teacher competencies from a Qur’anic perspective and their relevance to the TPACK approach. This study employs a qualitative approach through a literature review with descriptive analysis. Data were obtained from Qur’anic verses, exegetical works, and relevant scholarly literature. Analysis was conducted using the thematic exegesis (tafsir maudhu’i) method by compiling verses based on specific themes. The results indicate that teachers’ competencies as viewed through the Qur’an can be categorized into three main aspects: technological, pedagogical, and professional competencies, which align with the components of TPACK. Technological competence is reflected in the concept of “al-qalam” as a means of developing knowledge; pedagogical competence is evident in the clear and easily understandable delivery of teachings; and professional competence emphasizes the importance of in-depth mastery of knowledge. Thus, the values of the Qur’an are relevant in building teachers’ competencies that meet the learning needs of the digital age. Perkembangan teknologi pada era society 5.0 mendorong perubahan dalam sistem pembelajaran yang semakin berbasis digital. Hal ini menuntut guru untuk memiliki kompetensi yang mencakup aspek teknologi, pedagogik, dan penguasaan materi. Dalam pendidikan Islam, kompetensi guru juga berlandaskan nilai-nilai Al-Qur’an. Namun, kajian yang mengintegrasikan konsep tersebut dengan pendekatan Technological Pedagogical Content Knowledge (TPACK) masih terbatas. Penelitian ini bertujuan untuk mengkaji kompetensi guru dalam perspektif Al-Qur’an serta relevansinya dengan pendekatan TPACK. Penelitian ini menggunakan pendekatan kualitatif melalui studi kepustakaan dengan analisis deskriptif. Data diperoleh dari ayat-ayat Al-Qur’an, kitab tafsir, serta literatur ilmiah terkait. Analisis dilakukan menggunakan metode tafsir maudhu’i dengan menghimpun ayat-ayat berdasarkan tema tertentu. Hasil penelitian menunjukkan bahwa kompetensi guru dalam Al-Qur’an dapat dikelompokkan menjadi tiga aspek utama, yaitu kompetensi teknologis, pedagogik, dan profesional, yang selaras dengan komponen TPACK. Kompetensi teknologis tercermin dari konsep “al-qalam” sebagai sarana pengembangan ilmu, kompetensi pedagogik terlihat dari cara penyampaian ajaran yang jelas dan mudah dipahami, serta kompetensi profesional menekankan pentingnya penguasaan ilmu secara mendalam. Dengan demikian, nilai-nilai Al-Qur’an relevan dalam membangun kompetensi guru yang sesuai dengan kebutuhan pembelajaran di era digital.
Copyright (c) 2026 Muhammad 'Alimul Fikri, Umi Sumbulah, Aunur Rafiq https://creativecommons.org/licenses/by/4.0
Pedagogical Challenges in Arabic Grammar: An Analysis of Qawaid Learning Problematics within a Non-Formal Education Ecosystem
Abstract Arabic qawaid (grammar) learning plays a crucial role in the Islamic education system; however, its instruction within non-formal channels faces intricate challenges. This study aims to thoroughly describe the problematics of qawaid learning, analyze the determinant factors influencing it, and examine teachers' efforts to overcome these obstacles. Utilizing a qualitative field research approach, Nine informants were selected through a purposive sampling technique at PKBM Ibadurrahman Sidoarjo, comprising one female Arabic teacher and eight male students from the junior high school-equivalent (Paket B) program.. Data were gathered through in-depth interviews, structured observations, and documentation, and subsequently analyzed using the Miles and Huberman interactive model. The results indicate that Arabic grammar instruction using the Durusul Lughah textbook is dominated by the conventional, teacher-centered lecture method. This monological approach triggers student burnout, decreases motivation, and engenders academic anxiety. The issue is exacerbated by students' high cognitive load in comprehending abstract rules-such as Inna wa Akhwatuha-alongside the absence of teacher differentiation strategies to bridge the heterogeneous backgrounds of non-formal students. Teachers' curative efforts, including spontaneous quizzes and the contextualization of simple sentence examples, remain partial. The implications of this study emphasize the urgency of a methodological reconstruction toward student-centered learning and the integration of self-regulated learning strategies to reduce cognitive load while enhancing the effectiveness of Arabic grammar instruction within the non-formal education ecosystem. Abstrak Pembelajaran qawaid (tata bahasa Arab) memiliki peran yang sangat penting dalam sistem pendidikan Islam. Namun, pelaksanaannya pada jalur pendidikan nonformal menghadapi berbagai tantangan yang kompleks. Penelitian ini bertujuan untuk mendeskripsikan secara mendalam problematika pembelajaran qawaid, menganalisis faktor-faktor yang memengaruhinya, serta mengkaji upaya guru dalam mengatasi berbagai hambatan tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan. Sedangkan informan dipilih melalui teknik purposive sampling di PKBM Ibadurrahman Sidoarjo, yang terdiri dari satu orang guru bahasa Arab dan delapan siswi dari program kesetaraan tingkat menengah (Paket B). Informan penelitian dipilih melalui teknik purposive sampling di PKBM Ibadurrahman Sidoarjo. Data dikumpulkan melalui wawancara mendalam, observasi terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa pembelajaran qawaid bahasa Arab dengan menggunakan kitab Durusul Lughah masih didominasi oleh metode ceramah konvensional yang berpusat pada guru. Pendekatan yang bersifat monologis ini memicu kejenuhan belajar pada siswa, menurunkan motivasi belajar, serta menimbulkan kecemasan akademik. Permasalahan tersebut semakin diperparah oleh tingginya beban kognitif siswa dalam memahami kaidah-kaidah yang bersifat abstrak, seperti Inna wa Akhawatuha, serta belum adanya strategi diferensiasi pembelajaran yang diterapkan guru untuk menjembatani keragaman latar belakang peserta didik pada pendidikan nonformal. Upaya kuratif yang dilakukan guru, seperti pemberian kuis spontan dan kontekstualisasi contoh-contoh kalimat sederhana, masih bersifat parsial dan belum menyentuh akar permasalahan. Implikasi penelitian ini menegaskan pentingnya rekonstruksi metodologi pembelajaran menuju pendekatan yang berpusat pada siswa (student-centered learning) serta integrasi strategi self-regulated learning untuk mengurangi beban kognitif dan meningkatkan efektivitas pembelajaran qawaid bahasa Arab dalam ekosistem pendidikan nonformal.
Learning Problematics; Qawaid; Durusul Lughah; Lecture Method; Community Learning Center (PKBM).
Copyright (c) 2026 Anton Hariyono, Hisbullah Huda, Nur Cholis Agus Santoso https://creativecommons.org/licenses/by/4.0
Menangkal Dogmatisme dan Radikalisme Digital: Urgensi Penalaran Induktif dalam Pendidikan Islam Abad 21
The digital era has triggered a cognitive crisis among students, characterized by a high tendency toward dogmatic thinking and hasty generalizations due to social media echo chambers and instant reliance on Artificial Intelligence (AI). The Islamic education system, dominated by a deductive-dogmatic approach, often fails to respond to this epistemological crisis. Therefore, this qualitative study, employing a library research method, aims to construct a pedagogical framework based on the philosophy of science to cultivate intellectual humility. Through qualitative content analysis (open, axial, and selective coding) of 58 core literatures, the findings indicate that dogmatic reasoning can be mitigated by exploring the problem of induction, emphasizing that empirical conclusions are inherently probabilistic and never absolute. As a novelty, this article repositions the Critical-Inductive Learning Cycle (SBKI) Model as a cognitive defense mechanism. This model integrates classical Islamic scholarly traditions, positioning inductive reasoning (istiqra') alongside the ethics of verification (tabayyun) and epistemic humility (tawadhu'). The study concludes that the habituation of inductive reasoning effectively serves as an intellectual shield or anti-virus for students, fortifying them against the vortex of hoaxes and radical narratives in the digital age.
Copyright (c) 2026 Marwal Blantara Susetyo, Intan Wardatul Karimah, Muhajir Nur Haq, Muhammad Fahri Ali Husaeni, Mifta Ghina Dzakiya https://creativecommons.org/licenses/by/4.0
Bibliometric Analysis of Cooperative Learning in Islamic Secondary Schools
This study is driven by the urgent need to transform Islamic Religious Education (PAI) in secondary schools from a traditional lecture-based model toward a more participatory and contextual approach. Cooperative learning is considered a promising strategy to enhance student engagement and foster the internalization of Islamic values through group interaction and collaboration. This research employs a bibliometric approach based on 211 documents retrieved from the Scopus database (2015–2025), analyzed using R and the Biblioshiny interface. The results reveal a growing trend in cooperative learning publications, with dominant contributions from the social sciences and strong research collaboration between countries such as the United States and Indonesia. The novelty of this study lies in its systematic mapping of conceptual structures and thematic trends of cooperative learning research within the context of Islamic education a perspective rarely explored in previous literature. This research contributes theoretically by developing a data-driven conceptual framework and practically by offering strategic insights for educators, policymakers, and researchers to design cooperative learning models grounded in Islamic values and responsive to 21st-century educational needs. Furthermore, this study identifies current dominant themes and emerging topics that have strong potential for future research development in the field of cooperative learning within Islamic Religious Education.
Cooperative Learning, Islamic Religious Education, Bibliometric Analysis
Copyright (c) 2026 Aisyah Basthoh, Heru Wibowo https://creativecommons.org/licenses/by/4.0
Pengembangan Kartu Truth or Dare Berbasis Augmented Reality pada Pendidikan Agama Islam
This study developed a gamified Augmented Reality (AR)-based Truth or Dare card media for Islamic ethics (akhlak) material in 10th-grade Islamic Religious Education, while testing its effectiveness on students' cognitive learning outcomes. Using a mixed R&D approach with the ADDIE model and a non-equivalent control group pretest-posttest quasi-experimental design, the study involved 60 tenth-grade students divided into experimental (n=33) and control (n=27) groups, using a 35-item multiple-choice instrument based on the revised Bloom's taxonomy C1–C5. The Wilcoxon Signed-Rank test confirmed significant improvement in the experimental group (N-Gain 0.523, moderate category) compared to the control group (N-Gain 0.155, low category), although the Mann-Whitney U test showed no statistically significant difference between groups (p=0.268), attributed to extreme outliers and sample size limitations. These findings confirm that the gamified AR-based Truth or Dare card media effectively improves students' cognitive learning outcomes in Islamic Religious Education, particularly for students with low prior knowledge.
Augmented Reality; Gamification; Truth or Dare Card; Cognitive Learning Outcomes
Copyright (c) 2026 Dhitkya Pradana, Mokh Iman Firmansyah, Risris Hari Nugraha https://creativecommons.org/licenses/by/4.0
Relevansi Hadis Tarbawi Metode Mengajar dengan Kurikulum Cinta Kementrian Agama
Abstract This study examines the relevance of educational hadiths regarding teaching methods to the new curriculum implemented by the Indonesian Ministry of Religious Affairs,namely the Love-Based Curriculum (KBC). This study aims to describe how the hadiths that have existed since the time of the time of the Prophet Muhammad (peace be upon him) remain relevant and suitable for use and application in the field of education, particularly Islamic Religious Education; to analyze the meaning and content contained in educational hadiths regarding teaching methods; and to analyze how the teaching methods found in the hadiths can be applied in a learning context. This study is a qualitative study using a descriptive qualitative approach. The primary data sources in this study are books on educational hadiths, the Ministry of Religious Affairs of the Republic of Indonesia’s Love-Based Curriculum Guide, as well as Sahihal-Bukhari and Sahih Muslim. Meanwhile, the secondary data sources in this study are relevant articles, books, or journals. The results of this study indicate that tarbawi hadiths regarding teaching methods are highly relevant and suitable for use and application in the learning process.This demonstrates that the second source of Islamic religious teachings, namely the Hadith, can be applied as a guideline in the learning process, even though the writing of hadiths itself has existed since the time of the Prophet Muhammad. Abstrak Penelitian ini mengkaji tentang relevansi hadis-hadis tarbawi tentang metode mengajar dengan kurikulum baru yang diterapkan oleh Kementerian Agama Indonesia, yaitu Kurikulum Berbasis Cinta atau KBC. Penelitian ini bertujuan untuk mendeskripsikan bagaimana hadis-hadis yang sudah ada sejak zaman Rasulullah SAW masih relevan dan cocok untuk digunakan dan diterapkan dalam dunia pendidikan, khususnya Pendidikan Agama Islam, menganalisis maksud dan kandungan yang ada dalam hadis tarbawi tentang metode mengajar, serta menganalisis bagaimana metode mengajar yang ada dalam hadis dapat diterapkan dalam sebuah pembelajaran. Penelitian ini merupakan penelitian kualitatif dengan jenis studi pustaka (library research) dan penyajian data secara deskriptif. Sumber data primer dalam penelitian ini adalah buku-buku hadis tarbawi, Panduan Kurikulum Berbasis Cinta Kementerian Agama Republik Indonesia, serta Ṣaḥīḥ al-Bukhārī dan Ṣaḥīḥ Muslim. Sedangkan sumber data sekunder dalam penelitian ini adalah artikel, buku, atau jurnal yang relevan. Hasil dari penelitian ini menunjukkan bahwa hadis-hadis tarbawi tentang metode mengajar sangat relevan dan cocok untuk digunakan dan diterapkan dalam pembelajaran. Hal ini menunjukkan bahwa sumber ajaran agama Islam yang kedua, yaitu hadis, dapat diterapkan sebagai pedoman dalam pembelajaran, meskipun hadis itu sendiri sudah ada sejak zaman Rasulullah SAW.
Copyright (c) 2026 Dafina Ainani Zahra, Fauzia Rozifatul Haq, Ahmad Yusam Thobroni https://creativecommons.org/licenses/by/4.0
Developing Eco-Religious Generation via Ecotheological Values in Islamic Religious Education
Abstract This study aims to analyze the integration strategies of ecotheological values in Islamic Religious Education (PAI) to develop an eco-religious generation at SMA Negeri 5 Cirebon. Using a qualitative case study design, data were collected through in-depth interviews, participant observation, and curriculum document analysis. The findings indicate that the internalization of ecotheological values is implemented through an implicit-integrated approach, strengthening aqidah-tauhid to build a theocentric paradigm. Axiologically, the formation of ecological character occurs through the fusion of horizons method, bridging sacred texts on the role of khalifah with the reality of environmental crises. Practical manifestations are evident in the school culture through zero-plastic policies, waste management systems, and "Bakti Murid" activities based on fiqh al-bi’ah. This study concludes that fundamental changes in students' ecological awareness occur when spiritual principles harmonize with ethical actions in environmental conservation.
Islamic Religious Education, Ecotheology, Eco-religious, Fiqh al-bi’ah
Copyright (c) 2026 Siti Aisah, S.Pd, Dr. Akhmad Affandi, M.Ag, Humaedah, M.Pd https://creativecommons.org/licenses/by/4.0
Pengaruh Manajemen, Disiplin dan Motivasi Kerja Kepala Sekolah Terhadap Mutu Pendidikan (Studi Kasus di SMPIT di Kabupaten Serang)
Education is a fundamental element in forming superior and competitive human resources amidst dynamic global changes. In the current era of globalization, every country is competing to improve the quality of education in order to create a future generation that is adaptive, creative, and competitive. This study uses a quantitative method with an ex post facto approach. The variables used in this study are management, discipline, and work motivation of school principals, and the quality of education. The tests conducted are validity and reliability tests. The results of the validity and reliability tests are 20 valid statements and all are reliable. Other tests used are analysis prerequisite tests, namely the normality test, linearity test, multicollinearity test, and heteroscedasticity test. The results of the normality test show normal distribution data. The results of the linearity test show appropriate data. The results of the multicollinearity test show no partial differences. And the results of the heteroscedasticity test show homogeneous data or no differences. The test of the influence of each variable shows a positive influence. Educational management had a 0.123 effect, while discipline had a 0.02 effect. However, the work motivation variable had a negative value of 0.041 on educational quality. Pendidikan merupakan elemen fundamental dalam membentuk sumber daya manusia yang unggul dan berdaya saing di tengah perubahan global yang dinamis. Di era globalisasi saat ini, setiap negara berlomba-lomba meningkatkan kualitas pendidikan demi mewujudkan generasi masa depan yang adaptif, kreatif, dan kompetitif. Penelitian ini menggunakan metode kuantitatif dengan pendekatan ex post facto. Variable yang digunakan dalam penelitian ini adalah manajemen, disiplin, dan motivasi kerja kepala sekolah, dan mutu pendidikan. uji yang dilakukan Adalah uji validitas dan reliabilitas. Hasil uji validitas dan reliabilitas yaitu 20 butir pernyataan bernilai valid dan semuanya relaibel. Uji lain yang digunakan Adalah uji prasyarat analisis yaitu uji normalitas, uji linearitas, uji multikolinearitas, uji heterokedastisitas. Hasil uji normailitas menunjukkan data sebaran normal. Hasil uji linearitas menunjukkan data yang sesuai. Hasil uji multikolinearitas menunjukkan tidak adanya perbedaan pasrial. Dan hasil uji heterokedastisitas menunjukkan data yang homogen atau tidak ada perbedaan. Uji pengaruh masing-masing variable menunjukkan pengaruh yang positif. Manajemen pendidikan berpengaruh sebesar 0,123, disiplin berpengaruh sebesar 0,02, namun untuk variable motivasi kerja didapat nilai minus pada persamaan yaitu sebesar 0,041 terhadap mutu pendidikan.
management, discipline, work motivation, educational quality.
Copyright (c) 2026 Sayyid Naufal Al Qosam, Anis Fauzi, Anis Zohriah, Apud, Uyu Muawwanah https://creativecommons.org/licenses/by/4.0
Pembentukan Karakter Disiplin Peserta Didik Melalui Kegiatan Keagamaan dI SMP Negeri 2 Cilegon
This study aims to analyze the development of students’ disciplinary character through religious activities at SMP Negeri 2 Cilegon and to identify the supporting and inhibiting factors. The research employs a qualitative approach with a case study method. Data were collected through observation, interviews, and documentation involving student affairs teachers, guidance and counseling teachers, Islamic education teachers, and students. The data were then analyzed using the Miles and Huberman model, with triangulation applied to ensure data validity. The results show that activities such as morning Qur’an recitation (tadarus), congregational prayer, religious lectures (tausiyah), and Islamic studies play a significant role in instilling punctuality, obedience to rules, and students’ sense of responsibility. Supporting factors include consistent implementation of rules, teachers’ role modeling, and collaboration with parents, while inhibiting factors include the large number of students and peer influence.Thus, the development of disciplinary character through religious activities is a gradual process that requires shared commitment, consistency, and a persuasive approach so that disciplinary values can be sustainably internalized within students. Penelitian ini bertujuan untuk menganalisis pembentukan karakter disiplin melalui kegiatan keagamaan di SMP Negeri 2 Cilegon serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data diperoleh melalui observasi, wawancara, dan dokumentasi terhadap guru kesiswaan, guru BK, guru PAI, serta siswa, kemudian dianalisis menggunakan model Miles dan Huberman dengan triangulasi sebagai uji keabsahan data. Hasil penelitian menunjukkan bahwa kegiatan seperti tadarus pagi, salat berjamaah, tausiyah, serta kajian keagamaan berperan dalam menanamkan ketepatan waktu, kepatuhan terhadap aturan, dan tanggung jawab siswa. Faktor pendukung meliputi konsistensi penerapan aturan, keteladanan guru, dan kerja sama dengan orang tua, sedangkan faktor penghambatnya adalah jumlah siswa yang besar dan pengaruh teman sebaya. Dengan demikian, pembentukan karakter disiplin melalui kegiatan keagamaan merupakan proses bertahap yang memerlukan komitmen bersama, konsistensi, dan pendekatan persuasif agar nilai disiplin dapat terinternalisasi secara berkelanjutan dalam diri peserta didik.
Disciplinary, Religious activities, Habituation, Character education
Copyright (c) 2026 Humaeroh, Rumbang Sirojudin, Yuyun Rohmatul Uyuni https://creativecommons.org/licenses/by/4.0
Pembiasaan Rutinitas dalam Pembentukan Akhlaq Berbasis PAI yang Tersistem 24 Jam (Study Kasus di Pondok Pesantren Daar El Qolam)
This study aims to analyze the effectiveness of habituation in shaping students' morals through the 24-Hour Education System based on Islamic Religious Education (PAI) at Daar El Qolam Islamic Boarding School. The study uses a qualitative approach through interviews and observations. The results indicate that the 24-hour system functions as a comprehensive educational environment, where all student activities prayer, study, social interaction, and daily routines are integrated into the process of internalizing moral values. Habituation is carried out through role modeling, discipline, guidance in worship, layered supervision, and the application of character pillars such as responsibility, honesty, independence, and politeness. This system has been proven to improve students' discipline, independence, and spirituality. However, this study also found challenges such as the influence of digital media, physical and mental fatigue, variations in students' backgrounds, and discrepancies in values between families and the boarding school. The study concludes that this PAI-based moral habituation model is effective and has the potential to serve as a reference for other Islamic educational institutions. Abstrak Penelitian ini bertujuan untuk menganalisis efektivitas habituasi (pembiasaan) dalam membentuk akhlak siswa melalui Sistem Pendidikan 24 Jam berbasis Pendidikan Agama Islam (PAI) di Pesantren Daar El Qolam. Penelitian ini menggunakan pendekatan kualitatif melalui wawancara dan observasi. Hasil penelitian menunjukkan bahwa sistem 24 jam berfungsi sebagai lingkungan pendidikan yang menyeluruh, di mana seluruh kegiatan siswa mulai dari ibadah, belajar, interaksi sosial, hingga rutinitas harian terintegrasi dalam proses internalisasi nilai-nilai moral. Proses pembiasaan ini dilaksanakan melalui keteladanan, disiplin, bimbingan ibadah, pengawasan bertingkat, serta penerapan pilar-pilar karakter seperti tanggung jawab, kejujuran, kemandirian, dan kesopanan. Sistem ini terbukti meningkatkan disiplin, kemandirian, dan spiritualitas siswa. Namun, ditemukan tantangan signifikan seperti pengaruh media digital, kelelahan fisik dan mental, variasi latar belakang siswa, serta ketidaksesuaian nilai antara lingkungan keluarga dan pesantren. Penelitian ini menyimpulkan bahwa model pembiasaan moral berbasis PAI ini efektif dan berpotensi menjadi acuan bagi lembaga pendidikan Islam lainnya
Habits, Islamic Religious Education, Character Formation, Pesantren.
Copyright (c) 2026 Candra Nuruliana Chandra, Anis Zohriah, Kholid https://creativecommons.org/licenses/by/4.0
Pengaruh Peran Guru Pendidikan Agama Islam dalam Membentuk Karakter Disiplin Siswa SMAN 4 Kota Serang
This study aims to examine the influence of the role of Islamic Religious Education (PAI) teachers in shaping students’ disciplinary character at SMAN 4 Kota Serang. The role of PAI teachers is essential in the educational process, particularly in character building through role modeling, habituation, and value internalization based on Islamic teachings. This research employed a quantitative approach with an associative research design. The research subjects consisted of 35 students. Data were collected through questionnaires, observations, and documentation. Data analysis was conducted using the Pearson Product Moment correlation test with the assistance of SPSS version 16.0. The results showed a positive and significant relationship between the role of PAI teachers and students’ disciplinary character, with a correlation coefficient of 0.436, which is higher than the r-table value at the 5% significance level. The coefficient of determination indicated that the role of PAI teachers contributed 19.0% to the formation of students’ disciplinary character, while the remaining 81.0% was influenced by other factors. Therefore, it can be concluded that the role of Islamic Religious Education teachers has a positive and significant influence on shaping students’ disciplinary character at SMAN 4 Kota Serang.
Copyright (c) 2026 Muhamad Raghib Asfihani Asfihani, fitri Hilmiyati, Kholid https://creativecommons.org/licenses/by/4.0
Revitalisasi Kegiatan Keagamaan Sekolah untuk Meningkatkan Karakter Religius Siswa SMAN 8 Kota Serang
This study aims to describe the implementation of religious activities, analyze their revitalization efforts in improving students' religious character, and identify supporting and inhibiting factors at SMKN 7 Kota Serang. SMKN 7 Kota Serang was established in 2013 in Cipocok Jaya District, Serang City, based on community initiative, and currently serves 323 students across 9 classes under the leadership of Dr. Hj. Sunariah, S.Ag., M.Pd.I. This study employed a qualitative case study approach. Data were collected through participatory observation, in-depth interviews with the school principal, three Islamic Religious Education teachers, and students, as well as documentation study. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, and validity was tested through source and technique triangulation. The results show that: (1) SMKN 7 Kota Serang implements structured religious activities including congregational Dhuhr prayer, Quranic recitation (tadarus), rotating student short sermon (kultum), Islamic student organization (Rohis), and commemoration of Islamic holidays; (2) revitalization was carried out through Rohis strengthening, regularization of congregational prayer, rotating kultum programs, and tahfidz habituation, effectively increasing student participation and internalization of religious values; (3) supporting factors include the principal's visionary leadership with a strong Islamic education background, professionalism of PAI teachers, and strong community support, while inhibiting factors include limited student awareness, time constraints within the vocational school schedule, and social media influence
revitalization of religious activities, religious character, character education
Copyright (c) 2026 Rikil Amri Amri https://creativecommons.org/licenses/by/4.0
Education of piety is a central objective of Islamic Religious Education that requires guidance strategies not only oriented toward cognitive knowledge but also strengthening spiritual dimensions and the practice of worship. This study examines the implementation of piety education through the Tahajjud Call Program and explores the role of teachers in guiding and developing students’ piety at SMPIT Banten Islamic School. The research aims to describe the implementation of the Tahajjud Call Program while identifying the contribution of Islamic Religious Education teachers in the process of fostering students’ piety. This study employs a qualitative method with a case study design. Data were collected through observation activities, in depth interviews, and document review then analyzed using thematic analysis, data presentation, and conclusion drawing. The findings indicate that the Tahajjud Call Program is implemented systematically and continuously while Islamic Religious Education teachers and homeroom teachers act as spiritual mentors, motivators, role models, and evaluators of program implementation. Personal mentoring through direct communication is proven to improve discipline in worship, strengthen spiritual awareness, and shape students’ religious attitudes. Tahajjud prayer effectively cultivates students piety.
Copyright (c) 2026 Falahudin Falah1453, Fitri Hilmiyati, Encep Safrudin, Fandy Adpen Lazzavietamsi https://creativecommons.org/licenses/by/4.0
Development of Heyzine Flipbook–Based Islamic Religious Education Learning Media to Improve Student Learning Outcomes at SMP IT Al-Mursi Tangerang
This study was developed with the following objectives: (1) to determine how to create Islamic Religious Education (PAI) learning media using Heyzine Flipbook; (2) to determine the feasibility of Heyzine Flipbook–based PAI learning media; and (3) to determine how well the media benefits students at SMP IT Al-Mursi Tangerang. The researcher employed the 4D development model (Four-D Model), which consists of four stages: define, design, develop, and disseminate. This model is part of the Research and Development (R&D) research process. This study used validation questionnaires and test items to obtain data. The research instruments used in this study were expert validation sheets and pretest and posttest questions. This study applied qualitative descriptive analysis and quantitative n-gain analysis to draw conclusions from the obtained data. When the data from media experts, material experts, and Islamic Religious Education subject teachers were combined, the average scores obtained were 4.53 for media, 3.75 for material, and 4.58 for Islamic Religious Education as the content area. Based on the n-gain assessment criteria, the product testing results showed an average score of 0.43 on the pretest and posttest, which falls into the medium category. This indicates that students’ learning outcomes increased after using the PAI-based learning media called Heyzine Flipbooks.
Learning Media, Heyzine Flipbooks, Learning Outcomes
Copyright (c) 2026 Sirozudin, Yuyun Rohimatul Uyun, M. Nur Arifin https://creativecommons.org/licenses/by/4.0
Character Education Based on Ngaji Rasa in Salaf Islamic Boarding Schools and Its Implications for Strengthening PAI Learning
This study aims to explore spirituality-based character education through the Ngaji Rasa program in salaf Islamic boarding schools and its implications for strengthening Islamic Religious Education (PAI) in formal schools. Using a qualitative method with a case study approach at the Azziyadah Islamic Boarding School, data was collected through in-depth interviews, participatory observation, and documentation studies. The results reveal that Ngaji Rasa is implemented through four main pillars: direct learning, religious tourism, creative economic empowerment, and respect for the kiai. Through this ecosystem, santri internalize essential character values such as obedience, patience, sincerity, responsibility, and tazkiyatun nafs or purification of the soul. The findings show that Ngaji Rasa functions as experiential moral education that balances the dimensions of dzikir (spiritual), fikir (rational), and amal (practical action). The implications for PAI in formal schools include the need for a paradigm shift towards a holistic approach that integrates cognitive, affective, and psychomotor aspects. This study recommends strengthening the role of teachers as spiritual role models (murabbi) and implementing experience-based learning to overcome the moral crisis of the younger generation. The integration of the inner values of Islamic boarding schools is expected to create more meaningful and transformative PAI learning for students' character in the contemporary era.
Copyright (c) 2026 Abu Warasy Batula, Agus Fakhruddin, Achmad Faqihuddin https://creativecommons.org/licenses/by/4.0
Analisis Kesiapan Guru PAI Terhadap Adopsi Artificial Intelligence dalam Pembelajaran Al-Quran: Tinjauan Technology Readiness Index
The integration of Artificial Intelligence (AI) in Islamic Religious Education (PAI) offers efficiency but sparks theological debates on scholarly authority. This study analyzes the readiness of PAI teachers for AI adoption in Al-Qur'an learning using the Technology Readiness Index (TRI). Employing a phenomenological qualitative approach, data were collected through in-depth interviews with five teachers across generations (Gen-X and Gen-Z). Reflexive thematic analysis mapped the dimensions of Optimism, Innovativeness, Discomfort, and Insecurity. The findings reveal a "Technically Ready, Spiritually Cautious" profile. All participants acknowledged AI’s administrative utility. A generational gap exists: Gen-Z is driven by innovation and high self-efficacy, while Gen-X relies on social proof. Crucially, high universal Insecurity regarding content validity and the loss of scholarly sanad (chain of transmission) was found. Teachers position AI strictly as an instrumental tool, rejecting it as a substitute for talaqqi (face-to-face learning). The study concludes that the primary barrier is theological protection, not technical incompetence. It suggests an adoption strategy focused on ethical literacy and positioning AI as a supervised assistant to maintain Islamic education's integrity. This study recommends that the Ministry of Religious Affairs and Islamic educational institutions develop AI adoption ethical guidelines that integrate artificial intelligence as an instructional assistant without undermining the supremacy of sanad and the teacher's authority in maintaining the authenticity of religious teachings.
Artificial Intelligence Adoption, PAI Teachers, Technology Readiness Index, Al-Qur'an Learning
Copyright (c) 2026 Muhammad Zulfikar, Udin Supriadi, Cucu Surahman https://creativecommons.org/licenses/by/4.0
Wiqayah Tarbawiyah Berbasis QS At-Tahrim 6: Inisiasi Kerangka Konseptual Pendidikan Keluarga Islam di Era Digital
This study aims to initiate a conceptual framework of wiqayah tarbawiyah based on QS at-Tahrim 6 for Islamic family education in the digital era. While existing studies on QS at-Tahrim 6 focus on family resilience or parental authority, none have formulated an integrated preventive framework derived explicitly from the concept of wiqayah. This research employs a qualitative approach with a library research design, conducting a thematic analysis of Qur'anic exegesis on the command "qū," exploring the wiqayah concept, and critically reviewing twenty-two academic sources (2014–2025) on digital-era Muslim parenting. The exegetical analysis reveals a consensus among mufassirs interpreting the command "qū" not as a passive prohibition, but as an active and proactive protective mandate against Hellfire . By synthesizing these exegetical findings with contemporary studies, this research formulates a conceptual framework of wiqayah tarbawiyah grounded in three integrated pillars: the strengthening of creed, the habituation of worship, and the cultivation of morals. This framework serves as a multi-layered defense mechanism to protect families from digital moral disruptions, offering a novel theoretical foundation for preventive-oriented Islamic family education studies. Abstrak Penelitian ini bertujuan menginisiasi kerangka konseptual wiqayah tarbawiyah berbasis QS at-Tahrim 6 untuk pendidikan keluarga Islam di era digital. Meskipun studi terdahulu tentang QS at-Tahrim 6 telah banyak membahas ketahanan keluarga atau otoritas pengasuhan, belum ada yang merumuskan kerangka preventif terintegrasi yang diturunkan secara eksplisit dari konsep wiqayah. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kepustakaan melalui analisis tematik tafsir QS at-Tahrim 6, eksplorasi konsep wiqayah, serta analisis kritis terhadap dua puluh dua literatur (2014–2025) mengenai pengasuhan Muslim digital. Hasil analisis tafsir menunjukkan adanya konsensus para mufassir yang memaknai perintah “qū” bukan sekadar larangan pasif, melainkan sebuah komando penjagaan aktif dan proaktif . Melalui sintesis temuan tafsir dan kajian kontemporer, penelitian ini memformulasikan kerangka konseptual wiqayah tarbawiyah yang bertumpu pada tiga pilar terintegrasi: penguatan akidah, pembiasaan ibadah, dan pembinaan akhlak. Ketiga pilar ini berfungsi sebagai sistem perlindungan berlapis bagi orang tua dan anak dari risiko disrupsi moral digital, sekaligus menawarkan landasan teoretis baru bagi studi pendidikan keluarga Islam yang berorientasi pada fungsi preventif.
wiqayah tarbawiyah; QS at-Tahrim 6; Muslim digital parenting.
Copyright (c) 2026 Muhammad Aldam Shaka Pradipta, Cucu Surahman, Elan Sumarna, Raden Muhammad Faris Rizky Rabbani, Helmy Abdullah Helmy https://creativecommons.org/licenses/by/4.0
Grounded Theory sebagai Metode Pengembangan Teori: Bedah Penelitian “How Teachers Communicated High Expectations to Students (Johnston, Wildy & Shand, 2024)
This study examines the application of Grounded Theory in the article "How Teachers Communicated High Expectations to Students" by Johnston, Wildy, & Shand (2024). Grounded Theory was chosen as the analytical approach to explore how teachers' high expectations are communicated and directly experienced by students. By reviewing the stages of open coding, axial coding, and selective coding, this analysis demonstrates that the study successfully produced the CARE (Confidence, Approach, Relationship, Environment) theory as a conceptual finding firmly rooted in empirical data. This literature review also discusses the methodological relevance of Grounded Theory and the theoretical and practical contributions of the CARE model in educational contexts. The findings demonstrate that Grounded Theory is able to present a substantive theory that describes real social processes and provides applicable guidance for teachers in effectively building high expectations. Penelitian ini membedah penerapan Grounded Theory dalam artikel “How Teachers Communicated High Expectations to Students” karya Johnston, Wildy & Shand (2024). Grounded Theory dipilih sebagai pendekatan analitis untuk menelusuri bagaimana ekspektasi tinggi guru dikomunikasikan dan dialami langsung oleh siswa. Dengan meninjau tahapan open coding, axial coding, dan selective coding, analisis ini menunjukkan bahwa penelitian tersebut berhasil menghasilkan teori CARE (Confidence, Approach, Relationship, Environment) sebagai temuan konseptual yang berakar kuat pada data empiris. Studi pustaka ini juga membahas relevansi metodologis Grounded Theory serta kontribusi teoretis dan praktis model CARE dalam konteks pendidikan. Temuan menunjukkan bahwa Grounded Theory mampu menghadirkan teori substantif yang menggambarkan proses sosial nyata dan memberikan panduan aplikatif bagi guru dalam membangun ekspektasi tinggi secara efektif.
Educational Theory, CARE Theory, Grounded Theory.
Copyright (c) 2026 Ananda Argo Putra Wibowo, Encep Syarifudin, Ade Mamah Rumbang Sirojudin, Iha Maliha https://creativecommons.org/licenses/by/4.0
Curriculum and Learning Innovation in Islamic Religious Education
This study employs a Systematic Literature Review (SLR) to identify and analyze various models and approaches to curriculum and learning innovation in Islamic Religious Education (IRE) during the period 2015–2025. The literature search and selection process was conducted rigorously through screening, filtering, and content analysis of 63 initial articles, resulting in 13 relevant and methodologically sound studies selected for in-depth review. The findings reveal that curriculum innovation in IRE involves diverse approaches, including design thinking, the integration of digital technology and artificial intelligence, and post-pandemic adaptations emphasizing flexibility, graduate competitiveness, and international recognition. These results highlight the importance of continuous innovation that addresses social, moral, and technological challenges in religious education while adapting to the dynamics of modernity and the digital era. The study recommends developing innovative, humanistic, and research-based models that integrate technology and collaboration to enhance the relevance and quality of IRE learning in the future. Penelitian ini menerapkan metode Systematic Literature Review (SLR) untuk mengidentifikasi dan menganalisis model inovasi kurikulum serta pembelajaran dalam Pendidikan Agama Islam (PAI) pada rentang tahun 2015 hingga 2025. Melalui penyaringan ketat dan analisis konten terhadap 63 artikel awal, terpilih 13 studi dengan metodologi yang kuat untuk ditinjau secara mendalam. Temuan penelitian mengungkapkan lima tema utama dalam inovasi kurikulum PAI: (1) integrasi nilai Islam dan humanistik guna menyeimbangkan keimanan dan sains modern; (2) integrasi teknologi digital dan kecerdasan buatan untuk menciptakan pembelajaran interaktif; (3) penerapan pemikiran desain dan pendekatan berbasis bukti untuk perancangan kurikulum yang kontekstual; (4) penekanan kuat pada pembentukan karakter serta keterampilan lunak; dan (5) internasionalisasi pascapandemi yang mempromosikan keterlibatan global dengan tetap mempertahankan identitas Islam. Secara teoretis, studi ini memberikan kontribusi berupa kerangka konseptual transformatif yang mengharmonisasikan nilai-nilai Islam, pedagogi modern, dan pembelajaran digital. Secara praktis, penelitian ini menyajikan wawasan aplikatif bagi pendidik dan pembuat kebijakan untuk merancang kurikulum yang fleksibel, humanistik, dan berbasis riset guna meningkatkan daya saing lulusan di era digital serta pascapandemi.
Curriculum Innovation; Islamic Religious Education; Islamic Curriculum
Copyright (c) 2026 Vikki Wardana, Y. Zaki Mubarok, Mumu Munawar, Mohammad Erihadiana, Abdillah Muharam https://creativecommons.org/licenses/by/4.0
Perguruan Tinggi Sebagai Laboratorium Moderasi Beragama Dalam Membina Toleransi: Perspektif Indonesia, Tunisia, Dan Turki
This article examines the role of universities in Indonesia, Tunisia, and Turkey as laboratories of religious moderation in fostering interfaith tolerance amidst the challenges of exclusivism, intolerance, and the socio-political dynamics unique to each country. This study uses library research methods by analyzing primary and secondary literature in the form of books, indexed journal articles, official documents, and credible online publications. The results of the study indicate that Indonesia emphasizes the four main indicators of religious moderation initiated by the Ministry of Religious Affairs—national commitment, tolerance, anti-radicalism, and accommodation of local culture—which are integrated into the curriculum and campus activities. Tunisia, post-2011 revolution, positioned universities as spaces of democratization and moderation through the modernization of religious education, interfaith dialogue forums, and a policy of political neutrality of worship spaces. Meanwhile, Turkey internalized the values ​​of religious moderation by maintaining a balance between Atatürk's legacy of secularism and the religious aspirations of the community through imam-hatip schools, theology faculties, intercultural dialogue, and religious freedom policies on campus. Comparatively, the three countries position higher education as a strategic agent in strengthening tolerance, preventing extremism, and building social cohesion, albeit with different emphasis and contexts according to their respective national needs.
Religious Moderation, Tolerance. Greya Religious Moderation
Copyright (c) 2026 Tobi, Nur Kholis https://creativecommons.org/licenses/by/4.0
Gamification as a Pedagogical Innovation in Arabic Morphology (Ilmu Shorof): Towards a Transformative Learning Model
Arabic morphology (Ilmu Shorof) learning in higher education is often perceived as abstract and cognitively demanding, which can reduce students’ motivation and engagement. This condition highlights the need for pedagogical innovation that enhances the quality of learning experiences. This study aims to refine a gamified learning product for Ilmu Shorof and to evaluate students’ perceptions of its pedagogical quality using the ARCS motivational model (Attention, Relevance, Confidence, Satisfaction). The research employed an evaluative approach with a descriptive quantitative design. The participants were 50 students of the Arabic Language Education program who used the refined gamification product in Ilmu Shorof learning. Data were collected through an ARCS-based perception questionnaire and analyzed using descriptive statistics. The findings indicate that gamified Ilmu Shorof learning received positive responses across all ARCS dimensions, with mean scores in the good category. These results suggest that gamification not only enhances learning motivation but also functions as a pedagogical innovation that supports a more transformative approach to Ilmu Shorof learning in higher education.
Copyright (c) 2026 Abdul Ghofur, Ariga Bahrodin, Siti Durotun Naseha, Immas Anggung Mestuti Kaprawiran, Rizki Fitra Rahman, Ittaqi Haitsumakunti, Abdullah Syamil Imanuddin, Roudhotul Jannah https://creativecommons.org/licenses/by/4.0
Studi Komparatif Implementasi Pembelajaran PAI dalam Membentuk Karakter Siswa Boarding, Non-boarding di MTs N 1 Pati
Artikel ini bertujuan untuk menganalisis pembentukan karakter religius melalui pembelajaran PAI pada sistem boarding dan non-boarding, serta untuk mengidentifikasi dan membandingkan hasil yang dicapai oleh siswa boarding dan non-boarding. Artikel ini didasarkan pada penelitian lapangan yang dilakukan di MTs N 1 Pati. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif kualitatif. Pengumpulan data dilakukan melalui observasi di MTs N 1 Pati dan wawancara dengan waka kurikulum, guru SKI untuk siswa boarding sekaligus guru Al-Qur’an Hadis untuk siswa non-boarding. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mata pelajaran PAI untuk siswa boarding dan non-boarding memiliki materi yang sama. Perbedaan terletak pada media pembelajaran yang digunakan dan kegiatan tambahan yang diberikan kepada siswa boarding. Siswa boarding lebih unggul dibandingkan siswa non-boarding, baik dari aspek karakter maupun kognitif, karena mereka mendapatkan kegiatan yang lebih spesifik.
Copyright (c) 2026 fina aizatul_22, Abu Choir https://creativecommons.org/licenses/by/4.0
Reconstruction of the Islamic Education Paradigm; Fazlur Rahman’s Thought Inovation
Reconstructing the paradigm of Islamic education has become an urgent necessity in response to the dynamic development of knowledge and the challenges of modernization. This study examines Fazlur Rahman’s alternative ideas as an effort to renew Islamic education through a library research approach. Fazlur Rahman proposes three innovative main approaches: the Islamization of modern secular education as an effort to integrate Islamic values into the contemporary education system; the simplification of the traditional syllabus to align learning materials with current needs; and the integration of classical branches of knowledge with modern sciences to create a holistic and relevant curriculum. This study emphasizes that these three approaches not only have the potential to overcome the stagnation of Islamic education but also open space for educational transformation that can compete globally without losing its Islamic identity. The findings are expected to serve as a conceptual foundation for educators and policymakers in formulating progressive and adaptive strategies for renewing Islamic education.
Recontruction, Islamic Education Paradigma, Fazlur Rahman's Thought
Copyright (c) 2026 Herwati, M. Yunus Abu Bakar, Ali Mas'ud https://creativecommons.org/licenses/by/4.0
Implementasi Bahan Ajar Pendidikan Agama Islam Kelas VIII Berbasis Multi Modal di SMP Pesantren Raudlatul Ulum Ganjaran Gondanglegi Malang
This research examines the development of Islamic Education (PAI) teaching materials based on a multimodal approach at SMP Pesantren Raudlatul Ulum Ganjaran. The study aims to analyze the process of developing multimodal teaching materials, their implementation in learning activities, and their effectiveness in improving students’ understanding and engagement. Employing a qualitative research method with a case study approach, data were collected through observations, interviews, and documentation involving teachers and students, as well as analysis of the developed teaching materials. The multimodal approach integrates textual, audio, and visual media to support PAI instruction. The findings indicate that multimodal teaching materials significantly enhance students’ cognitive comprehension, learning motivation, and emotional engagement, resulting in more interactive learning experiences. The success of implementation is strongly influenced by teachers’ active roles as material designers and evaluators, supported by institutional resources. Despite challenges such as limited budgets and less optimal evaluation methods, the use of technology-based assessments and student involvement in material development emerged as effective strategies. Overall, the multimodal approach demonstrates strong potential for broader application in other educational institutions, particularly pesantren, to improve the quality of PAI learning.
Development of teaching materials, multimodal.
Copyright (c) 2026 Humayroh, Luqman Hakim https://creativecommons.org/licenses/by/4.0
KURIKULUM BERBASIS CINTA: PERSPEKTIF HADIS NABI
This study aims to integrate the Love-Based Curriculum (KBC) concept, initiated by the Indonesian Ministry of Religious Affairs, with the perspective of the Prophet's Hadith as a theoretical model applicable in madrasah education. This integration is crucial given the lack of previous studies analyzing the normative foundation of KBC from the Prophet's Hadith. The research method used is a literature review, collecting Hadith, scholarly articles, books, and Kemenag curriculum policy documents. Data were analyzed using content analysis and thematic hadith analysis to identify themes of love, compassion, ukhuwwah, and rahmah in the Prophet's Hadith. The results show that the Love-Based Curriculum has a strong foundation and aligns with the Prophet's Hadith teachings, encompassing five main topics: Love for Allah and His Messenger, Love for Knowledge, Love for the Environment, Love for Self and Fellow Human Beings, and Love for the Homeland. These Hadith provide a solid theological and normative foundation, such as prioritizing love for the Messenger over oneself and the obligation to seek knowledge. The contribution of this research lies in providing a robust operational and theoretical basis for madrasahs to use the Hadith as the main reference in formulating learning objectives, pedagogical strategies, and character evaluation within the KBC. This model has the potential to become a national standard for a more holistic, moderate, and transformative Islamic character education.
Love-Based Curriculum, Hadith, Character Education
Copyright (c) 2026 Ali Mohtarom, Syaifullah https://creativecommons.org/licenses/by/4.0
Eco-Pesantren sebagai Model Pendidikan Berwawasan Lingkungan: Eksplorasi Implementasi dan Dampaknya pada Pondok Pesantren Annuqayah Lubangsa
Environmental education holds a strategic role in addressing the challenges of climate change and the decline of ecosystem quality at the global level. The eco-pesantren model has emerged as a comprehensive educational approach that integrates religious values, ecological knowledge, and sustainability practices within a unified learning framework. This study aims to analyze the implementation of the eco-pesantren model as an environment-oriented educational system at Pondok Pesantren (PP) Annuqayah Lubangsa. A qualitative approach was employed, with data collected through structured interviews, direct observations of environmentally based activities, and institutional document analysis. The data were analyzed through the processes of condensation, presentation, and verification to produce empirically grounded findings. The results indicate that the implementation of the eco-pesantren model is not merely reflected in technical environmental management activities, but also represents a cultural transformation that progresses in a continuous and sustainable manner. The integration of ecological education, institutional strengthening, and students’ economic empowerment forms the foundation for cultivating a learning culture that nurtures ecological awareness. Through the 3M program (organizing, minimizing, and avoiding), waste management and reduction initiatives, restrictions on plastic usage, and environmental education for the surrounding community, sustainability values have been successfully internalized into daily practices. The impact of this implementation is evident in the improved environmental quality, the emergence of a sustainability-oriented learning community, and the pesantren’s role as a reference model for other institutions seeking to enhance environmental management quality.
Eco-pesantren, Educational models, Environmental awareness
Copyright (c) 2026 Moh Darwis, Kholaivil Mahfudzah https://creativecommons.org/licenses/by/4.0
Rekonstruksi Model Murid Mubadir (Inisiator): Analisis Pedagogis Kisah Sulaiman dan Hud-hud (QS. An-Naml: 20-28)
Studies on the concept of the disciple in the Qur'an are often dominated by the "obedient learner model" extracted from the story of Moses and Khidr. Although ethically important, this paradigm is insufficient to address the demands of modern education that emphasize initiative, independence, and critical thinking. This study identifies this pedagogical gap and aims to reconstruct an alternative model to address it. Using qualitative literature study methods and a thematic tafsir approach, this study analyzes in depth the interaction between Prophet Solomon and the Hud-hud (QS. An-Naml [27]: 20-28), enriched with rhetorical analysis (balaghah) and expert views. The results present a prototype of the "Murid Mubadir" (Initiator Disciple), characterized by proactive initiative in seeking knowledge, intellectual courage in reporting findings, systematic analysis, and a sense of responsibility. On the other hand, Prophet Solomon represents the "Wise Teacher" who is open to new information while upholding the principle of verification (tabayyun). This study concludes that the Qur'an offers a polyphonic, not monolithic, concept of the disciple. The story of Hud-hud provides an empowering pedagogical paradigm for Islamic Religious Education (PAI) to shape learners who are not only civilized, but also critical, proactive, and in tune with 21st-century skills.
Copyright (c) 2026 Ahmad Dimyati Ridwan, Cucu Surahman, Elan Sumarna, Zakia Fitri Nabila, Intan Wardatul Karimah https://creativecommons.org/licenses/by/4.0
PENERAPAN AFIRMASI POSITIF DALAM PRAKTIK PEMBELAJARAN PENDIDIKAN AGAMA ISLAM OLEH GURU DI SEKOLAH
This study aims to deeply explore how Islamic Religious Education (PAI) teachers interpret and apply positive affirmations as an integral part of student character development. This study used a qualitative phenomenological approach, with data collected through in-depth interviews, participant observation, and document analysis. A thematic analysis of the experiences of nine PAI teachers revealed that positive affirmations are not merely motivational techniques, but rather a form of love, trust, and respect for children's potential, expressed through consistent and sincere words. The findings identified transformations in students' attitudes, strengthening of spiritual identity, and behavioral changes rooted in reflective, contextual affirmation practices supported by the teachers' social and emotional environment. The implications of this study emphasize the importance of integrating positive affirmations into a humanistic, spiritual, and sustainable educational strategy. Its contribution to national and global educational development is reflected in its support for SDGs Goal 4 (Quality Education) and SDG Goal 3 (Mental and Emotional Well-being), by transforming the classroom into an ecosystem for the holistic growth of children's character and spirituality. This research enriches the perspective of Islamic pedagogy and underscores the urgency of a humanizing affirmative approach.
Copyright (c) 2026 Salma Maelani Marwah, Agus Fakhruddin, Mokh. Iman Firmansyah https://creativecommons.org/licenses/by/4.0
Prinsip Keseimbangan dalam Al-Qur’an dan Relevansinya dalam Pembelajaran (Studi atas Konsep Tawazuniyyah dalam QS. Ar-Rahman Ayat 4-13)
Penelitian ini membahas prinsip tawâzuniyyah (keseimbangan) dalam Al-Qur’an dan relevansinya dalam pembelajaran dengan fokus kajian pada QS. Ar-Rahman ayat 4–13 melalui pendekatan tafsir tarbawy. Tujuan penelitian ini adalah untuk mendeskripsikan makna keseimbangan yang terkandung dalam ayat tersebut serta bagaimana prinsip tersebut dapat menjadi landasan konseptual bagi pengembangan pendidikan Islam yang integratif dan holistik. Penelitian ini menggunakan metode kepustakaan (library research) dengan sumber data primer QS. Ar-Rahman ayat 4–13 dan data sekunder berupa tafsir-tafsir Al-Qur’an serta literatur pendidikan Islam yang relevan. Analisis dilakukan secara kualitatif dengan pendekatan induktif untuk menemukan pola-pola konseptual terkait penerapan prinsip tawâzuniyyah dalam pembelajaran. Hasil penelitian menunjukkan bahwa QS. Ar-Rahman ayat 4–13 menegaskan pentingnya keseimbangan antara aspek spiritual dan material, dunia dan akhirat, teori dan praktik, serta manusia dengan lingkungannya. Prinsip ini memberikan paradigma baru dalam pendidikan Islam yang tidak hanya menekankan aspek kognitif, tetapi juga spiritual, moral, dan ekologis. Dengan demikian, tawâzuniyyah dapat dijadikan dasar untuk merancang model pembelajaran yang lebih seimbang, adil, dan sesuai dengan tujuan penciptaan manusia sebagai hamba Allah dan khalifah di bumi
Copyright (c) 2026 Mhd. Aksaril Huda Ritonga Ritonga, Cucu Surahman, Elan Sumarna, Restu Rizki Amanda, Helmy Abdullah Helmy https://creativecommons.org/licenses/by/4.0
Utilization of the Kahoot Application as a Medium for Islamic Education at Vocation High School: A Study of the Integration of Religious Values in Digital Learning Interactivity
The development of digital technology demands innovation in the learning process, including in Islamic Religious Education (PAI). Amidst the changing paradigm of 21st-century education, the integration of religious values and digital interactivity has become a strategic necessity in shaping students' character. This study aims to analyze the implementation of the Kahoot application as an interactive learning medium in Islamic Religious Education (PAI) at SMK Unitomo, and how its use can integrate religious values in the context of technology-based learning. The research method used is descriptive qualitative research with a case study approach. Data were collected through observations of learning activities, interviews with headmaster, teachers and students, and documentation of learning activities using Kahoot. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the use of Kahoot can increase student motivation, participation, and understanding of Islamic Religious Education (PAI) materials. Moreover, the digital interactivity created through Kahoot provides a space for teachers to instill religious values such as honesty, responsibility, and cooperation in a fun learning atmosphere. The process of integrating religious values occurs naturally through an educational game mechanism based on healthy competition.
Copyright (c) 2026 RIKZA SYAHRIAL KURNIAWAN, Salimudin, Ananda Salsabiila Irham, Mokhamad Syaifudin https://creativecommons.org/licenses/by/4.0