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All Journal AL-ADABIYAH: Jurnal Pendidikan Agama Islam Oasis: Jurnal Ilmiah Kajian Islam
Ahmed Nurhidayatullah Muhammad
Universitas Islam Negeri Sunan Ampel Surabaya
Religion Education Other

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Islamic Education Teachers’ Perceptions of E-Portfolios in Learning Assessment: A Technology Acceptance Model Analysis Ahmed Nurhidayatullah Muhammad; Evi Fatimatur Rusydiyah
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24271

Abstract

Technology in the education sector continues to evolve, as evidenced by the appearance of e-portfolios. This study aims to analyse the perceptions of Islamic Education teachers at SMK Unitomo Surabaya towards the use of e-portfolios in the learning asesmen process based on the Technology Acceptance Model (TAM) theory. This study uses a qualitative approach with a field research design. Data collection techniques were conducted through interviews and observations of two informants. Data analysis utilised the model by Miles and Huberman, which includes data reduction, data presentation, and drawing conclusions. Four TAM variables were the focus of the analysis: PU; PEOU; Attitude Toward Using; and Actual System Use. The result of the study revealed that both informants held a highly positive perception of e-portfolios. Values for the PU and PEOU variables were classified as high, as shown by the ability of both teachers to operate the e-portfolio independently, its time efficiency, and the fact that there was not a single instance of resistance to the use of the e-portfolio. This study confirms that Islamic Education teachers’ acceptance of the e-portfolio is influenced by their perceptions of the ease and usefulness of some technology. Keywords: E-portfolio; Technology Acceptance Model; Islamic Education teacher
Adab in Teacher–Student Relations: An Analysis of Al-Ghazali’s Educational Thought Azmi Izuddin; Ahmed Nurhidayatullah Muhammad; Abd. Rachman Assegaf
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v7i1.1263

Abstract

This study addresses the growing erosion of adab (ethical and moral conduct) in contemporary teacher–student relations by examining Al-Ghazali’s educational thought as a normative–philosophical framework. Employing a qualitative library research design with an analytical approach, the study draws primarily on Al-Ghazali’s Ihya’ Ulum al-Din, supported by relevant secondary literature from books and peer-reviewed journals. Data were analyzed using content analysis to reconstruct Al-Ghazali’s conceptualization of adab within educational relationships. The findings reveal that Al-Ghazali’s notion of adab is holistic and spiritually grounded, integrating ethical, pedagogical, and metaphysical dimensions. For students, adab entails reverence for the teacher, disciplined learning, and the practical embodiment of knowledge. For teachers, it is reflected in sincerity of intention, compassion, moral exemplarity, and pedagogical sensitivity to students’ intellectual capacities. This relationship is founded on a spiritual ethic in which the teacher functions as a murabbi, responsible for students’ moral and spiritual formation rather than the mere transmission of knowledge. The study argues that Al-Ghazali’s framework offers a substantive theoretical contribution to contemporary educational discourse by re-centering adab as a core principle for restoring the ethical and humanistic foundations of modern education.
Co-Authors Abd. Rachman Assegaf Azmi Izuddin Evi Fatimatur Rusydiyah