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All Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Kamaya: Jurnal Ilmu Agama JUSPI (Jurnal Sejarah Peradaban Islam) Jurnal Ilmiah Pesantren ACADEMIA: Jurnal Inovasi Riset Akademik NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Idarah Tarbawiyah: Journal of Management in Islamic Education Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Jurnal Pendidikan Islam Jurnal Pendidikan Islam RESLAJ: Religion Education Social Laa Roiba Journal Jurnal Ilmiah Nusantara Bulletin of Islamic Research
Zaki Afifi
Universitas Muhammadiyah Surakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Learning Management of Religious Moderation in the Digital Era: A Case Study at the University Agung Ilham Prastowo; Zaki Afifi; Muh. Kholid Ramadhanzi; Alfi Lubbi Zodan
Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam ARJMPI Vol 4, No 3, August 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/rosikhun.v4i3.33219

Abstract

In the digital era, university students are increasingly exposed to radicalism and extremism through social media platforms, posing a significant challenge to national and global efforts to promote moderate religious values.This research aims to reveal the paradigm and the implementation of learning management for religious moderation at Muhammadiyah University of Surakarta (UMS)  in the digital era. The method used in this research is qualitative with a case study approach. Data sources were obtained from interviews, observations, and documentation, while data analysis techniques include data condensation, data presentation, and conclusion drawing/verification. The results of this study indicate that the learning management of religious moderation at Muhammadiyah University of Surakarta is built on the paradigms of inclusiveness, progressiveness, and tolerance. These concepts are implemented through the management curriculum and the strategy of teaching. The study contributes to theoretical and practical discussions on managing religious education in universities, emphasizing the importance of adapting to digital transformations while promoting moderate religious values.
Upaya Kepala Sekolah dalam Meningkatkan Kualitas Standar Proses Pembelajaran di SMA Negeri 1 Gabus Weny Erawati; Zaki Afifi
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i8.13182

Abstract

This study aims to analyze the principal's efforts to improve the quality of the learning process at SMA Negeri 1 Gabus, identify supporting and inhibiting factors, and describe the strategies used to improve learning quality. This study employed a qualitative approach with field research designed as a case study and supported by a phenomenological perspective. Data were collected through interviews with the principal, vice principal for curriculum, and teachers; observations of academic supervision and classroom learning processes; and documentation studies of the School Work Plan, academic supervision program, and other learning documents. Data validity was tested through triangulation of sources and techniques, while data analysis was conducted inductively following the interactive model of Miles, Huberman, and Saldaña. The results indicate that the principal carries out his role as a learning leader through four main efforts: participatory work program planning, implementation of coaching-oriented academic supervision, continuous teacher competency development, and consistent monitoring and evaluation of learning. The success of these efforts is supported by the commitment of the principal, the cooperation of the school community, and adequate infrastructure, although obstacles such as gaps in teachers' technological competencies and rapid changes in education policy remain. This study concludes that improving the quality of learning process standards is the result of synergy between effective instructional leadership and the shared commitment of all school members to maintaining educational quality.
Menguji Kepemimpinan Demokratis Kepala Sekolah di SMA Pancasila 3 Paranggupito dalam Memimpin Guru Pingkan Elora Priyaningsih; Zaki Afifi
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i8.13186

Abstract

The principal's democratic leadership plays a significant role in encouraging teacher participation and creating open, two-way communication in school management. This study aims to examine and describe the principal's democratic leadership practices in leading teachers at Pancasila 3 Paranggupito High School, specifically in the learning evaluation program. The method used in this study was a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation studies. Data were then analyzed using the Miles and Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing. The results indicate that the principal implements democratic leadership through four interrelated learning evaluation programs: academic supervision, student learning outcome evaluation, learning process evaluation, and teacher evaluation and reflection meetings. These four programs demonstrate active teacher involvement in decision-making, open, two-way communication, and deliberative decision-making. The conclusion of this study is that the principal's democratic leadership is able to create a participatory work climate and support the continuous improvement of learning quality in the school.
Teaching Ottoman History through Teams Games Tournament to Improve Students’ Remembering and Understanding Ifsya Gita Afrianzi; Zaki Afifi
JUSPI (Jurnal Sejarah Peradaban Islam) Vol 10, No 1 (2026)
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/juspi.v10i1.30831

Abstract

Islamic Religious Education (PAI) learning in schools is often dominated by one-way lectures, resulting in passive student participation and limited development of the cognitive abilities of remembering (C1) and understanding (C2). This study aimed to describe the implementation of the Teams Games Tournament (TGT) model and examine its contribution to students’ remembering and understanding of Ottoman history based on the revised Bloom’s Taxonomy. A descriptive qualitative approach with a case study design was employed, involving 28 students from class VIII F at SMPN 2 Colomadu. Data were collected through classroom observations, interviews with six purposively selected students, documentation, and students’ learning outcomes. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicated that TGT increased students’ participation and learning interest and supported the development of remembering (C1), as demonstrated by their ability to recall historical facts without consulting their notes. TGT also supported understanding (C2), as reflected in students’ ability to explain the role of Sultan Muhammad Al-Fatih and the factors contributing to the progress and decline of the Ottoman Dynasty in their own words. However, its benefits were not experienced equally by all students because participation and comprehension were influenced by individual learning interest. These findings suggest that teachers can use TGT as an interactive alternative to lecture-based instruction while combining it with other methods to accommodate diverse student characteristics. The study also provides empirical insight for developing cooperative and game-based models for teaching Islamic civilization history.
A Comparison of Islamic Religious Education Curricula at Two Schools in Indonesia and Malaysia in Shaping Generation Z's Islamic Character Shobahiya, Mahasri; Muttaqin, M. Azhar; Afifi, Zaki; Fitriana, Tri Anggraini
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): Issue in Press
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.185-207

Abstract

Purpose – This study compares the implementation of Islamic character education through the Kurikulum Merdeka at SMP Muhammadiyah 7 Surakarta and the KSSM with a Montessori approach at Brainy Bunch Malaysia. Design/methodology/approach – The study employed an explanatory sequential mixed methods design. The quantitative phase used a 20-item questionnaire with N = 30 (n = 15 per school). The qualitative phase used semi-structured interviews with one PAI teacher and two students from each school to explain the quantitative patterns and compare curricular practices. Findings – The instrument showed high internal consistency, with Cronbach's alpha values of .941 and .935. The independent-samples t test reported p = .944, so the study did not detect a statistically significant difference between the Islamic character scores of the two groups. The qualitative findings showed differences in curricular architecture and pedagogy, but also revealed overlapping mechanisms, particularly active learning, religious habit formation, behavioral assessment, and school-parent collaboration. This non-significant finding does not demonstrate equivalence or equal effectiveness between the two curricula. Research implications – The comparison of the two schools shows that the development of Islamic character can be supported by different curricular configurations when pedagogical practices, school culture, and behavioral reinforcement are implemented consistently. These findings support analytical transferability to comparable school contexts, rather than statistical generalization to the entire education systems of Indonesia and Malaysia.
EFEKTIVITAS PENGGUNAAN MEDIA PRESENTASI TERHADAP HASIL BELAJAR PAI DI SMKN 7 SURAKARTA Taufiq Achmad Hady Hidayatul Ma'arif; Zaki Afifi
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.13826

Abstract

Learning outcomes are an important indicator of the achievement of Islamic Religious Education (IRE), particularly in assessing students’ cognitive abilities. However, instruction that relies predominantly on verbal delivery may limit students’ engagement in receiving and processing information. This study aims to analyze the role of presentation media in supporting IRE learning outcomes in the cognitive domains of remembering (C1) and understanding (C2) at SMKN 7 Surakarta. The study employed a descriptive qualitative approach with a phenomenological perspective. The participants consisted of two IRE teachers and students from ten classes. Data were collected through classroom observations, interviews, and documentation of Student Worksheets (LKPD), Focus Group Discussions (FGD), individual assignments, quizzes, and written examinations. Data were analyzed through data collection, data condensation, data display, and conclusion drawing, while data trustworthiness was established through source triangulation, technique triangulation, and member checking. The findings indicate that presentation media played a role in supporting C1 achievement through concise, structured, and visual presentation of instructional content, which helped students recognize and recall terms, religious principles, figures, and basic concepts. C2 achievement was more evident when presentation media were integrated with learning activities such as LKPD, FGD, individual assignments, reflection, and evaluation, which encouraged students to explain, interpret, and relate the learning materials to everyday life. Thus, the role of presentation media in IRE learning is closely associated with its integration into learning activities that provide opportunities for students to receive, recall, and process instructional information. ABSTRAK Hasil belajar merupakan salah satu indikator penting dalam pembelajaran Pendidikan Agama Islam (PAI), khususnya dalam melihat ketercapaian kemampuan kognitif peserta didik. Namun, penyampaian materi yang masih dominan secara verbal dapat membatasi keterlibatan peserta didik dalam menerima dan mengolah informasi. Penelitian ini bertujuan menganalisis peran penggunaan media presentasi dalam mendukung ketercapaian hasil belajar PAI pada ranah kognitif mengingat (C1) dan memahami (C2) di SMKN 7 Surakarta. Penelitian menggunakan pendekatan kualitatif deskriptif dengan perspektif fenomenologis. Informan penelitian terdiri atas dua guru PAI dan peserta didik dari sepuluh kelas. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap LKPD, Focus Group Discussion (FGD), tugas individu, quiz, dan ujian tulis. Data dianalisis melalui tahapan pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperiksa melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa media presentasi berperan dalam mendukung ketercapaian C1 melalui penyajian materi yang ringkas, terstruktur, dan visual sehingga membantu peserta didik mengenali dan mengingat istilah, dalil, tokoh, serta konsep dasar. Ketercapaian C2 lebih terlihat ketika media presentasi dipadukan dengan LKPD, FGD, tugas individu, refleksi, dan evaluasi yang mendorong peserta didik menjelaskan, menafsirkan, dan mengaitkan materi dengan kehidupan sehari-hari. Dengan demikian, peran media presentasi dalam pembelajaran PAI berkaitan dengan keterpaduannya bersama aktivitas pembelajaran yang memberikan kesempatan kepada peserta didik untuk menerima, mengingat, dan mengolah kembali informasi.
Co-Authors Agung Ilham Prastowo Ahmad Baihaqi Esaputra Ajeng Nabila Alfi Lubbi Zodan Alwy Ahmed Mohamed Anwar Anwar Arrizky, Muhammad Naufal Bayu Rahmat Setiyo Fitriana, Tri Anggraini Ifsya Gita Afrianzi Isnaya Arina Hidayati M. Tsulisyakur Ramadhan Syahl Mahasri Shobahiya Mahmudulhassan Mirzam Arqy Ahmadi Miswala, Sakana Tiswi Muh. Kholid Ramadhanzi Muttaqin, M. Azhar Nashiruddin Amin Naufal Hanif Furqon Nur Afifah Nur Laila Rahmawati Pingkan Elora Priyaningsih Prastowo, Agung Ilham Raden Rizki Gilangswara Rio Ramadhon Taufiq Achmad Hady Hidayatul Ma'arif Tirta, Kania Dewi Weny Erawati