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All Journal Jurnal Ilmu Pendidikan dan Sosial Jurnal Ilmu Sosial dan Humaniora TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM
Noviriani
Universitas Islam Yasni Bungo
Religion Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Kesiapan Pedagogi Digital Guru dan Aksesibilitas Infrastruktur TI dalam Pembelajaran PAI Kontemporer: Studi Kasus di MA Al-Barokah Dharmasraya Zulfa Nabila; Shanya Marsela; Umi Afifah; Noviriani; Andryadi
TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Vol. 9 No. 2 (2026): Tarlim : Jurnal Pendidikan Agama Islam
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/tarlim.v9i2.6176

Abstract

Penelitian ini bertujuan menganalisis tingkat kesiapan pedagogi digital guru PAI dan mengevaluasi aksesibilitas infrastruktur teknologi informasi di MA Al-Barokah sebagai representasi madrasah swasta yang sedang bertransisi menuju digitalisasi pembelajaran.. Akselerasi teknologi digital menuntut transformasi menyeluruh pada model pembelajaran Pendidikan Agama Islam (PAI) kontemporer, namun keberhasilannya kerap terhambat oleh kesiapan internal madrasah, baik dari sisi kompetensi guru maupun dukungan sarana teknis. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif pasif, dan studi dokumentasi terhadap kepala madrasah, wakil kepala bidang kurikulum, dan guru PAI, lalu dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan polarisasi tajam kesiapan pedagogi digital guru berdasarkan demografi usia; kelompok junior menunjukkan kemandirian dan inovasi dalam mengelola kelas digital, sedangkan kelompok senior masih berada pada level dasar yang membutuhkan pendampingan teknis intensif. Di sisi lain, aksesibilitas infrastruktur harian di ruang kelas masih rendah akibat keterbatasan jangkauan Wi-Fi dan minimnya kuantitas proyektor. Penelitian ini menyimpulkan bahwa ketidaksinkronan antara kapasitas sumber daya manusia dan dukungan fasilitas fisik menjadi hambatan utama digitalisasi PAI di madrasah. Implikasi hasil penelitian menegaskan bahwa kebijakan digitalisasi madrasah tidak akan efektif tanpa intervensi berupa pelatihan kompetensi asimetris berbasis pendampingan sejawat (peer-coaching) dan perluasan konektivitas jaringan secara merata di area instruksional.
Moral Dilemma Discussion In Akidah Akhlak Learning: Developing Ethical Reasoning Among Madrasah Tsanawiyah Students In Bungo Noviriani; M Zerry Zuheri; Tiara Olivia; Situ Munawaroh; Bayu Sepriza
Jurnal Ilmu Sosial dan Humaniora Vol. 4 No. 4 (2026): Oktober
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v4i4.2549

Abstract

Akidah Akhlak (Islamic creed and ethics) learning in Indonesian madrasah tsanawiyah (Islamic junior secondary schools) often remains confined to a normative-cognitive approach that emphasises the memorisation of scriptural proofs, which is of limited use in developing the ethical reasoning that students need to deal with complex moral problems in the digital era. This study aims to analyse the implementation of the Moral Dilemma Discussion strategy and its impact on the development of students' ethical reasoning in Akidah Akhlak learning at MTs El Mahira Bungo, Jambi. The study adopted a qualitative approach with a case study design. The participants were 30 eighth-grade students and two Akidah Akhlak teachers selected purposively. Data were collected through participant observation, in-depth interviews, and document analysis, analysed using the interactive model of Miles, Huberman, and Saldaña, and verified through source triangulation, technique triangulation, and member checking. The findings show that (1) Moral Dilemma Discussion was implemented in four stages: presentation of a controversial case, group discussion based on cognitive dissonance, value clarification, and integrative Islamic reflection; (2) the strategy shifted students' ethical reasoning from the conventional level, oriented towards social norms and fear of punishment, towards post-conventional reasoning oriented towards universal principles and maqāṣid al-sharī'ah; and (3) the teacher's role was transformed from instructor to facilitator who provokes moral dialectics, although dominance by senior students and teachers' readiness to withhold answers remained challenges. The study recommends integrating Kohlberg's moral psychology with the values of tazkiyat al-nafs in the Akidah Akhlak curriculum so as to nurture a generation that is not only ritually observant but also ethically critical and wise.
Bringing Islamic History to Life: Role-Playing for Historical Empathy among Madrasah Students in Bungo Noviriani; Imam Akbar; Eva Nurmana; Rusiani; Nurrafa Naura Ayu; Siti Anita
Jurnal Ilmu Pendidikan dan Sosial Vol. 5 No. 3 (2026): Oktober
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v5i3.2548

Abstract

Islamic Cultural History (Sejarah Kebudayaan Islam, SKI) in Indonesian madrasahs is still largely taught through chronological memorisation, which neglects its affective dimension and hinders students' historical empathy. This study examined how role-playing was implemented to bring Islamic history to life and to foster historical empathy among eighth-grade students at MTs El Mahira, Bungo Regency, Jambi. A two-cycle classroom action research design based on the Kemmis and McTaggart model involved 30 students (15 boys and 15 girls) in the 2025/2026 odd semester. Data from observation, interviews with six purposively selected students, a three-indicator historical empathy rubric, and documentation were analysed with the Miles, Huberman, and Saldaña interactive model and triangulated. Before the action, 80% of the students were in the low category and judged past actors by present-day standards. Scripted role-play in Cycle I raised enthusiasm but not empathy. Inquiry-based role-play on the Battle of Badr in Cycle II raised mean scores for contextual recognition from 55 to 82, decision-making perspective from 48 to 78, and affective care from 40 to 85, with 86% classical mastery. Role-playing grounded in valid sources, graduated scaffolding, and reverent teacher guidance moves students from presentism towards contextual understanding and historical care.
Co-Authors Andryadi Bayu Sepriza Eva Nurmana Imam Akbar M Zerry Zuheri Nurrafa Naura Ayu Rusiani Shanya Marsela Siti Anita Situ Munawaroh Tiara Olivia Umi Afifah Zulfa Nabila