Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Munaddhomah: Jurnal Manajemen Pendidikan Islam Journal of Islamic Education
Satria Kharimul Qolbi
Politeknik Negeri Bandung, Indonesia
Religion Humanities Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Influence of Islamic Religious Education Implementation through the Sekolah-Ku Program on the Religious Attitudes of Children Diagnosed with Cancer Muhammad Sulaiman; Yulius Tiranda; Noviana Mustapa; Amin Maghfuri; Satria Kharimul Qolbi
JIE (Journal of Islamic Education) Vol. 10 No. 2 (2025): JIE: (Journal of Islamic Education)
Publisher : Yayasan Letiges Konsultan Sosial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/jie.v10i2.660

Abstract

This study aims to examine the influence of the implementation and internalisation of Islamic Religious Education (IRE) values in the Sekolah-Ku program on the religious attitudes and spiritual resilience of children diagnosed with cancer. The research assumes that a contextual and empathetic approach to IRE contributes significantly to strengthening positive religious coping strategies and religious behaviour among the children. This quantitative field research involved 24 children as primary respondents, all actively participating in the Sekolah-Ku program during the data collection period. Data were obtained through participatory observation and unstructured interviews with the children, complemented by the Brief RCOPE questionnaire to measure religious coping strategies. Descriptive statistics and simple linear regression were applied to analyse the relationship between IRE implementation and the children's religious attitudes. The findings reveal a predominance of positive religious coping, reflected in children's frequent engagement in prayer, worship, and spiritual reflection to seek strength and comfort. Based on Glock and Stark's religiosity framework, the practice dimension was most prominent, followed by experience, ideological, and consequential dimensions. These results indicate that the IRE implementation in the Sekolah-Ku program effectively fosters the internalisation of religious values, encourages active religious practice, and supports children's spiritual resilience in serious health challenges. The study highlights the importance of adaptive, spiritually humanistic, and context-relevant religious education.
Managing Eco-Theological Integration in Polytechnic Islamic Religious Education: Pedagogical Practices and Institutionalization Gaps Waway Qodratulloh S; Sumiyati; Satria Kharimul Qolbi; Muhamad Arif Nugraha; Mochammad Arif Budiman; Suherman; Neneng Nuryati
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i3.2707

Abstract

This study examines how Islamic eco-theological values are articulated, enacted, experienced, and institutionally supported within Islamic Religious Education (PAI) learning in Indonesian polytechnics. Using an exploratory, qualitative, multisite design, the study was conducted at three state polytechnics through semi-structured interviews with nine PAI lecturers and 15 students who had completed PAI courses, non-participant observations of classroom and off-class learning activities, and analysis of semester learning plans, instructional materials, and assessment instruments. Data were analyzed thematically through a hybrid deductive–inductive approach, followed by within-site and cross-site comparison. The findings show that concepts such as khalifah, amanah, mizan, and the prohibition of fasad provided a shared normative foundation across the three institutions, but their pedagogical enactment varied. Conceptual transmission corresponded mainly with affective and reflective responses, habit-oriented learning with observable everyday practices, and contextual-experiential learning with more dialogical and participatory engagement. These patterns do not establish a causal sequence. Across all sites, ecological integration remained weakly embedded in learning outcomes, instructional guidance, assessment, and institutional policy, leaving implementation dependent on individual lecturers. The study positions Eco-Theo-Pedagogy as an analytical framework linking theological meaning, pedagogical practice, student engagement, vocational relevance, and institutional support. It identifies preliminary requirements for future development, including curricular articulation, contextual and experiential learning, vocational relevance, ecological action, assessment alignment, and lecturer and institutional support.
Co-Authors Amin Maghfuri Mochammad Arif Budiman Muhamad Arif Nugraha Muhammad Sulaiman Neneng Nuryati Noviana Mustapa S, Waway Qodratulloh Suherman Sumiyati Yulius Tiranda