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This Author published in this journals
All Journal IERA, Islamic Education and Research Academy
Abbas Sofwan Matlail Fajr
Universitas Islam Tribakti Lirboyo Kediri
Religion Other

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Kontribusi Madrasah Diniyah dalam Meningkatkan Karakter Religius Peserta Didik Lina Mazida; Reza Ahmad Zahid; Abbas Sofwan Matlail Fajr
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2168

Abstract

Religious character develops through sustained learning, habituation, and exemplary conduct. This study examines the implementation of the Madrasah Diniyah program and its contribution to students’ religious character at MTs Daruth Tholibiin, Lengkong District, Nganjuk Regency, Indonesia. The study employed a qualitative case-study design. Data were collected through observation, in-depth interviews with the headmaster, vice principal for student affairs, Madrasah Diniyah teachers, formal-school teachers, students, and parents, as well as analysis of institutional documents. The findings indicate that the program, introduced in 2020, is organized around three components: daily religious habituation, graded learning using classical Islamic texts (kitab kuning) at Ula and Ulya levels, and educator role modelling. Daily activities include congregational Dhuha and Dhuhr prayers, lalaran, and Qur’anic recitation. The curriculum covers aqidah, akhlaq, and fiqh through texts including Aqidatul Awam, Syifa’ul Janan, Ta’lim al-Muta’allim, Mabadi Fiqh, and Fathul Qarib. Qualitative findings suggest positive changes in students’ understanding of aqidah, discipline and independence in worship, respect for teachers and parents, and social relationships with peers. The findings suggest that structured religious learning, repeated practice, and educator role modelling can support religious-character development in the school context examined.
Impementasi Kurikulum Merdeka dalam Pembelajaran Pendidikan Agama Islam Azizun Maharani Putri Sitompul; Reza Ahmad Zahid; Abbas Sofwan Matlail Fajr
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2182

Abstract

This study aims to examine the implementation of the Independent Curriculum (Kurikulum Merdeka) in Islamic Religious Education (PAI) learning at SMP Negeri 2 Plemahan, Kediri Regency, along with the underlying pedagogical challenges, structural dynamics, and strategic solutions implemented by educators. Employing a qualitative descriptive approach grounded in social constructivist framework, data were collected through non-participant observation, semi-structured in-depth interviews, and institutional document analysis involving the school principal, PAI teachers, and seventh-grade students. The findings demonstrate that the implementation process encompasses three core stages: 1) Systematic planning, comprising the analysis of Learning Outcomes (Capaian Pembelajaran/CP), formulation of Learning Objectives (Tujuan Pembelajaran/TP), structuring of Learning Objective Flow (Alur Tujuan Pembelajaran/ATP), and designing flexible teaching modules; 2) Instructional execution, organized into preliminary, core, and closing activities enriched with experiential religious practices such as mandatory congregational Dhuhr prayers; and 3) Comprehensive assessment, integrating diagnostic, formative, and summative evaluations. Key challenges identified include teacher adaptation barriers from the 2013 Curriculum, operational difficulties in executing differentiated instruction for standardized ritualistic PAI topics, and managing wide cognitive heterogeneity among students. Strategies deployed to overcome these obstacles include peer-led collaborative learning, inquiry-based pedagogical models, participation in internal/external professional development workshops, and continuous intra-departmental teacher coordination
Co-Authors Ahmad Zahid, Reza Azizun Maharani Putri Sitompul Lina Mazida