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Implications of the Concept of Absolute and Relative Truth on the Development of Islamic Education Syauqi Musfirah Daud Pisba; Fatimah Azzahra; Putri Nadina Shafira Islamy; Choirul Astrian Saputra; Siti Uswatun Hasanah; Sayid Qutub
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13297

Differences in religious understanding in Islam often have an impact on educational practices that are less balanced between normative and contextual aspects. This shows the importance of understanding the relationship between absolute truth and relative truth in the development of Islamic education. This research aims to analyze the concept of absolute and relative truth and its implications for Islamic education. The method used is qualitative research with a library research approach, using primary sources of the Qur'an and hadith as well as scientific literature as secondary sources. The results of the study show that absolute truth functions as the foundation of fixed educational values and goals, while relative truth plays a role in the development of contextual educational methods and implementation. This finding confirms the importance of a balance between the two in building Islamic education that is relevant to the times. Therefore, the development of Islamic education needs to integrate normative values with adaptive approaches in order to produce learning that is critical, inclusive, and responsive to the needs of society.

Transformation of Islamic Education Curriculum Evaluation Management in the Digital Era Choirul Astrian Saputra; Syauqi Musfirah Musfirah Daud Pisba; Putri Nadina Shafira Islamy; Fatimah Azzahra; Popi Puadah; Madian Muhammad Muchlis
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13302

The transformation of the evaluation management of the Islamic Religious Education (PAI) curriculum in the digital era is an important effort to improve the quality of learning that is adaptive to technological developments. This study aims to analyze the form of transformation of the PAI curriculum evaluation, identify challenges, and examine their implications on the quality of learning. The method used is a qualitative approach with the type of library research through the review of relevant scientific literature. Data analysis is carried out using content and thematic analysis techniques. The results of the study show that the transformation of the evaluation of the PAI curriculum is characterized by a shift from conventional methods to digital-based systems, such as Learning Management System (LMS), Computer-Based Test (CBT), and data-based evaluation. This transformation increases efficiency, objectivity, and allows for continuous evaluation. However, challenges still arise, such as limited infrastructure, low digital literacy, and readiness of human resources. Overall, this transformation has a positive impact on realizing innovative, adaptive, and student-centered learning.

Implications of the Concept of Absolute and Relative Truth on the Development of Islamic Education Syauqi Musfirah Daud Pisba; Fatimah Azzahra; Putri Nadina Shafira Islamy; Choirul Astrian Saputra; Siti Uswatun Hasanah; Sayid Qutub
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13297

Differences in religious understanding in Islam often have an impact on educational practices that are less balanced between normative and contextual aspects. This shows the importance of understanding the relationship between absolute truth and relative truth in the development of Islamic education. This research aims to analyze the concept of absolute and relative truth and its implications for Islamic education. The method used is qualitative research with a library research approach, using primary sources of the Qur'an and hadith as well as scientific literature as secondary sources. The results of the study show that absolute truth functions as the foundation of fixed educational values and goals, while relative truth plays a role in the development of contextual educational methods and implementation. This finding confirms the importance of a balance between the two in building Islamic education that is relevant to the times. Therefore, the development of Islamic education needs to integrate normative values with adaptive approaches in order to produce learning that is critical, inclusive, and responsive to the needs of society.

Transformation of Islamic Education Curriculum Evaluation Management in the Digital Era Choirul Astrian Saputra; Syauqi Musfirah Musfirah Daud Pisba; Putri Nadina Shafira Islamy; Fatimah Azzahra; Popi Puadah; Madian Muhammad Muchlis
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13302

The transformation of the evaluation management of the Islamic Religious Education (PAI) curriculum in the digital era is an important effort to improve the quality of learning that is adaptive to technological developments. This study aims to analyze the form of transformation of the PAI curriculum evaluation, identify challenges, and examine their implications on the quality of learning. The method used is a qualitative approach with the type of library research through the review of relevant scientific literature. Data analysis is carried out using content and thematic analysis techniques. The results of the study show that the transformation of the evaluation of the PAI curriculum is characterized by a shift from conventional methods to digital-based systems, such as Learning Management System (LMS), Computer-Based Test (CBT), and data-based evaluation. This transformation increases efficiency, objectivity, and allows for continuous evaluation. However, challenges still arise, such as limited infrastructure, low digital literacy, and readiness of human resources. Overall, this transformation has a positive impact on realizing innovative, adaptive, and student-centered learning.

The Relationship Between Family, School, and Community Learning Environments and Student Learning Achievement in Elementary School Syauqi Musfirah Daud Pisba; Fatimah Azzahra; Putri Nadina Shafira Islamy; Irvan Trisno Susandi; Hendardi Rizaldi; Mulki Siregar
Journal of Islamic Education Students (JIES) Vol. 6 No. 2 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i2.17180

Student learning achievement is influenced by multiple educational environments, yet previous studies have mostly examined family, school, and community environments separately. Evidence regarding their simultaneous relationships with elementary students' learning achievement remains limited. This study aimed to examine the relationships between family, school, and community environments and students' learning achievement at SDN Batu Ampar 10 PG. A quantitative cross-sectional survey was conducted with 67 students selected through simple random sampling. Data were collected using four-point Likert-scale questionnaires and analyzed using validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, F-test, and the coefficient of determination (R²) in SPSS. The findings showed that all instruments were valid and reliable, while the regression model met the assumptions of normality, multicollinearity, and heteroscedasticity. The school environment (β = 0.478, p < 0.001) and community environment (β = 0.263, p = 0.023) were significantly associated with learning achievement, whereas the family environment, despite showing a positive coefficient (β = 0.179), was not statistically significant (p = 0.074). Collectively, the three environments significantly explained students' learning achievement (F = 29.062, p < 0.001; R² = 0.581). These findings indicate that school and community environments demonstrate stronger associations with learning achievement than the family environment in this context. The study underscores the importance of integrating multiple educational environments to better support elementary students' academic achievement.

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