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Internalizing Wasatiyah Values in Islamic Education for Religious Moderation Rahim, Abdan; Zulhijra, Zulhijra; Almakki, M. Arsyad; Mardani, Mardani
SYAMIL: Journal of Islamic Education Vol 13 No 1 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i1.10745

This study explores the implementation of wasatiyah (Islamic moderation) principles within Islamic Religious Education (PAI) Indonesia. In response to rising religious intolerance among youth and the national imperative to promote social cohesion, this research examines how moderation is internalized through educational practices. Religious moderation is critical in multicultural societies, yet its implementation in Islamic education remains understudied. Utilizing a qualitative case study approach, data were collected via interviews, classroom observations, focus group discussions, and document analysis over one academic semester. Findings indicate that has systematically incorporated wasatiyah through interactive teaching methods, contextual discussions, and value-based modeling. Students demonstrated cognitive understanding, affective alignment, and behavioral expression of moderate Islamic values. The integration of Islamic educational philosophy, Bloom’s Taxonomy, and Bandura’s Social Learning Theory facilitated a comprehensive pedagogical framework. Key enabling factors included strong school leadership, teacher competence, and parental support, while challenges such as limited instructional time and digital radicalism persist. This research contributes a theoretical model and practical roadmap for embedding religious moderation into PAI curricula, offering replicable insights for similar educational contexts. The study affirms the transformative potential of wasatiyah-based education in fostering tolerant, reflective, and socially responsible Muslim youth.

The Strategic Role of Islamic Education Teachers in Addressing Student Insecurity: A Case Study at SMP Daarul Aitam Zulhijra, Zulhijra; Syarnubi, Syarnubi; Özkan, Aisha; Rahim, Abdan
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.10747

Low self-esteem among adolescents is a critical issue that directly impacts academic, social, and spiritual development. In the context of Islamic education, Islamic Religious Education (IRE) teachers hold a strategic position in helping students build self-confidence and psychological resilience. This study aims to analyze the Islamic pedagogical strategies employed by IRE teachers in addressing students' low self-esteem at SMP Daarul Aitam Palembang. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observation, and documentation. Research informants consisted of PAI teachers, class advisors, and students selected purposively until data saturation was achieved. Data analysis was conducted using thematic analysis techniques. The research results identified three main roles of PAI teachers: (1) as educators who instill Islamic values through tadabbur Al-Qur'an and internalization of Islamic self-concept; (2) as mentors who provide emotional guidance and informal counseling based on a spiritual approach; and (3) as role models (uswah hasanah) in religious behavior that builds a supportive environment. These findings emphasize the importance of integrating Islamic pedagogy in shaping students' character and psychological well-being. It is recommended that PAI teachers receive adolescent psychology training based on Islamic values to strengthen character education in Islamic schools.

Internalizing Wasatiyah Values in Islamic Education for Religious Moderation Rahim, Abdan; Zulhijra, Zulhijra; Almakki, M. Arsyad; Mardani, Mardani
SYAMIL: Journal of Islamic Education Vol 13 No 1 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i1.10745

This study explores the implementation of wasatiyah (Islamic moderation) principles within Islamic Religious Education (PAI) Indonesia. In response to rising religious intolerance among youth and the national imperative to promote social cohesion, this research examines how moderation is internalized through educational practices. Religious moderation is critical in multicultural societies, yet its implementation in Islamic education remains understudied. Utilizing a qualitative case study approach, data were collected via interviews, classroom observations, focus group discussions, and document analysis over one academic semester. Findings indicate that has systematically incorporated wasatiyah through interactive teaching methods, contextual discussions, and value-based modeling. Students demonstrated cognitive understanding, affective alignment, and behavioral expression of moderate Islamic values. The integration of Islamic educational philosophy, Bloom’s Taxonomy, and Bandura’s Social Learning Theory facilitated a comprehensive pedagogical framework. Key enabling factors included strong school leadership, teacher competence, and parental support, while challenges such as limited instructional time and digital radicalism persist. This research contributes a theoretical model and practical roadmap for embedding religious moderation into PAI curricula, offering replicable insights for similar educational contexts. The study affirms the transformative potential of wasatiyah-based education in fostering tolerant, reflective, and socially responsible Muslim youth.

The Strategic Role of Islamic Education Teachers in Addressing Student Insecurity: A Case Study at SMP Daarul Aitam Zulhijra, Zulhijra; Syarnubi, Syarnubi; Özkan, Aisha; Rahim, Abdan
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.10747

Low self-esteem among adolescents is a critical issue that directly impacts academic, social, and spiritual development. In the context of Islamic education, Islamic Religious Education (IRE) teachers hold a strategic position in helping students build self-confidence and psychological resilience. This study aims to analyze the Islamic pedagogical strategies employed by IRE teachers in addressing students' low self-esteem at SMP Daarul Aitam Palembang. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observation, and documentation. Research informants consisted of PAI teachers, class advisors, and students selected purposively until data saturation was achieved. Data analysis was conducted using thematic analysis techniques. The research results identified three main roles of PAI teachers: (1) as educators who instill Islamic values through tadabbur Al-Qur'an and internalization of Islamic self-concept; (2) as mentors who provide emotional guidance and informal counseling based on a spiritual approach; and (3) as role models (uswah hasanah) in religious behavior that builds a supportive environment. These findings emphasize the importance of integrating Islamic pedagogy in shaping students' character and psychological well-being. It is recommended that PAI teachers receive adolescent psychology training based on Islamic values to strengthen character education in Islamic schools.

Model Pembelajaran PAI di Sekolah Menengah Kejuruan (SMK) Negeri 1 LAIS Zulhijra, Zulhijra; Malik Nurrohim
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1042

This research aims to find a model overview on Islamic Religious Education (PAI) at the SMKN 1 Lais school in Musi district of Banyuasin, southern Sumatra. In this study, the researchers used qualitative approaches and data collection techniques used are Observation and interview techniques that target teachers of Islamic Religious Education (PAI) and other teachers as well as the head of school as the main benchmark as informants or data sources in order to obtain concrete data. After the data is collected the next step is to analyze the data obtained, in this case the researchers use the Miles dkk approach i.e., data selection and data placement, data presentation, data perivication and conclusion. In this study found the following conclusion: the learning model used by the teacher of Islamic Religious Education (PAI) in the school SMKN 1 Lais is a model of live learning and Experiential Learning, that is learning that utilizes the emotions and experiences of the pupils, is a learning model that brings pupils understand learning with the experience experienced by pupils creates pupils become creative, not only listening theory, but pupils also perform meaningful activities that create self-confidence and increase adrenaline so that pupils can find the relationship between knowledge and what they have with its implementation in their lives both in the family environment and in the community environment.

Exploration of Student Experience in TGT Type Cooperative Learning in Islamic Cultural History (SKI) Subject at MTs Marfu'ah Palembang Zulhijra, Zulhijra; Wulandari, Septi; Salsabilla, Sausanningtyas Aulia; Putri, Raisya Alifiah
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 4 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i4.753

This research aims to explore students' experiences in cooperative learning of Team Games Tournament (TGT) type in the subject of Islamic Cultural History (SKI) at MTs Marfua'h Palembang. This research method uses a qualitative approach with observation and interviews to understand how students interact and learn in TGT cooperative learning. The results showed that applying TGT can increase students' interest in learning and learning outcomes. Students participating in TGT activities tend to be more active and motivated in understanding SKI material. However, obstacles were also found, such as difficulties in grouping students with heterogeneous academic abilities, lack of preparation and learning motivation, and the need for teacher assertiveness in managing tournament implementation time. Thus, this study contributes to developing more effective and enjoyable learning strategies for students and providing suggestions for teachers to improve the quality of SKI learning through a more optimal application of TGT.

Pembentukan dan Pengembangan Karakter Ulama Berbasis Teknokrat dan Intelektual Melalui Program Mabit Muyasaroh, Muyasaroh; Herlina, Herlina; Suryana, Ermis; Zulhijra, Zulhijra
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 03 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i03.4442

Pemerintah dan masyarakat Indonesia sangat membutuhkan karakter ulama berbasis teknokrat dan berintelektual, namun dalam realitanya pembentukan kader tersebut sulit dilakukan. Alasan ini menjadikan tolok ukur pesantren berupaya mencari, membuat rumusan dan metode yang dapat membentukÂ kader mahasantri berkarakter tersebut. Penelitian ini bertujuan untuk mengevaluasi pelaksanaan program Mabit sehinggaÂ menemukan metode yang tepat dalam proses pengkaderan ulama yang berbasis teknokrat. Penelitian ini menggunakan mixed method yaituÂ pendekatan kuantitatif dan kualitatif. Dengan teknik pengumpulan data melalui observasi, wawancara, dokumentasi dan penyebaran angket. Data dianalisis melalui pengumpulan data, reduksi data, display data dan kesimpulan. Responden dalam penelitian ini berjumlah 31 orang mahasantri. Program Mabit mampu memberikan bantuanÂ untuk mewujudkan kader ulama melalui sajian mata pelajaran keislaman yang komprehensif. Program Mabit juga mampuÂ Â membantu mahasantriÂ memahami kelimuan yang berbasis teknologi. Dengan adanya program Mabit ini, mahasantri dapat menentukan pilihan perguruan tinggi dan jurusan sesuai kemampuan intelektualitasnya. Temuan dalam penelitian ini membantu pondok pesantren untuk mendeteksi program Mabit yang lebih terarah dalam membentuk kader ulamaÂ dan lebih di fokuskan dalam sosialisasi. Program pembelajaran antara pendalaman Alquran, Hadits dan Sains, Teknologi harus seimbang serta terarah. Pembagian waktu adalah hal terpenting dalam pembelajaran dengan cara mengukur kapabilitas mahasantri. Penambahan aplikasi dari setiap teori yang dipelajari sangat mendukung mahasantri menciptakan dan mengembangkan daya kreatifitas berpikir.

Early and Middle Adulthood Development in the Perspective of Islamic Education and Its Implications for Character Formation Sari, Khovifah Puspita; Sya'adah, Fatihatus; Suryana, Ermis; Zulhijra, Zulhijra
Jurnal Pendidikan Islam Vol 16 No 1 (2026): March
Publisher : Research Departement of Darullughah Wadda'wah International Islamic University Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jpi.3644

The development of early and middle adulthood is a crucial phase in the course of human life. This stage is marked by physical, psychological, social, and spiritual changes. In the context of the modern era, individuals in this phase often face challenges such as economic pressure, career demands, and shifting values that influence their character. This study aims to describe the characteristics of early and middle adulthood development from an educational perspective, focusing on character formation. Using a qualitative approach with a library research method, data were obtained from Islamic literature relevant to education and moral development, as well as secondary sources such as developmental psychology books, academic articles, and Islamic education journals. The findings show that, from the perspective of Islamic education, early adulthood is a period when individuals learn to take responsibility, seek the meaning of life, and achieve personal stability. Meanwhile, middle adulthood is a phase of reflection, where individuals strive for spiritual and moral balance. Islamic values serve as a guiding foundation, helping individuals develop a strong and balanced character. The contribution of this study is to provide a clear description of how the developmental stages of adulthood can be understood through Islamic education, as well as how Islamic values can be used as an important foundation for shaping good character during this phase of development.

Implications of Constructivist Theory in Islamic Religious Education Learning in Elementary School Husna, Jami'atul; Suryana, Ermis; Zulhijra, Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.710-721

Islamic Religious Education (PAI) plays an important role in shaping students’ character and spirituality. However, at SD Negeri 74 Palembang, learning has tended to remain teacher-centered, so students’ active engagement has not been optimal. This study aims to describe the implementation of constructivist theory in PAI learning on the topic of prayer in the third grade, analyze its impact on students’ understanding and religious attitudes, and identify the challenges faced by teachers within a context of limited resources. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data were analyzed using the interactive model of Miles and Huberman, while validity was ensured through source and technique triangulation. The findings indicate that the teacher implemented constructivist principles through prayer demonstrations, reflective discussions, direct practice, and experience-based learning. Students became more active, developed a deeper understanding of worship, and demonstrated growth in discipline, concentration in prayer, and responsibility. Despite limited school facilities, teacher creativity enabled learning to remain contextual and meaningful. Thus, the implementation of constructivist theory proved effective in creating active, reflective, and student-centered PAI learning that is relevant for application in elementary schools.

Sociocultural Theory and Its Implications for Islamic Education (PAI) Learning in Elementary Schools Fani, Ayu Annur; Suryana, Ermis; Zulhijra, Zulhijra
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.40-51

Elementary school education plays a strategic role in shaping students’ cognitive, social, and emotional development; however, teacher-centered learning practices often fail to provide optimal opportunities for meaningful social interaction. This study aims to describe the socio-cultural theory of Lev S. Vygotsky and its implications for Islamic Religious Education (PAI) learning at the elementary level, specifically at SDN 16 Talang Kelapa, Banyuasin Regency. This research employs a descriptive qualitative approach using a case study method to investigate the phenomenon in depth. The findings indicate that the implementation of socio-cultural learning theory in PAI instruction at SDN 16 Talang Kelapa, based on the Merdeka Curriculum, demonstrates that social engagement and interaction among students enhance their understanding of religious concepts in a deeper and more contextual manner. Through collaboration, group discussions, and habitual reflective activities, students not only comprehend the material cognitively but also internalize religious values in their daily lives. Thus, socio-cultural theory is proven effective in fostering active, meaningful, and student-centered learning.

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