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All Journal J-PAI: Jurnal Pendidikan Agama Islam Jurnal Pendidikan Agama Islam Jurnal Pendidikan (Teori dan Praktik) Risâlah, Jurnal Pendidikan dan Studi Islam al-Afkar, Journal For Islamic Studies Al-Hayat: Journal of Islamic Education Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Saliha : Jurnal Pendidikan dan Agama Islam Forum Tarbiyah Adaara: Jurnal Manajemen Pendidikan Islam Al-Misbah : Jurnal Islamic Studies Dinasti International Journal of Digital Business Management eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Aphorisme: Journal of Arabic Language, Literature, and Education IJGIE (International Journal of Graduate of Islamic Education) Tsaqafatuna: Jurnal Ilmu Pendidikan Islam Thawalib: Jurnal Kependidikan Islam Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora JPUS: Jurnal Pendidikan Untuk Semua INSANIA : Jurnal Pemikiran Alternatif Kependidikan Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities QiST: Journal of Quran and Tafseer Studies Counselia: Jurnal Bimbingan Konseling Pendidikan Islam JP (Jurnal Pendidikan) : Teori dan Praktik Technology and Society Perspectives (TACIT) Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Edukasia Islamika: Jurnal Pendidikan Islam TARLIM : JURNAL PENDIDIKAN AGAMA ISLAM Jurnal Pendidikan Islam Al Ikhlas Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Oasis: Jurnal Ilmiah Kajian Islam At Turots: Jurnal Pendidikan Islam
Iis Arifudin
UIN Siber Syekh Nurjati, Cirebon, Indonesia
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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A Case Study on the Effectiveness of Using Student Reflection Journals as a Formative Evaluation Instrument in Islamic Religious Education (PAI) at MI Miftahul 'Ulum, West Cikarang Robiatul Adawiyah; S.T. Humayah; Aang Saeful Laksana; Muhammad Kholil; Fadhil Muhammad; Iis Arifudin
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.229

Abstract

This study aims to analyze the use of student reflection journals as a formative evaluation instrument in Islamic Religious Education (PAI) instruction at MI Miftahul ‘Ulum Cikarang Barat. The study employs a qualitative approach with a case study design. Research informants included the PAI teacher, the madrasa principal, and fifth-grade students. Data collection techniques involved semi-structured interviews, participant observation, and documentation. Data analysis utilized the interactive model proposed by Miles, Huberman, and Saldaña, comprising the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, method triangulation, member checking, and an audit trail. The results indicate that reflection journals are used routinely at the end of lessons to assess students' understanding, learning experiences, and difficulties during PAI instruction. The use of reflection journals enables teachers to gain deeper insights into students' learning progress and helps determine appropriate follow-up instructional actions. Reflection journals also influence students' learning engagement, critical thinking skills, learning awareness, and the development of their attitudes and religious understanding. The implementation of reflection journals is supported by teacher involvement and student enthusiasm, while challenges include limited instructional time and varying levels of student proficiency in reflective writing. This study demonstrates the effectiveness of reflection journals as a formative evaluation instrument in PAI instruction at the Madrasah Ibtidaiyah level.
Unlocking Learner Diversity: Diagnostic Assessment For Differentiated PAI In Madrasahs Irma Nurmalasari; Iis Arifudin; Asep Ahmad Maulana; Supriadi Abdillah; Yopi Taufik Akbar; Asran Asran
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.256

Abstract

Student heterogeneity in madrasahs demands instruction responsive to individual differences. The Merdeka Curriculum requires diagnostic assessment as a foundation for differentiated instruction, yet its implementation in madrasahs remains limited. This study aims to explore diagnostic assessment and differentiated instruction practices by Islamic Religious Education (PAI) teachers, and to measure students' intrinsic motivation, perceptions of differentiation, and teacher self-efficacy. Using a sequential explanatory mixed-methods design, data were collected through questionnaires from 34 PAI teachers and 148 students in madrasahs in Purwakarta Regency. Instruments included Likert scales (teacher efficacy 1–6, student motivation and perceptions 1–5) and open-ended questions. Descriptive analysis showed high student motivation (M=4.46), highly positive perceptions of differentiation (M>4.30), and high teacher efficacy (M=5.09). Thematic analysis identified three main themes: formal diagnostic assessment, differentiation in Qur'an memorization, and constraints of time and classroom management. The study concludes that teachers possess strong psychological capital but require systemic support to overcome structural barriers. This research contributes to strengthening the integrated diagnostic assessment–differentiation model in the context of Islamic Religious Education in madrasahs.
Evaluation of Islamic Religious Education in the Kurikulum Merdeka: Teacher Challenges and Student Perceptions of Authentic Assessment Niswatin Abdul Cholik; Iis Arifudin; Dedi Purnomo; Amir Yusuf; Kartini Kartini; Fadilatul Janah
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.259

Abstract

This study aims to analyze the challenges faced by teachers in implementing authentic assessment of Islamic Religious Education (PAI) learning under the Merdeka Curriculum, as well as to describe students' perceptions of the ongoing evaluation process. The study employed a descriptive qualitative approach using open-ended questionnaire instruments involving 12 PAI educators from elementary, junior high, and senior high school levels, along with 43 students from SMP Al-Qur'an Terpadu Yanbu'ul Qur'an 1 Pati and SMAN 12 Depok. The findings reveal that teachers face four primary challenges: (1) difficulty in assessing the affective domain, particularly spiritual and social attitudes that are abstract in nature and prone to subjectivity; (2) high administrative burden in developing rubrics and portfolios; (3) rapid curriculum regulatory changes that have resulted in uneven teacher adaptation; and (4) limited time and supporting resources. From the students' perspective, practice-based and digital platform assessments such as Quizizz and Kahoot are preferred over conventional written tests, as they are considered more engaging and less burdensome. This study recommends simplifying assessment instruments, integrating digital technology, and strengthening teacher training through professional learning communities to achieve PAI evaluation that is authentic, equitable, and oriented toward students' character development.
Digital Transformation in the Assessment of Islamic Religious Education Learning in the Generation Z Era: A Systematic Literature Review Aola 'Amaliani; Iis Arifudin; Dedeh Faridah Hani; Hilman Hakim Ramadan; Ridho Ramadhan; Salafia Al Zahra Fauzia
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Jurnal Hasil Penelitian
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.269

Abstract

Advancements in digital technology are driving a transformation in learning assessment systems, including within Islamic Religious Education (PAI). This study aims to analyze the transformation of PAI learning assessments through the use of digital media in the era of Generation Z. The research employs a Systematic Literature Review (SLR) method with a descriptive-qualitative approach. Literature searches were conducted using Google Scholar, Crossref, DOAJ, and other scholarly databases, covering publications from 2020 to 2026. Fifteen articles meeting the inclusion criteria were analyzed through stages of identification, screening, eligibility assessment, synthesis, and data interpretation. The results indicate that the transformation of PAI assessment is characterized by a shift from paper-based to digital-based assessment, utilizing platforms such as Google Forms, Quizizz, Kahoot, Google Classroom, and Liveworksheets. The use of digital media enhances learning interactivity, student motivation and participation, the efficiency of grade management, and the speed of feedback delivery. Furthermore, digital assessment supports the implementation of more flexible and continuous formative evaluations. However, the implementation of digital assessment still faces various challenges, such as limited internet access, unequal distribution of digital facilities, low teacher digital literacy, and difficulties in comprehensively assessing students' affective and spiritual aspects. Therefore, teachers need to combine digital assessment with direct observation and authentic assessment to ensure a balanced evaluation of cognitive, affective, and spiritual dimensions. This study contributes a conceptual synthesis regarding the transformation of digital PAI assessment—one that is adaptive to the learning characteristics of Generation Z and relevant to the evolution of Islamic education in the digital era.
Reconstruction Of Qur'ani Digital Literacy In Islamic Religious Education: An Analysis Of Qs Thematic Interpretation AlHujurat: 6 And The Development Of Qur'anic Digital Literacy Framework Aidil; Muhammad Iqbal Rahman; Iis Arifudin
Oasis : Jurnal Ilmiah Kajian Islam Vol. 11 No. 1 (2026): Islamic Education
Publisher : Pascasarjana UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/oasis.v11i1.24726

Abstract

Research on digital literacy in Islamic Religious Education (IRE or PAI) has largely focused on technical competence in using digital media, while studies of QS. Al-Hujurat verse 6 have generally stopped at explaining the normative concept of tabayyun as information verification. These two clusters of scholarship are rarely integrated into a single, applicable conceptual framework for IRE learning in the era of social media and Artificial Intelligence (AI). This article aims to reconstruct the concept of Qur'anic digital literacy through a thematic (maudhu’i) tafsir analysis of QS. Al-Hujurat verse 6 together with four supporting verses (QS. Al-Isra': 36, QS. Az-Zumar: 18, QS. An-Nur: 15, and QS. Al-Ahzab: 70), using library research that combines thematic interpretation, comparative analysis of classical and contemporary tafsir, and conceptual reconstruction. The analysis synthesizes Qur’anic values into seven dimensions of digital literacy: verification (tabayyun), critical thinking (ta’aqqul), information evaluation, ethical communication (qaulan sadidan), information responsibility (amanah), reflective thinking (tadabbur), and digital citizenship. These dimensions are synthesized into a Qur’anic Digital Literacy Framework linking Qur’anic values, digital literacy principles, IRE competencies, and learner character. The novelty of this study lies in proposing the Qur’anic Digital Literacy Framework as a conceptual model that systematically integrates Qur’anic epistemological and ethical values with contemporary digital literacy for IRE. The framework provides practical guidance for curriculum design, project- and case-based learning, and the ethical integration of AI in Islamic Religious Education. Keywords:  Qur’anic digital literacy; tabayyun; thematic tafsir; Islamic religious education
The Timeless Pedagogy: Kitab Kuning and Character Resilience in Indonesian Islamic Boarding Schools Saefudin Zuhri; Imam Sibaweh; Iis Arifudin; Richard Lionel Gorni; Achmad Zuhri
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 13 No. 1 Juli-Desember 2026
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v13i1.42030

Abstract

In Indonesian Islamic boarding schools (pesantren), kitab kuning represents more than a source of classical Islamic knowledge; it constitutes a longstanding pedagogical tradition through which religious knowledge, moral values, and character dispositions are transmitted and internalized. This study examines the continuing relevance of kitab kuning pedagogy and its contribution to character resilience among santri in the contemporary pesantren context. Employing a qualitative descriptive design, the study was conducted at Kempek Islamic Boarding School in Cirebon, Indonesia. Data were collected during 2025–2026 through semi-structured interviews with selected kyai, teachers, and santri, complemented by documentary analysis of curricula, learning materials, schedules, institutional regulations, educational programs, and documentation of learning and character-building activities. The data were analyzed thematically through the stages of familiarization, coding, categorization, and thematic interpretation, with source triangulation used to enhance the credibility of the findings. The findings indicate that kitab kuning functions not only as a medium for transmitting religious knowledge but also as a pedagogical mechanism for cultivating character resilience. Its progressive and continuous learning process, beginning with foundational Arabic sciences such as Nahwu and Sharaf and extending to more advanced classical texts, requires discipline, patience, perseverance, responsibility, respect, and sustained commitment. These dispositions are reinforced through teacher guidance, habituation, continuous practice, teacher–student relationships, and the transmission of scholarly sanad. The study further reveals that the persistence of kitab kuning pedagogy does not depend on maintaining an unchanged traditional system. Rather, Kempek demonstrates an adaptive form of traditional pedagogy in which classical textual learning continues alongside contemporary educational structures and changing patterns of student learning. Based on these findings, the study conceptualizes kitab kuning as a form of “timeless pedagogy”: an enduring educational tradition that preserves core religious and moral values while adapting its pedagogical practices to changing educational and social contexts. The study contributes to contemporary Islamic education scholarship by demonstrating how classical textual learning can sustain character resilience while remaining responsive to educational change.
Bibliometric Analysis of Islamic Education Management Research Trends in Indonesia (2015-2025): Identifying Gaps and Strategies for Development Aminudin Aminudin; Dewi Cahyani; Mumun Munawaroh; Iis Arifudin
JURNAL AL-TANZIM Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v9i3.11765

Abstract

This study aims to analyze trends and developments in Islamic education management research in Indonesia from 2015 to 2025. The method employed is bibliometric analysis, utilizing a quantitative approach. This study includes 107 documents published by 371 authors, with an average document age of 3.02 years. This bibliometric analysis uses VOSviewer and Biblioshiny software. This study found a significant surge in Islamic Education Management publications in Indonesia, with an annual growth rate of 21.48%, particularly in 2022 and 2023, and a notable contribution from religious universities, such as UIN Sunan Kalijaga. The change in topics indicates a shift from a normative approach towards digitalization, interdisciplinarity, and technology-based institutional strategies, including responses to crises such as the pandemic. However, a significant gap remains in integrative studies that combine applied science with cutting-edge research technology, presenting strategic opportunities for the future development of Islamic Education Management research. This research provides a data-driven reference for developing a national research strategy in Islamic Education Management and a roadmap for scientific collaboration. Further research can focus on strengthening interdisciplinary research, integrating digital technologies, and collaborative networks across countries and institutions.
Strategies for Strengthening Madrasah Quality through the Implementation of ISO 21001 Principles A Case Study at MTs Salafiyah Bode, Cirebon Regency Rifky Hidayat; Iis Arifudin; Lulu Alawiyah; Untung Famuji
ADARA Vol 16 No 2 (2026): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ajmpi.v16i2.11754

Abstract

Madrasah Tsanawiyah Salafiyah Bode, a private Islamic educational institution in Cirebon Regency, faces real challenges in maintaining and improving quality amid limited resources. This study examines how the principles of ISO 21001:2018 the management systems standard for educational organizations issued by the International Organization for Standardization can serve as a strategic framework for strengthening madrasah quality. A descriptive qualitative approach with a case study design was employed. Data were collected through in-depth interviews with the principal, vice principals, senior teachers, and the school committee; observation of managerial and learning processes; and review of institutional documents. Analysis followed the interactive model of Miles, Huberman, and Saldaña with source and method triangulation. The findings indicate that applying ISO 21001 principles particularly in the clauses on organizational context, leadership, planning, support, and performance evaluation gradually shifts madrasah management from reactive-intuitive practices toward more planned, measurable, and improvement-oriented governance. The principal’s transformative leadership proved to be the primary determinant in driving cultural change toward quality. This study offers an adaptive and contextual quality enhancement model for private madrasah in Indonesia seeking to raise standards without starting from scratch.
A Case Study on the Effectiveness of Using Student Reflection Journals as a Formative Evaluation Instrument in Islamic Religious Education (PAI) at MI Miftahul 'Ulum, West Cikarang Robiatul Adawiyah; S.T. Humayah; Aang Saeful Laksana; Muhammad Kholil; Fadhil Muhammad; Iis Arifudin
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.229

Abstract

This study aims to analyze the use of student reflection journals as a formative evaluation instrument in Islamic Religious Education (PAI) instruction at MI Miftahul ‘Ulum Cikarang Barat. The study employs a qualitative approach with a case study design. Research informants included the PAI teacher, the madrasa principal, and fifth-grade students. Data collection techniques involved semi-structured interviews, participant observation, and documentation. Data analysis utilized the interactive model proposed by Miles, Huberman, and Saldaña, comprising the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, method triangulation, member checking, and an audit trail. The results indicate that reflection journals are used routinely at the end of lessons to assess students' understanding, learning experiences, and difficulties during PAI instruction. The use of reflection journals enables teachers to gain deeper insights into students' learning progress and helps determine appropriate follow-up instructional actions. Reflection journals also influence students' learning engagement, critical thinking skills, learning awareness, and the development of their attitudes and religious understanding. The implementation of reflection journals is supported by teacher involvement and student enthusiasm, while challenges include limited instructional time and varying levels of student proficiency in reflective writing. This study demonstrates the effectiveness of reflection journals as a formative evaluation instrument in PAI instruction at the Madrasah Ibtidaiyah level.
Unlocking Learner Diversity: Diagnostic Assessment For Differentiated PAI In Madrasahs Irma Nurmalasari; Iis Arifudin; Asep Ahmad Maulana; Supriadi Abdillah; Yopi Taufik Akbar; Asran Asran
Community: Jurnal Hasil Penelitian dan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Action Research and Community Development
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/community.v5i1.256

Abstract

Student heterogeneity in madrasahs demands instruction responsive to individual differences. The Merdeka Curriculum requires diagnostic assessment as a foundation for differentiated instruction, yet its implementation in madrasahs remains limited. This study aims to explore diagnostic assessment and differentiated instruction practices by Islamic Religious Education (PAI) teachers, and to measure students' intrinsic motivation, perceptions of differentiation, and teacher self-efficacy. Using a sequential explanatory mixed-methods design, data were collected through questionnaires from 34 PAI teachers and 148 students in madrasahs in Purwakarta Regency. Instruments included Likert scales (teacher efficacy 1–6, student motivation and perceptions 1–5) and open-ended questions. Descriptive analysis showed high student motivation (M=4.46), highly positive perceptions of differentiation (M>4.30), and high teacher efficacy (M=5.09). Thematic analysis identified three main themes: formal diagnostic assessment, differentiation in Qur'an memorization, and constraints of time and classroom management. The study concludes that teachers possess strong psychological capital but require systemic support to overcome structural barriers. This research contributes to strengthening the integrated diagnostic assessment–differentiation model in the context of Islamic Religious Education in madrasahs.
Co-Authors A Aidil A. FAUZI Aang Saeful Laksana Abdul Khobir Achmad Zuhri Ade Hidayat Ade Hidayat, Ade Agus Alif Humaydiy Ahmad Bayanillah AHMAD CHOIRUL HUDA Ahmad Sa'roni Aidil Akbar, Mahathir Aminudin Aminudin Amir Yusuf Aola 'Amaliani Arif Rahman Hakim aris suherman, aris Asep Ahmad Maulana Asran Asran Bariyah, Siti Khaeril Bariyah Darrotul Jannah Dedeh Faridah Hani Dedi Purnomo Dewi Cahyani Dhika Luthfanie Didin Nurul Rosidin Dila Deviana Putri Djohan Rochanda Wiradinata Djohana Rochanda Wiradinata Dzihan Farkhiyah Esi Ifadah Fadhil Muhammad Fadilatul Janah Fadlilah Fajriyan Megawati Azani Faridatuz Zahro Farihin Nur FELIA AGRIANI N.P.S Gloria, Ria Yulia Hawin Musyafa Hikmaturohim Hilman Hakim Ramadan Imam Sibaweh Ina Herlinawati Inayah Inayah Irma Nurmalasari Irmawati Ismail Ismail jamali sahrodi, jamali Janah, Nyai Raodotul Kartini Kartini Khilmah Khilmah Lili Indriyani Lili, Indriyani Lulu Alawiyah Luluk Amanah Maemunah Mahbub Nuryadien Mintarsih, Diah Mochamad Dicky Yudhantaka Moh. Ali Muhammad Iqbal Rahman Muhammad Kholil Muhammad Zaenal Masykur Muis, Rizal Rahmawan Muliana, Wita Mumun Munawaroh Nadliroh Nadliroh Najib, Fauziyah Ninik Sugiyarti Niswatin Abdul Cholik Niwae, Yahaya Nuraini Nuraini Nurul Fauziyah Raju Sanjani Sihombing Ria Yulia Gloria Ria Yulia Gloria Ria Yulia Gloria Ria Yulia Gloria Ria Yulia Gloria Ria Yulia Gloria Richard Lionel Gorni Ridho Ramadhan Rifky Hidayat Rindi Septi Ani Ristiyani, Novi Rizal Rahmawan Muis Robby Lafadza Yasin Robiatul Adawiyah Rosyad, Ali Miftakhu Rusdin Rusdin S.T. Humayah Saefudin Zuhri Salafia Al Zahra Fauzia Sartini Sopidi Sopidi Sri Ayu Utami Sukriyah Supriadi Abdillah Suteja Sutipyo R dan Amrih Latifah, Sutipyo R dan Syakur Wildan Tarusdi Tarusdi Teguh Adimarta, Teguh Um Hani Umi Rosidatul Koiroh Untung Famuji Wawan Shofwani Wawan Shofwani Wiradinata, Djohana Rochanda Wiradinata, Djohana Rochanda Wita Noviyanti Yopi Taufik Akbar Yoyoh Badriyyah Yusron Masduki, Yusron Zakiah Maulidi Putri Zuhri, Saefudin