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All Journal International Journal of Post-Axial: Futuristic Teaching and Learning
Wiwik Dyah Aryani
Universitas Islam Nusantara, Bandung, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Digital Pedagogical Intelligence in Islamic Moral Education: A Multiple-Case Study of Elementary Schools in an Indonesian Industrial Community Iman Hilmansyah; Wiwik Dyah Aryani
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1919

Abstract

Elementary school students increasingly face moral challenges related to smartphones, social media, and online content, particularly when digital engagement is not accompanied by adequate adult supervision. This study examined how Islamic Religious Education teachers in two public elementary schools within an industrial community in Karawang, Indonesia, guided students in responding to these challenges. Using a qualitative multiple-case design, data were collected through interviews, observations, and document analysis and examined through within-case and cross-case analysis. The findings show that moral guidance operated through an interconnected cycle of planning, shared responsibility, religious habituation, teacher role modelling, educational communication, responsible-technology guidance, and continuous monitoring. These practices were shaped by students’ digital experiences, parents’ rotating work schedules, and the need for stronger school–family coordination. The principal contribution of the study is the concept of Digital Pedagogical Intelligence, defined as teachers’ capacity to integrate religious-moral competence, pedagogical judgment, digital awareness, contextual sensitivity, collaborative action, and reflective monitoring in responding to students’ digital moral challenges. This concept extends Islamic Religious Education beyond conventional moral instruction by explaining how teachers translate religious values into context-sensitive educational responses within digitally mediated and industrial-community environments
Managing Problem-Based Learning to Strengthen Students’ Understanding of Rukhsah in Islamic Religious Education: A Comparative Multiple-Case Study Ade Supriatna; Wiwik Dyah Aryani
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1922

Abstract

Problem-Based Learning (PBL) is widely recognized as a contextual approach in Islamic Religious Education (IRE), yet limited research has examined how its implementation is managed systematically across different school contexts, particularly in teaching rukhsah. This study compared the management of PBL-based rukhsah instruction at two public junior high schools in Karawang Regency, Indonesia. Using a qualitative multiple-case design, data were collected through interviews, classroom observations, and document analysis and examined through within-case and cross-case analysis. The findings show that effective implementation depended on the integration of planning, organizing, actuating, and controlling functions with contextual problem design, heterogeneous group organization, teacher scaffolding, authentic assessment, remedial support, and academic supervision. The two schools adapted PBL differently according to their environments: the industrial context of SMP Negeri 2 Klari encouraged worker-related cases and wider use of digital references, whereas the agrarian context of SMP Negeri 2 Ciampel emphasized local experiences and community resources. Across both sites, students showed stronger applied understanding through their ability to classify cases, apply religious principles, compare alternatives, and justify solutions. The study’s main contribution is an integrated POAC–PBL framework showing that managerial coherence, contextual adaptation, teacher scaffolding, and continuous evaluation jointly support the application of Islamic jurisprudential knowledge.
Using Indonesia’s Education Report to Manage Islamic Religious Education Learning Materials for Elementary Literacy: A Multi-Site Case Study Reni Desiana; Wiwik Dyah Aryani
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1928

Abstract

Declining elementary-school literacy performance highlights the need to translate educational assessment data into subject-specific instructional practices. This study examined how Indonesia’s Education Report (Rapor Pendidikan) was used to manage Islamic Religious Education (IRE) learning materials for strengthening students’ literacy competence at SDN Karawang Wetan I and SDN Karawang Wetan II. Using a qualitative multi-site case study, data were collected through semi-structured interviews, participant observations, and document analysis, and analyzed through within-site and cross-site procedures. The findings show that Education Report indicators informed five interconnected processes: identifying literacy gaps, planning literacy-integrated IRE materials, organizing personnel and resources, implementing text-based literacy activities, and conducting evaluation and feedback. These processes were supported by leadership, teacher motivation, collaboration, and resource availability, but constrained by administrative workload, uneven data literacy, heterogeneous student competence, and limited digital infrastructure. Literacy scores increased during the implementation period at both schools; however, these changes should be interpreted as contextual outcomes occurring alongside the program rather than as causal effects of the intervention. The study proposes the Education Report-Based IRE Learning-Material Management Model (MMBA-PAI-RP), a cyclical framework linking educational data, religious learning, and literacy development
Understanding, Applying, and Reflecting in Islamic Religious Education: A Multi-Site Study of Jumat Santri in Indonesian Elementary School Misbachol Munir; Wiwik Dyah Aryani; Nida’ul Munafiah
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1929

Abstract

Islamic Religious Education (IRE) in elementary schools often emphasizes textual knowledge and memorization while providing limited opportunities for authentic application and structured reflection. This study examined how the weekly Jumat Santri program facilitated the three dimensions of deep learning—understanding, applying, and reflecting—at SDN Sumurkondang II and SDN Duren II in Karawang Regency, Indonesia. Using a qualitative multi-site case study, data were collected through semi-structured interviews, participant observations, and document analysis, and analyzed through within-site and cross-site procedures. The findings show that understanding was developed through student kultum and contextual Qur’anic explanation, applying was the strongest dimension through congregational prayer, charitable giving, and Islamic etiquette, while reflecting was the least consistently implemented, although guided muhasabah provided a culturally grounded form of spiritual self-evaluation. The study proposes a deep-learning cycle in which religious understanding informs authentic practice, practice becomes the object of reflection, and reflection deepens subsequent understanding. These findings demonstrate that Jumat Santri can function as an authentic deep-learning environment when its religious activities are intentionally connected through understanding, applying, and reflecting
Co-Authors Ade Supriatna Iman Hilmansyah Misbachol Munir Nida’ul Munafiah Reni Desiana