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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah J-PAI: Jurnal Pendidikan Agama Islam MODELING: Jurnal Program Studi PGMI IQRO: Journal of Islamic Education Health Sciences and Pharmacy Journal Al-Bayan: Jurnal Ilmu al-Qur'an dan Hadist Tarbawy : Jurnal Pendidikan Islam Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam Didaktika: Jurnal Kependidikan Rabbani: Jurnal Pendidikan Agama Islam Taklim : Jurnal Pendidikan Agama Islam JASNA : Journal For Aswaja Studies Jurnal Pendidikan Islam Al-Affan Journal of Islamic Education Studies Asas wa Tandhim: Jurnal Hukum, Pendidikan, dan Sosial Keagamaan Moderasi : Journal of Islamic Studies at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Jurnal Budi Pekerti Agama Islam ARIMA : Jurnal Sosial Dan Humaniora Jurnal Pendidikan Kesehatan Cipulus Edu: Jurnal Pendidikan Islam Jurnal Pendidikan Dasar Islam EDUSHOPIA Ngaji Social Journal of Studies in Education
Astuti, Nita Yuli
Universitas Islam Negeri Walisongo Semarang
Religion Humanities Economics, Econometrics & Finance Education 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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Desain Pembelajaran PAI di Era Society 5.0 Astuti, Nita Yuli
IQRO: Journal of Islamic Education Vol. 7 No. 1 (2024): JULI 2024
Publisher : Prodi Pendidikan Agama Islam FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v7i1.4783

Abstract

In this industrial era 5.0, PAI learning requires that it can innovate in the learning process. As a teacher, you can design and revitalize the previous traditional learning system into more modern learning in three ways, namely Discruptive Mindset, Reshape or create and self driving. In addition, teachers can also formulate goals, determine learning strategies and determine the use of learning media in accordance with this 5.0 era. Good learning objectives refer to the ABCD formula, namely (Audience, Behavior, Condition, and Degree). These steps make it easier for teachers to develop learning objectives. For the use of learning applications in the 5.0 era that can be used such as Skype and Zoom, Google Meet, Discord, Gsuite for Edu (Google Suite for Education) Edmodo, Kahoot and the Ministry of Education and Culture established a learning house online. In addition, there are many more applications that PAI teachers can use to support learning in this 5.0 era. The strategies that can be used are inquiry strategies, participatory strategies, strategies, blended learning, discovery learning strategies.
The Role of the Family in Early Childhood Moral Education: The Perspective of Al-Ghazali, Ibn Sina, Abdullah Nasih Ulwan Mushoffatin Ni’mah; Nita Yuli Astuti
Social Journal of Studies in Education Vol. 1 No. 01 (2025): June
Publisher : Yayasan Pendidikan Haiba Nasywa in cooperation with Pesantren Wahdatul Ulum Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67046/sjse.v1i01.17

Abstract

Abstract This research aims to explore the role of the family in early childhood moral education from an Islamic perspective, focusing on the views of Imam Al-Ghazali, Ibn Sina, and Abdullah Nasih Ulwan. The research method used is a qualitative literature review, referring to classic books such as Ihya Ulumuddin and various modern sources related to moral education. The results show that the family has a central role as the main agent in instilling moral values through modeling, habituation, and teaching Qur'anic values from an early age. Moral education not only covers moral aspects but also equips children with practical skills to become productive members of society. This research emphasizes the importance of methods such as tadarrus, Islamic stories and daily prayers in building a child's spiritual and intellectual foundation. With the implementation of appropriate strategies, families can strengthen their function as primary educators in a modern era filled with the challenges of globalization and technological advancement. The findings provide practical insights for parents and educators to educate children holistically to grow into individuals who are civilized, have integrity, and are beneficial to humanity. Keywords: Moral Education, Family, Early Childhood.
STRATEGI INTEGRASI NILAI PENDIDIKAN AGAMA ISLAM PADA PROGRAM ADIWIYATA DI SMP N 23 SEMARANG Munarun, Ahmad; Qoirunnisa, Fentika Zahra; Astuti, Nita Yuli
Rabbani: Jurnal Pendidikan Agama Islam Vol. 6 No. 2 (2025): September in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/rjpai.v6i2.18511

Abstract

The integration of Islamic Education (PAI) values into the Adiwiyata program at SMP N 23 Semarang creates a synergy between religious and environmental education. This study aims to analyze strategies for integrating PAI values into the Adiwiyata program to enhance students' environmental awareness. A qualitative research method was employed through in-depth interviews, observations, and documentation involving teachers, students, and the school principal. The findings reveal that the development of an integrated curriculum, participatory activities, teacher training, community collaboration, and the use of technology effectively increase students' awareness of environmental issues. These findings contribute significantly to creating a holistic educational approach that strengthens students' religious character and environmental responsibility.
The Transformation of Husbands' Roles in Indonesian Migrant Worker Families and the Implications for Children's Islamic Education Umar, A.; Astuti, Nita Yuli; Nasikhin
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.29745

Abstract

This study explores how husbands fulfil marital responsibilities in Indonesian migrant worker (PMI) families and examines the implications for children’s Islamic education. Using a qualitative approach with a narrative inquiry design, data were collected through in-depth interviews with five PMI husbands (TS1–TS5), their wives (W1–W5), and one focal child from each household (C1–C5). Data credibility was strengthened through source triangulation across family members, field notes, and member checking. Data analysis followed the Miles and Huberman interactive model. The findings indicate a selective reconfiguration of husbands’ roles: direct financial provision to wives, emotional support, and a sense of protection are generally weak, while husbands remain central as household financial managers who administer remittances and allocate resources to meet children’s needs. Within this role configuration, children’s Islamic education tends to emphasize discipline, independence, responsibility, simplicity, and prudent resource management, alongside awareness of mothers’ sacrifices. However, limited spousal emotional engagement constrains the transmission of affective and relational dimensions of Islamic education, risking an approach that becomes more normative-functional than holistic and spiritually grounded. This study contributes to debates on gender, family responsibility, and religious education in transnational contexts by foregrounding the multi-voiced dynamics within migrant worker families and offering implications for family-based Islamic education that is responsive to social and emotional realities.
Teori Kausalitas Aristoteles: Telaah Dan Relevansinya Terhadap Pola Pendidikan Anak Nailal Azkia; Nasikhin Nasikhin; Fihris Fihris; Nita Yuli Astuti
ARIMA : Jurnal Sosial Dan Humaniora Vol. 2 No. 4 (2025): Mei
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/arima.v2i4.4714

Abstract

Teori kausalitas Aristoteles, yang terdiri atas empat sebab (kausa material, formal, efisien, dan final), memberikan kerangka filosofis untuk menganalisis sistem pendidikan anak. Artikel ini bertujuan menelaah relevansi teori tersebut terhadap pola pendidikan anak di Indonesia, khususnya dalam mendesain tujuan, metode, dan nilai pedagogis. Penelitian menggunakan pendekatan kualitatif dengan analisis pustaka (library research). Hasil penelitian menunjukkan bahwa keempat kausa Aristoteles dapat menjadi fondasi epistemologis dalam merumuskan pendidikan holistik. Kausa materialis mengacu pada potensi dasar anak, kausa formalis pada kurikulum dan nilai, kausa efisien pada peran pendidik, dan kausa finalis pada tujuan pendidikan berupa pembentukan manusia yang mencapai eudaimonia. Temuan ini mengungkap bahwa teori Aristoteles tidak hanya relevan secara historis, tetapi juga aplikatif dalam menjawab tantangan pendidikan kontemporer, seperti degradasi moral atau pendekatan pedagogis yang terlalu instrumental. Implikasinya, teori kausalitas dapat menjadi pisau analisis kritis untuk memperkuat praktik pendidikan anak yang berorientasi pada kebijaksanaan dan kebahagiaan sejati.
Harmoni Sains dan Pendidikan Islam dalam Pembelajaran Abad 21: Melawan Gagasan Dikotomi Ilmu Nita Yuli Astuti
at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025): November 2025
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/atjpi.v6i2.16229

Abstract

Penelitian ini bertujuan menganalisis hubungan antara sains dan Pendidikan Agama Islam (PAI) dalam pembelajaran abad ke-21 sebagai upaya strategis melawan gagasan dikotomi ilmu. Pendekatan penelitian kepustakaan dengan metode deskriptif kualitatif digunakan untuk mengkaji berbagai sumber terkini (jurnal, buku, dan penelitian) dalam sepuluh tahun terakhir. Temuan menunjukkan bahwa dikotomi ilmu berpotensi melahirkan fragmentasi pengetahuan, menghambat pemahaman holistik terhadap realitas, serta melemahkan peran agama dalam menjawab tantangan kontemporer. Padahal, memahami ayat-ayat Allah (ayat kauniyah) memerlukan penguasaan ilmu sains, sebagaimana tercermin dalam eksplorasi alam semesta yang menjadi bagian dari ibadah intelektual. Untuk mengatasi hal ini, universitas perlu mengintegrasikan paradigma unity of sciences melalui pengembangan kurikulum PAI yang holistik dan integratif, yang menyatukan dimensi kognitif, afektif, psikomotorik, dan spiritual, serta mengadopsi empat pilar pembelajaran abad ke-21: berpikir kritis, kreativitas, kolaborasi, dan komunikasi. Implementasinya menuntut dosen dan guru dibekali pelatihan pedagogi holistik serta kemampuan mendesain pembelajaran berbasis proyek, kontekstual, dan reflektif agar nilai-nilai Islam tidak hanya dipahami secara teoretis, tetapi juga diwujudkan dalam praktik sains. Harmonisasi antara PAI dan sains bersifat epistemologis, bukan sekadar metodologis, sebagaimana tercermin dalam model pengembangan keilmuan di UIN Walisongo (Unity of Sciences), UIN Maliki Malang (Pohon Ilmu), dan UIN Sunan Kalijaga (Jaring Laba-laba Ilmu). Kontribusi penelitian ini terletak pada penguatan kerangka integrasi ilmu yang relevan dengan tantangan pendidikan kontemporer dan penguatan identitas keilmuan Islam yang utuh.
STRATEGI INTEGRASI NILAI PENDIDIKAN AGAMA ISLAM PADA PROGRAM ADIWIYATA DI SMP N 23 SEMARANG Ahmad Munarun; Fentika Zahra Qoirunnisa; Nita Yuli Astuti
Rabbani: Jurnal Pendidikan Agama Islam Vol. 6 No. 2 (2025): September in progress
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/rjpai.v6i2.18511

Abstract

The integration of Islamic Education (PAI) values into the Adiwiyata program at SMP N 23 Semarang creates a synergy between religious and environmental education. This study aims to analyze strategies for integrating PAI values into the Adiwiyata program to enhance students' environmental awareness. A qualitative research method was employed through in-depth interviews, observations, and documentation involving teachers, students, and the school principal. The findings reveal that the development of an integrated curriculum, participatory activities, teacher training, community collaboration, and the use of technology effectively increase students' awareness of environmental issues. These findings contribute significantly to creating a holistic educational approach that strengthens students' religious character and environmental responsibility.
STRATEGI PEDAGOGIS DAN TRANSFORMASI PERAN GURU AKIDAH AKHLAQ DALAM INTERNALISASI NILAI AKHLAK SISWA DI ERA DIGITAL: STUDI KASUS DI MI ROUDLOTUT THOLIBIN MANYAR GRESIK Ahmad Ibrahim Amruladun; Nasirudin; Nita Yuli Astuti
Geneologi PAI: Jurnal Pendidikan Agama Islam Vol 13 No 1 (2026): Juni 2026
Publisher : Program Studi Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/geneologipai.v13i1.12996

Abstract

Penelitian ini bertujuan untuk menganalisis strategi pedagogis dan transformasi peran guru Akidah Akhlaq dalam internalisasi nilai akhlak siswa di era digital di MI Roudlotut Tholibin. Penelitian ini dilatarbelakangi oleh perubahan perilaku siswa akibat perkembangan teknologi digital yang memengaruhi pola komunikasi, interaksi sosial, serta pembentukan karakter peserta didik. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus untuk memahami secara mendalam proses internalisasi nilai akhlak dalam konteks budaya madrasah. Subjek penelitian terdiri atas kepala madrasah, guru Akidah Akhlaq, wali kelas, dan siswa. Teknik pengumpulan data dilakukan melalui wawancara semi-terstruktur, observasi partisipatif, dan dokumentasi. Data dianalisis menggunakan model interaktif Miles dan Huberman melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa transformasi peran guru Akidah Akhlaq berkembang menjadi fasilitator, pembimbing moral, mediator, dan teladan (uswah hasanah) melalui kesiapan adaptasi digital dan dukungan penuh Kelompok Kerja Guru (KKG) madrasah. Strategi pedagogis yang diterapkan meliputi integrasi media digital secara selektif seperti pemanfaatan kecerdasan buatan (AI) untuk poster visual, penerapan metode storytelling digital berbasis video animasi YouTube yang interaktif melalui aktivitas menceritakan ulang oleh siswa, serta model blended learning sederhana berbasis WhatsApp Grup. Penegakan moral digital diperkuat lewat larangan membawa HP bebas di sekolah, yang diimbangi dengan kontrol kolaboratif analog-digital menggunakan buku kokurikuler fisik dan e-agenda ibadah via Google Form bersama orang tua. Namun demikian, penelitian menemukan adanya tantangan eksternal yang signifikan berupa rendahnya pengawasan di lingkungan keluarga serta maraknya warung kopi berfasilitas wifi di sekitar desa yang menarik anak keluar dari kontrol moral. Penelitian ini berkontribusi terhadap kajian pedagogi Islam dengan menegaskan pentingnya sinergi kontrol digital-kontekstual antara madrasah, orang tua, dan lingkungan sosial dalam pendidikan karakter
Co-Authors Ahmad Ibrahim Amruladun Ahmad Munarun Ahmad Munarun Aina Salsa Bela Budi Sujati Faris Sulistiyani Fentika Zahra Qoirunnisa Fentika Zahra Qoirunnisa Fihris Fihris Sa’adah Fitotul Jannah Ida Rachmawati, Nurul Khafidhoh, Nour Khofifah, Khofi Laelatul Khotdriyah Listo, Havis Shafa Mujiburrohman Mujiburrohman Mukhlisah, Iffah Munarun, Ahmad Mushoffatin Ni’mah Nailal Azkia nasikhin Nasikhin Nasikhin Nasikhin, Nasikhin Nasirudin Ni Luh Putu Devhy, Ni Luh Putu Ni’mah, Nita Jannatun Nuha, Muchammad Ulin Nur Rahma Putri Nurul Fatikhah, Silmia Rosyida Qoirunnisa, Fentika Zahra Rahmah, Amelia Habibatur Rohman, Nuri Azizi Safia, Ghanis Fatiha Namya Umar, A. yanas, aufa ni'matul wafa aufa binti ahmad Zulika, Nur Rohma