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All Journal Irfani Tadbir: Jurnal Manajemen Pendidikan Islam Pendas : Jurnah Ilmiah Pendidikan Dasar MUTAADDIB: Islamic Education Journal
Baili
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PENGARUH SPIRITUALITAS ISLAM DAN REGULASI EMOSI TERHADAP KETAHANAN BELAJAR (ACADEMIC RESILIENCE) SISWA SMP N 1 JUJUHAN DALAM MENGHADAPI TEKANAN AKADEMIK PAI Baili; Mabruri; Zulfayat; Khamim, Siti; Noviriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 8 No. 01 (2023): Volume 08 No. 01 Juni 2023
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v8i01.53591

Abstract

Academic pressure in Islamic Religious Education (PAI) at the junior high school level often triggers stress, cognitive fatigue, and reduced academic resilience among students. This study aims to examine the influence of Islamic spirituality and emotion regulation on students' academic resilience at SMP N 1 Jujuhan in facing PAI academic pressure. The research employed a quantitative explanatory design with a cross-sectional survey approach. The sample consisted of 124 seventh to ninth-grade students selected through proportional random sampling. Instruments included an Islamic spirituality scale (α=0.89), an emotion regulation scale (ERQ, α=0.87), and an academic resilience scale (α=0.91). Data were analyzed using classical prerequisite tests and multiple linear regression. Results indicate that (1) Islamic spirituality positively and significantly affects academic resilience (β=0.43; p=0.000); (2) emotion regulation positively and significantly affects academic resilience (β=0.37; p=0.001); (3) simultaneously, both variables explain 59.2% of the variance in academic resilience (R²=0.592; F=86.34; p=0.000). No multicollinearity (VIF<2.1) or heteroscedasticity was detected. Findings confirm that the internalization of Islamic spiritual values and adaptive emotion management function as psychological resources that strengthen students' academic resilience under PAI-related pressure. The study recommends integrating Islamic positive psychology approaches and emotion regulation training into guidance counseling services and holistic PAI pedagogy.
LITERASI DIGITAL DAN ETIKA BERMEDIA SOSIAL PERSPEKTIF ISLAM: HUBUNGANNYA DENGAN SIKAP KRITIS DAN TANGGUNG JAWAB SISWA DALAM PEMBELAJARAN PAI DARING Mabruri; Baili; Yanti, Ely; Khamim, Siti; Noviriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.53608

Abstract

The digital transformation of online Islamic Religious Education (PAI) presents both accessibility opportunities and ethical-cognitive challenges for students. This study aims to examine the relationship between digital literacy and Islamic perspective-based social media ethics with students' critical attitudes and responsibility in the context of online PAI learning. The research employed a quantitative correlational-explanatory design with a cross-sectional survey approach. The sample consisted of 186 junior and senior high school students participating in online/hybrid PAI learning, selected through proportional stratified random sampling. Instruments included scales for digital literacy (α=0.89), Islamic perspective-based social media ethics (α=0.91), critical attitude (α=0.88), and digital responsibility (α=0.90). Data were analyzed using Pearson correlation, multiple linear regression, and classical assumption tests. Results indicate that (1) digital literacy positively and significantly correlates with critical attitude (r=0.52; p=0.000) and responsibility (r=0.49; p=0.000); (2) Islamic perspective-based social media ethics shows a stronger positive correlation with critical attitude (r=0.58; p=0.000) and responsibility (r=0.63; p=0.000); (3) simultaneously, both predictor variables explain 68.4% of the variance in students' critical attitude and responsibility (R²=0.684; F=98.72; p=0.000), with Islamic ethics demonstrating more dominant predictive power (β=0.45–0.51). Findings confirm that the internalization of Islamic values in digital space functions as a moral compass that strengthens students' critical dispositions and accountability, surpassing mere technical digital literacy competencies. The study recommends integrating an Islamic digital adab framework into online PAI modules, teacher training based on digital citizenship, and strengthening school-family collaboration in ethical mentoring.  
STRATEGI INKLUSIF GURU PAI DALAM MENGAKOMODASI GAYA BELAJAR DAN KEBUTUHAN SPESIFIK SISWA DI SEKOLAH REGULER: STUDI FENOMENOLOGI DI TIGA SMA INKLUSI DI KABUPATEN BUNGO, JAMBI Kurniawan, Sugeng; Sriani; Mulyani, Ranti; Baili; Sabli, Muhammad; Mabruri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 No. 2 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.53614

Abstract

The implementation of inclusive education in regular schools requires Islamic Religious Education (PAI) teachers to develop pedagogical strategies responsive to diverse learning styles and specific student needs. This study aims to explore the lived experiences of PAI teachers in designing, implementing, and reflecting on inclusive strategies in regular classrooms that accommodate students with special needs in Bungo Regency, Jambi. The research employed a qualitative descriptive phenomenology design using Colaizzi’s seven-step analysis procedure. Subjects consisted of 12 PAI teachers from three inclusive public high schools in Bungo Regency, selected through purposive sampling based on criteria of at least three years of experience and teaching load in inclusive classes. Data were collected through semi-structured in-depth interviews, participatory observation, learning document analysis, and member checking. Analysis revealed four essential themes: (1) diagnostic mapping that transcends clinical labels toward holistic learning profiles, (2) flexible instructional design based on Universal Design for Learning (UDL) with contextual adaptations in worship and moral content, (3) structured collaborative ecosystems adapted to regional resource constraints, and (4) spiritual-emotional anchoring integrating Islamic values with Malay-Jambi local wisdom. Findings indicate that PAI teachers' inclusive strategies are not merely technical-pedagogical but transformative practices that unify differentiation competencies, multiprofessional collaboration, and internalization of religious values to create equitable, meaningful, and humane learning spaces in a semi-urban context. The study recommends strengthening inclusive pedagogical competencies in teacher professional education, developing contextual UDL-based PAI adaptation modules, and Bungo Regency Education Office policies that facilitate collaboration time and sustained mentoring. Results contribute to enriching the literature on inclusive PAI pedagogy and strengthening inclusive education policy implementation in the Jambi region.
SINERGI RUMAH-SEKOLAH-MASYARAKAT DALAM PENGUATAN PEMBELAJARAN PAI BERBASIS KARAKTER: MODEL KOLABORASI TRIPARTIT DI DAERAH BUNGO, JAMBI DI KABUPATEN BUNGO, JAMBI Kurniawan, Sugeng; Faliza; Sriani; Baili; Yulia Friska, Sonia; Sabli, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.53849

Abstract

Character-based Islamic Religious Education (PAI) often experiences fragmentation due to disconnected roles of home, school, and community in internalizing religious and moral values. This study aims to explore tripartite synergy patterns, construct a collaboration model, and identify supporting and inhibiting factors in strengthening character-based PAI learning in Bungo Regency, Jambi. The research employed a descriptive qualitative case study design grounded in Bronfenbrenner’s social ecology theory and Epstein’s collaboration framework. Subjects consisted of 24 participants (12 PAI teachers, 8 parents, 4 community/religious leaders) from three junior/senior high schools selected purposively. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using reflexive thematic analysis and cross-case synthesis. Findings reveal four tripartite synergy mechanisms: (1) integrated character indicator mapping, (2) structured communication forums leveraging local wisdom and simple digital platforms, (3) community-based experiential learning (social internships, religious projects, youth majelis taklim mentoring), and (4) shared accountability systems through character journals, portfolios, and multi-stakeholder feedback. Supporting factors include the adat bersendi syarak value, community leader commitment, and collaborative school leadership. Inhibiting factors encompass parental time constraints, lack of dedicated budget allocation, digital literacy gaps, and misalignment between formal curriculum demands and informal community practices. The study concludes that the tripartite collaboration model transforms PAI from classroom-bound instruction into a holistic, contextual, and sustainable character formation ecosystem. Policy recommendations include institutionalizing synergy forums, developing collaboration guide modules, aligning regional character education budgets, and strengthening teachers' community pedagogy competencies. Findings contribute to Islamic character education theory and Merdeka Curriculum implementation in semi-urban regions.  
PEMBELAJARAN PAI BERBASIS PROYEK (PROJECT-BASED LEARNING) UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN KETERAMPILAN SOSIAL-EMOSIONAL SISWA MTs KECAMATAN BUNGO: EKSPERIMEN KUASI Baili; Paradila; Mabruri; Andryadi; Kurniawan, Sugeng; Sabli, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.53860

Abstract

ABSTRACT Islamic Religious Education (PAI) at Islamic junior high schools (MTs) still tends to focus on normative knowledge transmission and memorization, resulting in suboptimal development of students' critical thinking and social-emotional learning (SEL) skills. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in improving both variables among MTs students in Bungo District, Jambi. The research employed a quasi-experimental design with a pretest-posttest control group design. The sample consisted of 64 eighth-grade students selected through cluster random sampling from two MTs, divided into an experimental group (n=32) and a control group (n=32). Instruments included a critical thinking test (25 items, α=0.88) and an SEL questionnaire (24 items, α=0.91). Data were analyzed using prerequisite tests, MANOVA, paired and independent sample t-tests, Normalized Gain (N-gain), and Cohen’s d effect size. Results indicate that (1) PjBL significantly improves critical thinking skills (p=0.000; N-gain=0.58; d=1.21), (2) PjBL significantly improves SEL (p=0.000; N-gain=0.52; d=1.32), and (3) simultaneously, PjBL explains significant variance in both dependent variables (Wilks’ Λ=0.412; F=34.67; p=0.000). Findings confirm that PjBL in PAI not only activates higher-order cognition through contextual problem-solving but also facilitates the development of self-regulation, empathy, collaboration, and responsible decision-making. The study recommends integrating structured PjBL into PAI Learning Modules, strengthening teachers' facilitative competencies, and supporting policies that provide collaboration time and authentic assessment. Results contribute to the development of 21st-century PAI pedagogy aligned with the Merdeka Curriculum and Pancasila Student Profile.
Co-Authors Adilla, Ulfa Alfarisi, Ahmad Ananda Agustina, Nadia Anasru Andryadi Annisa Anshori, Ayyub Al Aulia, Nila Ayu Setianingsih, Fika Azila, Zufa Dewi, Yurnalisma Disuwara, Gita Eka Paradina, Novita Faliza Imam Akbar, Imam Irfan lhatif Mashur Islamiyah , Suci Khamim, Siti Khotibul Umam Khotip, Andriyus Mabruri Moh Rafi Khatami Mubarok, Al Mulya , Putri Mulyani, Ranti Mu’alimin Ningrum, Silvya Noviriani Pahmi Idris Paradila Pratama, Prandika Puji Lestari, Dyah Rayadi Riyansyah Rohmah, Aspiatul Sabli, Muhammad Saputri, Rahayu Sarianti, Winta Sriani Sugeng Kurniawan Yanti, Ely Yanto, Dapis Yulia Friska, Sonia Zulfayat