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All Journal Irfani Pendas : Jurnah Ilmiah Pendidikan Dasar NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan Cendekiawan el-Madib: Jurnal Pendidikan Dasar Islam Al-Hijr: Journal of Adulearn World ALAYYA: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Ilmu Pendidikan dan Sosial Jurnal Ilmu Sosial dan Humaniora Proceeding Of International Conference On Education, Society And Humanity MUTAADDIB: Islamic Education Journal
Adilla, Ulfa
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Other

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TECHNOLOGY AND GENERATION Z SPIRITUALITY IN INDONESIA: A SYSTEMATIC LITERATURE REVIEW WITH KEYWORD CO-OCCURRENCE MAPPING Muallim, M. Nuri; Andryadi; Noviriani; Aulia, Nila; Adilla, Ulfa; Narti, Wiwin
Irfani Vol. 19 No. 2 (2023): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v19i2.7864

Abstract

Generation Z Indonesians, born between 1997 and 2012, navigate religious meaning-making inside an information environment in which TikTok, Instagram, prayer-reminder apps, and online da’wah communities have become primary spiritual venues. This study reviewed how the published literature has characterised that shift and where the evidence base remains uneven. A systematic literature review was conducted following the PRISMA 2020 protocol across the Scopus and SINTA databases, supplemented by Google Scholar hand-searching, with a search window from January 2014 to October 2023. Of 359 records identified, 287 remained after duplicate removal; title-and-abstract screening excluded 168, and full-text assessment excluded a further 67, leaving 52 articles for qualitative synthesis. Bibliometric mapping with VOSviewer produced a five-cluster keyword co-occurrence network around digital da’wah and platforms, Generation Z identity and community, Islamic education, digital risks, and literacy and ethics. Thematic distribution shifted noticeably across four year-bands: digital da’wah accounted for 44% of the 2014–2016 articles but only 21% of the 2022–2023 articles, while literacy and ethics grew from 12% to 13% and risks from 11% to 17%. A typological quadrant of fourteen digital practices placed Quran-reader apps, prayer-reminder apps, verified online kitab archives, webinar kajian, and digital muhasabah journals in the Adopt quadrant; TikTok short da’wah clips, Instagram preacher celebrities, and online hijrah communities in the Guarded Adopt quadrant; and unverified fatwa forums, algorithmic feed scrolling, and auto-play religious entertainment in the Defer quadrant. The synthesis suggests that Generation Z spirituality in Indonesia has become a hybrid practice in which institutional authority, peer affirmation, and platform affordances jointly shape religious experience.
FIQH TEACHER STRATEGIES FOR STRENGTHENING WORSHIP AWARENESS IN JUNIOR MADRASAH STUDENTS: A FOUR-STAGE OPERATIONAL MODEL Agustina, Juli; Adilla, Ulfa; Mabruri; Norullah; Dhinika, Rahma; Andryadi
Irfani Vol. 20 No. 2 (2024): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v20i2.7865

Abstract

This study examined how Fiqh teachers at Madrasah Tsanawiyah Darul Ma’arif, Tanah Periuk, Bungo Regency, Jambi Province, sustained students’ worship practice through the 2025 odd semester. A qualitative case study was conducted between July and October 2025 with three Fiqh teachers, the head of madrasah, and twenty-two Grade VIII–IX students. Data were collected through 23 classroom and prayer-room observations, semi-structured interviews and document analysis of attendance logs and lesson plans. Coding followed the Miles–Huberman–Saldaña procedure, and inter-rater agreement reached Cohen’s kappa of 0.81. Five strategies were identified, with proportional use of direct exemplarity at 31%, worship habituation at 26%, religious motivation at 19%, supervision and evaluation at 16%, and family–school communication at 8%. Attendance at five anchor practices rose between baseline and follow-up: dhuhr congregational prayer from 62% to 89%, Friday tadarus from 48% to 78%, asma’ul husna recitation from 71% to 93%, pre-class du’a from 84% to 97%, and Friday muhasabah from 55% to 82%. A four-stage workflow linked diagnostic assessment, strategy design, classroom enactment, and reflective evaluation in an iterative loop. The findings suggest that worship awareness develops most consistently when teacher exemplarity and structured habituation operate in tandem rather than in isolation, and that the workflow offers a transferable template for similar madrasah settings
IMPLEMENTATION OF DEEP LEARNING APPROACH IN THE FORMATION OF STUDENTS’ ISLAMIC CHARACTER AT STATE JUNIOR HIGH SCHOOL 3 PELEPAT ILIR Zaenudin, Moch Anwar; Andryadi; Adilla, Ulfa
Al-Hijr: Journal of Adulearn World Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v5i2.1263

Abstract

This study aims to analyze the implementation of the deep learning approach in Islamic Religious Education learning and its contribution to the formation of Islamic character of students at SMP Negeri 3 Pelepat Ilir. The research uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation of school principals, vice principals, PAI teachers, and students. The results of the study show that deep learning is applied through reflective learning and religious habits, such as congregational zuhur prayers, recitation readings, tahfiz, lectures, and Yasin readings, so that students are more active, easier to get along with material with real life, and better understand the value of honesty, discipline, responsibility, and the meaning of worship. The findings also show the growth of socio-religious interaction and students’ metacognitive awareness, although the implementation still faces obstacles in the form of time constraints, teacher readiness, variation in learning styles, and facility support. The novelty of this research lies in the placement of deep learning not only as a strategy to improve cognitive understanding but as an integrative approach that links classroom learning, personal reflection, and school religious culture in the formation of Islamic character. The implications of this study emphasize the importance of designing reflective PAI learning so that schools can strengthen the substantive internalization of Islamic values, build a dynamic religious culture, and make Islamic Religious Education a space for the transformation of students’ knowledge, attitudes, and behaviors in the era of inclusive contemporary education.
Teacher-Mediated Curriculum Negotiation: Integrating Islamic Values and the National Curriculum through Digital Learning at an Indonesian Madrasah Khairunnisa, Amalia Dinda; Adilla, Ulfa; Hidayah, Novita Nurul; Khamim, Siti; Hikmayani; Faliza
Jurnal Ilmu Sosial dan Humaniora Vol. 1 No. 3 (2023): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v1i3.1601

Abstract

Perluasan pedagogi digital di sekolah-sekolah Islam telah mengintensifkan ketegangan antara transmisi nilai-nilai agama dan pemenuhan persyaratan akademik dan berbasis kompetensi dari kurikulum nasional Indonesia, namun bukti empiris tentang bagaimana guru benar-benar mendamaikan keduanya di tingkat kelas masih langka. Penelitian ini meneliti bagaimana guru di MTsS Minhajul Ishlah Tebo, sekolah menengah pertama swasta Islam di Provinsi Jambi, menegosiasikan nilai-nilai Islam dan tuntutan kurikulum nasional melalui praktik pembelajaran digital. Desain studi kasus kualitatif digunakan, berdasarkan data dari 14 informan, kepala madrasah, enam guru mata pelajaran agama dan umum, dan tujuh siswa dari kelas VIII dan IX yang dipilih secara sengaja. Data dihasilkan melalui 14 wawancara semi-terstruktur selama 45-60 menit, 12 observasi kelas menggunakan protokol terstruktur, dan analisis 21 dokumen perencanaan pelajaran dan bahan ajar digital. Analisis tematik mengikuti model interaktif Miles, Huberman, dan Saldaña, dengan kredibilitas yang terjamin melalui triangulasi sumber dan metode dan pemeriksaan anggota. Lima tema yang saling terkait muncul: konvergensi kurikulum terjadi pada tingkat implementasi pedagogis daripada revisi dokumen formal; guru bertindak sebagai mediator nilai di seluruh mata pelajaran agama dan umum; media digital (grup WhatsApp, video instruksional, dan e-modul) berfungsi sebagai pembawa pesan moral dan agama; pembelajaran digital memperkuat motivasi siswa, pembentukan karakter, dan literasi digital; dan integrasi terkendala oleh kesenjangan infrastruktur dan kompetensi digital guru yang tidak merata. Studi ini menyimpulkan bahwa negosiasi tingkat kelas, yang didukung oleh agensi guru dan mediasi digital, menawarkan model yang layak untuk pengembangan pelajar holistik di sekolah-sekolah Islam dan menunjukkan perlunya pengembangan kapasitas kelembagaan.
Religious-Contextual Integration of Pancasila Student Profile Values through Project-Based Learning (P5) in Islamic Religious Education at the Junior Secondary Level Syaifuddin, Arief; Aulia, Nila; Adilla, Ulfa; Kurniawan, Angga; Istiana, Dina
Jurnal Ilmu Sosial dan Humaniora Vol. 3 No. 1 (2025): Januari
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/isihumor.v3i1.1608

Abstract

Character-related competencies have become a central concern in Indonesian schooling under the Merdeka Curriculum, which mandates the Project for Strengthening the Pancasila Student Profile (P5) across school subjects. While prior research has examined P5 implementation in primary schools and in general subject areas, empirical evidence on how its values are embedded in Islamic Religious Education (PAI) at the junior secondary level remains limited, particularly with respect to the pedagogical mechanisms that translate spiritual content into character outcomes. This study examined how Pancasila Student Profile values are integrated through P5 in PAI learning at SMP Negeri 2 Jujuhan, a public junior secondary school in Bungo Regency, Indonesia. A qualitative descriptive design was applied, drawing on classroom observations across six PAI sessions and four P5 project sessions, semi-structured interviews with the principal, two PAI teachers, the P5 coordinator, and twelve students, and document analysis of teaching modules and school records. Data were analyzed through interactive analysis (data reduction, data display, and conclusion drawing), with source and method triangulation, member checking, and audit-trail maintenance used to verify trustworthiness. The findings indicate that integration occurs across three phases—planning, enactment, and evaluation—organized around four operative dimensions: faith and devotion, mutual cooperation, independence, and critical reasoning. The faith-and-devotion dimension was the most salient, while critical-reasoning competencies emerged more gradually and required intensive teacher scaffolding. Constraints centered on instructional time and uneven teacher readiness. The study contributes a religious-contextual integration model linking spiritual content with civic competencies, offering a structured pathway for character formation in Islamic education at the junior secondary level.
Enhancing Fifth-Grade Students’ Understanding of Islamic Values through the Role-Playing Method in Islamic Religious Education: A Classroom Action Research Mufadilah, Sifa; Adilla, Ulfa; Hidayah, Novita Nurul; Muliyani, Ranti; Sari, Intan Permata; Ramadhan, Andry
Jurnal Ilmu Pendidikan dan Sosial Vol. 1 No. 3 (2022): Oktober
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipsi.v1i3.1611

Abstract

Pendidikan Agama Islam (IRE) di tingkat dasar sering mengandalkan strategi yang berpusat pada guru dan dominan kuliah, yang membatasi internalisasi afektif dan perilaku siswa terhadap nilai-nilai Islam. Penelitian tindakan kelas ini mengevaluasi efektivitas metode bermain peran terstruktur dalam meningkatkan pemahaman siswa kelas lima tentang nilai-nilai Islam kejujuran, tanggung jawab, dan kerja sama di SD Negeri 30/VIII Wirotho Agung, Kabupaten Tebo, Indonesia. Mengikuti model spiral Kemmis dan McTaggart, penelitian ini dilakukan dalam dua siklus, masing-masing terdiri dari fase perencanaan, tindakan, pengamatan, dan refleksi. Dua puluh lima siswa kelas lima berpartisipasi dalam delapan sesi pembelajaran selama empat minggu. Data dikumpulkan melalui uji pemahaman tervalidasi 20 item (indeks validitas konten = 0,92; α Cronbach = 0,84), rubrik observasi terstruktur dengan reliabilitas antar-penilai κ = 0,87, dan wawancara semi-terstruktur. Data kuantitatif dianalisis menggunakan uji-t sampel berpasangan dan analisis gain (g) yang dinormalisasi dengan toleransi pengukuran ±2 poin pada skala 0–100, sedangkan data kualitatif mengalami analisis tematik dengan triangulasi sumber dan metode. Hasil menunjukkan bahwa skor pemahaman rata-rata meningkat dari 64,3 (pra-siklus) menjadi 72,1 pada Siklus I dan 86,4 pada Siklus II, menghasilkan perolehan normal 0,62 (kategori sedang ke tinggi). Partisipasi aktif meningkat dari 36% menjadi 88%, dan indikator perilaku kerja sama dan kejujuran meningkat di seluruh rubrik observasi. Analisis statistik mengkonfirmasi peningkatan yang signifikan (t(24) = 9,41, p < 0,001). Temuan menunjukkan bahwa permainan peran berbasis skenario, ketika disesuaikan dengan refleksi terstruktur, meningkatkan dimensi kognitif dan afektif dari pembelajaran nilai-nilai Islam dalam konteks primer pedesaan.
Co-Authors Ade Candra, Prengki Afriastini, Siti Agustina, Juli ahmad yani Alacuba, Sovia Alfiah, Sri Alrudi Yansah, Alrudi Ananda Agustina, Nadia Andini, Julia Andryadi Angga Kurniawan Annisa Asmara, Mila Aulia, Nila Ayu Pertiwi, Linda Ayu Setianingsih, Fika Badriah, Alifah Nur Baili Candra, Prengki Ade Dewi, Yurnalisma Dhinika, Rahma Faliza Farizi, Ahmad Al Fauziyah, Alvi HALIMATUSSA'DIYAH Hasanah, Arifatul HENDRIYADI Hendriyadi, Hendriyadi Hermawati, Nona Hidayah, Novita Nurul Hikmayani Ibermarza Indhra, Feerlie Moonthana intan permata sari Irmayati, Siska Istiana, Dina Istikomah Khairunnisa, Amalia Dinda Khamim, Siti Laili Rahmi, Laili Lisnani Lisnani Mabruri Mahrofa, Delis Martahayu, Vika Marza, Iber Mawaddah Mislina Misnawati Mualimin Muallim, M. Nuri Mubaidillah, Mubaidillah Mubarok, Husnil Mufadilah, Sifa Muliyani, Ranti Muzakki, M. Mu’alimin Nadiroh, Reva Safa’atun Norullah Noviriani Nurlaila Nurul Hidayah, Novita Nurwijayanti Parino, Parino Pertiwi, Linda Ayu PUTRI WULANDARI Ramadhan, Andry Ramadhan, Rahmat Reziq Rodhiyah Sadi, Putri Permata Saproni Muhammad Samin Saputri, Rahayu Seftiana, Arica Yogi Selvia Nelis, Selvia Setiana, Sulis Siska Damayanti Sumiyani, Laras Sungkowo Sungkowo Sungkowo, Sungkowo Supran Titis Ishaq, Maula Swasono Adhi, Bangun Syaifuddin, Arief Ulqolbi Abdullah, Syifa Umatin, Ana Rasyidatu Wiseza, Fitria Carli Wiwin Narti Yandra, Joni Juli Yarwati Yuda Ariyanto, Soni Yulianto Yulianto Zaenudin, Moch Anwar Zubaini, Zubaini Zuhara, Nidia