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All Journal Abjadia, International Journal of Education Murobbi: Jurnal Ilmu Pendidikan APPLICATION: Applied science in Learning Research Intelektual: Jurnal Pendidikan dan Studi Keislaman
Septiana Purwaningrum
Universitas Islam Negeri Syekh Wasil Kediri
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengembangan Bahan Ajar Mata Kuliah Pendidikan Profesi Guru Bagi Mahasiswa Program Studi Pendidikan Agama Islam Husnul Khotimah; Septiana Purwaningrum
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (2026): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v16i2.9489

Abstract

Preparing prospective Islamic Religious Education (PAI) teachers requires instructional resources that not only explain professional concepts but also connect them with authentic teaching practice. However, learning materials specifically designed for undergraduate students enrolled in the Teacher Professional Development (PPG) course remain limited, as most available resources focus on in-service teacher education and offer fragmented content. This study developed and evaluated a teaching material for undergraduate PAI students using a Research and Development (R&D) approach adapted from Borg and Gall. The development process consisted of seven stages: needs analysis, planning, product development, expert validation, product revision, user testing, and final revision. The teaching material was reviewed by subject-matter, media, and language experts before being implemented with 40 undergraduate PAI students. Unlike existing materials, the developed teaching material integrates pedagogical and professional competencies with reflective learning activities, authentic classroom cases, and Islamic educational values within a single instructional framework. Expert validation indicated that the teaching material was highly feasible, with scores of 96.8% from subject-matter experts, 95.5% from the media expert, and 97.2% from the language expert. User testing also produced a high feasibility score, confirming that the teaching material was practical, understandable, and appropriate for classroom use. These findings suggest that the developed teaching material provides a comprehensive learning resource that supports the preparation of prospective PAI teachers while strengthening the quality of PPG courses in higher education.
Transformasi Pendidikan Islam Awal: Rekonstruksi Paradigma Pendidikan Profetik Bagi Pendidikan Islam Kontemporer M. Wafiq Al Maliki; Muawanah Muawanah; Septiana Purwaningrum
Muróbbî: Jurnal Ilmu Pendidikan Vol. 10 No. 2 (2026): September
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v10i2.4858

Abstract

Contemporary Islamic education faces fundamental challenges, including a crisis of educational orientation, the secularization of knowledge, the dominance of a pragmatic-instrumentalist paradigm, moral degradation, and technological disruption, which have weakened the integration of spiritual, intellectual, and social dimensions. These conditions require reconstruction of a more integrative and transformative educational paradigm. This study aims to reconstruct a prophetic educational paradigm grounded in early Islamic educational practices and to formulate a transformation model for contemporary Islamic education that addresses global challenges effectively. The study employs a qualitative library research approach. Data were collected from relevant primary and secondary sources and analyzed through content analysis, involving data reduction, categorization, interpretation, and synthesis. Findings show that early Islamic education was founded on tawhid, integrating faith, knowledge, action, and ethics, while encompassing humanization, liberation, and transcendence. Based on these findings, this study reconstructs the prophetic educational paradigm and develops a conceptual model for transforming Islamic education through reconstructing educational goals, epistemology, curriculum, pedagogy, and institutional culture. The study affirms that the prophetic paradigm remains substantively relevant for developing contemporary Islamic education that is integrative, transformative, and civilized, while enriching Islamic educational theory through integrating historical, epistemological, axiological, and practical dimensions within a unified conceptual framework.
Fostering Moderate Awareness Amid Digital Religious Polarization Among Generation Z at MAN 1 Jombang Sandi Ferdy Yulianto; Septiana Purwaningrum; Muawanah Muawanah
Abjadia : International Journal of Education Vol 11, No 3 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i3.44039

Abstract

The rise of social media has transformed the landscape of learning and religious authority for Generation Z, while simultaneously giving rise to increasingly complex polarization of religious narratives in the digital space. This situation presents new challenges for Islamic Religious Education in fostering a moderate mindset among students. This study aims to analyze the pedagogy of Islamic Religious Education in fostering a moderate mindset among Generation Z amidst the polarization of digital religious discourse at MAN 1 Jombang. The research employs a qualitative approach with a case study design. Participants include Islamic Religious Education teachers, students, the vice principal for curriculum, and the school committee. Data were collected through in-depth interviews, participatory observation, and document analysis, and were subsequently analyzed using an interactive analysis model. The results indicate that students’ digital religious experiences are characterized by the dominance of social media as a source of religious knowledge, the fragmentation of religious authority, and exposure to diverse religious narratives. These conditions were addressed through dialogic, reflective, and contextual pedagogy by strengthening critical digital literacy, the practice of tabayyun, reflective discussions, and the internalization of the value of religious moderation in madrasah learning and culture. This study produced a model for reconstructing Generation Z’s moderate consciousness, demonstrating that religious moderation is formed through a dynamic interaction between digital religious experiences, the fragmentation of religious authority, dialogic pedagogy, critical digital literacy, and madrasah culture.
Revitalizing The Concept of Adab from Al-Ghazali’s Perspective in The Kitab Al-Adab Fi Al-Din to Overcome The Moral Crisis of Generation Z in The Education Digital Era Nanda Ayu Pransischa; Uswatun Aulia Fita; Septiana Purwaningrum; Mu'awanah Mu'awanah
APPLICATION: Applied science in Learning Research Vol. 6 No. 2 (2026): October
Publisher : LPPM Universitas KH. A. Wahab Hasbullah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/

Abstract

This study aims to reconstruct and revitalize Al-Ghazali’s concept of adab (ethical conduct) as a response to the moral crisis facing Generation Z in the digital era. Rapid advancements in technology and social media have given rise to various ethical challenges, such as declining digital communication ethics, increasing narcissistic behavior, and weakened self-control regarding media usage. Employing a qualitative approach via a literature review, this study examines Kitab al-Adab fi al-Din as the primary source, supported by scholarly literature on digital education and the characteristics of Generation Z. The findings reveal a gap between classical *adab* values ​​and the actual behavior of young people in digital spaces, largely attributed to the suboptimal integration of character education within the educational system, particularly in the digital age. To address this issue, the study proposes revitalizing the concept of adab by translating its values ​​into social media ethics, digital self-control, and online moral awareness. Furthermore, it develops an adab-based character education conceptual model that encompasses curriculum integration, the cultivation of ethical digital habits, teacher role-modeling, and the strengthening of self-reflection. Ultimately, the study offers an adab-based educational framework that emphasizes not only digital literacy but also the reinforcement of moral and spiritual awareness in contemporary digital life.
Co-Authors Husnul Khotimah M. Wafiq Al Maliki Mu'awanah Mu'awanah Muawanah Muawanah Nanda Ayu Pransischa Sandi Ferdy Yulianto Uswatun Aulia Fita