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All Journal Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat
Salafia Al Zahra Fauzia
UIN Siber Syekh Nurjati Cirebon
Education Public Health Social Sciences

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Beyond Formal Structure: Hidden Curriculum as a Pillar of Moderate Character in Islamic Schools Salafia Al Zahra Fauzia; Mahbub Nuryadien; Asep Ahmad Maulana; M. Kholil
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.249

Abstract

The mainstreaming of religious moderation in Indonesian Islamic education still faces a gap between formal curriculum documents (which contain minimal moderation content) and hidden curriculum practices (which are rich in transmitting tolerance values). This study aims to map the forms, locations, and operating mechanisms of the hidden curriculum within the PAI (Islamic Religious Education) curriculum structure, analyze its contribution to the four pillars of religious moderation, and formulate an intentional design integration model. Using a qualitative approach with a multiple case study design across five secondary institutions in Bandung, Cianjur, and Lumajang, data were collected through document analysis, participatory observation, in-depth interviews with 45 participants, and focus group discussions. Thematic analysis revealed that the ratio of hidden curriculum to formal documents reached 3.75:1, with the anti-violence and local culture-accommodative pillars entirely dependent on hidden practices. The interactional dimension particularly teacher modeling was identified as the most powerful transmission mechanism. This study provides the first empirical map integrating hidden curriculum, moderate character, and the formal PAI curriculum structure within a single analytical framework.
Digital Transformation in the Assessment of Islamic Religious Education Learning in the Generation Z Era: A Systematic Literature Review Aola 'Amaliani; Iis Arifudin; Dedeh Faridah Hani; Hilman Hakim Ramadan; Ridho Ramadhan; Salafia Al Zahra Fauzia
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.269

Abstract

Advancements in digital technology are driving a transformation in learning assessment systems, including within Islamic Religious Education (PAI). This study aims to analyze the transformation of PAI learning assessments through the use of digital media in the era of Generation Z. The research employs a Systematic Literature Review (SLR) method with a descriptive-qualitative approach. Literature searches were conducted using Google Scholar, Crossref, DOAJ, and other scholarly databases, covering publications from 2020 to 2026. Fifteen articles meeting the inclusion criteria were analyzed through stages of identification, screening, eligibility assessment, synthesis, and data interpretation. The results indicate that the transformation of PAI assessment is characterized by a shift from paper-based to digital-based assessment, utilizing platforms such as Google Forms, Quizizz, Kahoot, Google Classroom, and Liveworksheets. The use of digital media enhances learning interactivity, student motivation and participation, the efficiency of grade management, and the speed of feedback delivery. Furthermore, digital assessment supports the implementation of more flexible and continuous formative evaluations. However, the implementation of digital assessment still faces various challenges, such as limited internet access, unequal distribution of digital facilities, low teacher digital literacy, and difficulties in comprehensively assessing students' affective and spiritual aspects. Therefore, teachers need to combine digital assessment with direct observation and authentic assessment to ensure a balanced evaluation of cognitive, affective, and spiritual dimensions. This study contributes a conceptual synthesis regarding the transformation of digital PAI assessment—one that is adaptive to the learning characteristics of Generation Z and relevant to the evolution of Islamic education in the digital era.
Co-Authors Aola 'Amaliani Asep Ahmad Maulana Dedeh Faridah Hani Hilman Hakim Ramadan Iis Arifudin M. Kholil Mahbub Nuryadien Ridho Ramadhan