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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Benny Prasetya
Institut Ahmad Dahlan Probolinggo , Indonesia
Religion Humanities Library & Information Science Social Sciences

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Internalization Of Tolerance Values In The Al-Kafirun Surat Verse 6 And The Al-Baqarah Surat Verse 256 In Forming Moderate Attitudes Of Students At Muhammadiyah Vocational School Berau Khamam Khosiin; Weny Alpina; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1434

Abstract

This study aims to analyze the internalization of Qur’anic tolerance values in shaping students’ moderate attitudes at SMK Muhammadiyah Berau. The study focuses on the values contained in QS. Al-Kafirun verse 6 and QS. Al-Baqarah verse 256 as theological foundations for religious tolerance, respect for difference, and rejection of coercion in matters of faith. This research used a qualitative case study approach. Data were collected through in depth interviews, classroom observation, and document analysis involving Islamic Religious Education teachers, school leaders, students, and parents. The findings show that the internalization process occurs through Islamic Religious Education learning, teacher role modeling, dialogic discussion, school culture, student activities, and daily habituation. PAI teachers play a central role as interpreters of Qur’anic values, facilitators of dialogue, and moral examples for students. Supporting factors include the school’s vision, Muhammadiyah religious culture, teacher commitment, anti-bullying policy, student activities, peer interaction, and family support. However, several obstacles remain, such as students’ uneven understanding of tolerance, social media influence, rigid family backgrounds, limited learning time, and the persistence of jokes that may demean religious identity. The study concludes that Qur’anic tolerance values contribute to students’ moderate attitudes, especially in respecting differences, rejecting coercion, communicating ethically, cooperating with peers, and solving conflicts peacefully.
Harmonization of Religious Values and Customs of the Banua Tribe in Batu-Batu Gunung Tabur, Berau Emilia Nurwati; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1436

Abstract

This study examines the harmonization of religious values and customs among the Banua Tribe in Batu-Batu Gunung Tabur, Berau. The research focuses on how religious values and local customs are practiced, negotiated, preserved, and transmitted within the community. This study uses a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving customary leaders, religious leaders, elders, youth, and community members. The findings show that Banua customs function not only as cultural heritage, but also as a medium for internalizing Islamic values. Traditions such as Puncak Rasul, Betarbangan, Hadrah, collective prayer, deliberation, and mutual assistance contain values of gratitude, ukhuwah, respect, responsibility, tolerance, and social solidarity. The harmonization process occurs through social negotiation between customary leaders, religious leaders, families, and young people. This process allows adat to remain culturally meaningful while staying aligned with Islamic principles. However, modernization creates challenges for cultural regeneration, especially through declining youth participation, changing lifestyles, digital influence, and weak intergenerational transmission. The study concludes that Banua customs contribute to Islamic education by functioning as a social curriculum based on local wisdom. The findings highlight the need to strengthen adat-religion dialogue, involve youth in cultural practices, document local traditions, and integrate Banua local wisdom into Islamic education and regional cultural programs.
Development of Science Learning Models Based on Islamic Values for Strengthening Scientific Literacy and Religious Character of Elementary School Students Saukani Nur Akbar Saputra; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1441

Abstract

This study aims to develop an Islamic values-based science learning model to strengthen scientific literacy and religious character among elementary school students. The study employed a Research and Development (R&D) approach using the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The research participants included science education experts, Islamic education experts, elementary school teachers, and students selected purposively according to the research objectives. Data were collected through expert validation sheets, observations, interviews, questionnaires, scientific literacy tests, and religious character assessment instruments. The data were analyzed using descriptive statistics, effectiveness testing, and qualitative thematic analysis. The findings revealed that the developed model was valid, practical, and effective for elementary science learning. The model integrates scientific inquiry activities with Islamic values through five learning stages: orientation toward natural phenomena, scientific exploration, evidence-based explanation, Islamic value reflection, and application of scientific concepts in daily life. The implementation of the model improved students’ scientific literacy, particularly in explaining phenomena, interpreting evidence, analyzing information, and making scientific conclusions. In addition, the model strengthened students’ religious character through honesty, responsibility, environmental awareness, gratitude, and collaborative attitudes. This study contributes a comprehensive instructional framework that integrates scientific competence and Islamic character development within elementary science education.
Formation of Students' Religious Identity Through the Integration of Islamic Values and the Local Wisdom of the Dayak Punan Tribe Maimunah Maimunah; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1465

Abstract

This study examines the formation of religious identity among Dayak Punan students through the integration of Islamic values and local cultural wisdom. The study is based on the assumption that religious identity is not formed solely through religious instruction but through continuous interaction between religious teachings, cultural experiences, social relationships, and educational environments. This research employed a qualitative approach with an interpretive phenomenological design. Data were collected through in-depth interviews, participant observation, and document analysis involving Islamic Religious Education teachers, students, school administrators, parents, religious leaders, and indigenous community representatives. Data were analyzed using thematic analysis to identify patterns related to Islamic values, Dayak Punan cultural wisdom, identity negotiation, and educational practices. The findings reveal that religious identity formation among Dayak Punan students occurs through four main processes: value recognition, value internalization, identity negotiation, and identity expression. The integration of Islamic values, including tauhid, amanah, social responsibility, and environmental stewardship, with local values such as solidarity, respect for nature, and communal responsibility enables students to construct a balanced identity as Muslims and members of the Dayak Punan community. This study contributes to Islamic education by emphasizing the importance of culturally responsive, dialogical, and community-based approaches in strengthening religious identity while preserving indigenous cultural heritage.
Islamic Spiritual Pedagogy and Digital Mental Health: Examining the Influence of Tazkiyatun Nafs on Students' Digital Anxiety Yulis Sutiani; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1472

Abstract

This study examines the influence of tazkiyat al-nafs on digital anxiety among Muslim secondary-school students. It employed a quantitative explanatory design with a cross-sectional survey involving 326 students selected through multistage stratified random sampling. Data were collected using a tazkiyat al-nafs scale and a digital anxiety scale covering self-evaluation, awareness of divine supervision, remembrance of God, self-control, patience, gratitude, ethical responsibility, fear of missing out, connection overload, approval anxiety, and online vigilance. The data were analyzed using descriptive statistics, correlation analysis, confirmatory factor analysis, and structural equation modelling. The results showed that tazkiyat al-nafs had a significant negative effect on digital anxiety, with a standardized coefficient of -0.48 and p < 0.001. The model explained 31% of the variance in students’ digital anxiety. Self-control, ethical responsibility, patience, and spiritual awareness emerged as the strongest protective dimensions. These findings indicate that Islamic spiritual pedagogy can strengthen students’ emotional regulation, digital resilience, and responsible technology use. The study recommends integrating muhasabah, muraqabah, dhikr, patience, gratitude, digital ethics, and counselling into Islamic Religious Education. This approach should complement digital literacy and professional mental health services in schools. Future research should employ longitudinal designs and test mediating roles of self-control, resilience, and social support.
Humanistic Religious Model of Islamic Character Internalization among Broken Home Students: The Transformative Role of Islamic Religious Education Teachers in Integrated Islamic Schools Pusparini; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1473

Abstract

This study aims to develop a Humanistic-Religious Character Internalization Model for students from broken home families through the guidance of Islamic Religious Education (PAI) teachers at SDIT Ash Shohwah. The study is motivated by the increasing challenges faced by students experiencing family dysfunction, which affects their emotional stability, moral development, and religious identity formation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, PAI teachers, homeroom teachers, students from broken home backgrounds, and parents or guardians. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion verification. The findings reveal that PAI teachers experience a transformation of roles from religious knowledge transmitters into spiritual mentors, emotional companions, moral exemplars, and agents of character transformation. The study formulates the Humanistic-Religious Character Internalization Model consisting of four interconnected stages: (1) humanistic acceptance, (2) religious modeling, (3) religious habituation, and (4) spiritual internalization. This model demonstrates that religious character formation among vulnerable students requires integration between emotional support, teacher exemplary behavior, religious school culture, and spiritual guidance. Theoretically, this study contributes to Islamic education by offering a contextual model that integrates humanistic pedagogy, character education, and Islamic spirituality. Practically, the model provides an alternative framework for Islamic schools in developing responsive character education programs for students with complex family backgrounds.
Transforming Islamic Religious Education in the Artificial Intelligence Era: Developing a Digital Literacy Integration Framework for Strengthening Students’ Character in Primary Schools Devi; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1476

Abstract

The rapid development of Artificial Intelligence (AI) and digital technology has transformed educational practices, including Islamic Religious Education (PAI). However, technological integration in education requires a value-based pedagogical approach to ensure that digital transformation contributes to students’ character development. This study aims to analyze the role of digital literacy-based PAI learning in strengthening students’ character in the era of Artificial Intelligence and to develop an integrative framework connecting digital competence, AI utilization, teacher readiness, and Islamic character education. This research employed a mixed-methods approach using a sequential explanatory design. Quantitative data were collected through questionnaires measuring students’ digital literacy, teacher digital readiness, and character strengthening, while qualitative data were obtained through interviews, classroom observations, and document analysis. The quantitative results showed that digital literacy had a positive and significant relationship with students’ character strengthening (r = 0.610, p < 0.01), while teacher digital readiness demonstrated a stronger contribution to character development (β = 0.420, t = 5.230, p < 0.01). Qualitative findings revealed that AI-supported PAI learning becomes effective when technology is mediated through teachers’ pedagogical strategies and Islamic values. This study proposes the PAI Digital Literacy Integration Framework, which emphasizes that AI should function as a pedagogical medium for ethical, reflective, and character-based learning. The findings contribute to the development of digital Islamic education by integrating technological innovation with moral and spiritual dimensions.
Co-Authors Devi Emilia Nurwati Khamam Khosiin Maimunah Maimunah Pusparini Saukani Nur Akbar Saputra Weny Alpina Yulis Sutiani