Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

8.067

P-Index

This Author published in this journals

Munawar Rahmat

Universitas Pendidikan Indonesia, Indonesia

Author-ID : 2887335

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

Published : 83 Documents Claim Missing Document

Claim Missing Document

Articles

5 6 7 8 9

Peran Pendidikan Agama Islam dalam Penguatan Koping Religius untuk Mengatasi Kecemasan Remaja Zidny Hikmatiar; Munawar Rahmat; Rindu Fajar Islamy
Nuris Journal of Education and Islamic Studies Vol. 6 No. 1: January - June 2026
Publisher : Institut Nurul Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52620/jeis.v6i1.251

Eskalasi persentase gangguan kecemasan remaja menuntut institusi pendidikan untuk segera mengoptimalkan mata pelajaran bermuatan karakter sebagai instrumen mitigasi yang melekat pada rutinitas akademik. Penelitian ini bertujuan untuk menganalisis gagasan konstruktif terkait transformasi materi Pendidikan Agama Islam agar memiliki daya internalisasi nilai spiritual yang fungsional dalam mengelola kecemasan peserta didik. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara mendalam terhadap empat informan kunci yang terdiri dari akademisi ahli dan guru praktisi di tingkat sekolah menengah atas. Pengolahan data dilakukan secara manual menggunakan pendekatan hibrida yang mengintegrasikan analisis tematik dan metode komparasi konstan. Hasil penelitian menunjukkan bahwa remaja saat ini menghadapi stresor ekologis yang berlapis, mulai dari beban ekspektasi keluarga hingga disrupsi media sosial. Menghadapi kondisi tersebut, nilai-nilai spiritual seperti tawakal, sabar, dan ikhlas terbukti beroperasi secara efektif sebagai penilaian koping sekunder yang mampu mereduksi ketegangan psikologis. Efektivitas ini sangat bertolak belakang dengan pendekatan pedagogi usang yang berbasis pada dogma ancaman hukuman. Keberhasilan fungsionalisasi nilai sangat bergantung pada inovasi pendidik yang mengedepankan asesmen kebutuhan emosional awal, dialog personal dari hati ke hati, serta modifikasi metode pembelajaran yang berpusat pada pengalaman siswa. Penelitian ini menyimpulkan bahwa materi agama memiliki kapasitas transformatif sebagai sarana terapeutik jika didukung oleh pedagogi adaptif. Implikasi utama dari studi ini merekomendasikan perlunya transformasi kurikulum mikro dan penciptaan ekosistem kolaborasi yang terstruktur antara guru mata pelajaran dengan konselor sekolah guna membangun ketahanan mental remaja secara berkelanjutan

TEACHERS' LIFE EXPERIENCES IN DIFFERENTIATED LEARNING IN ISLAMIC RELIGIOUS EDUCATION: A PHENOMENOLOGICAL STUDY Faiz Aswa Nazhan; Munawar Rahmat; Mohammad Rindu Fajar Islamy
Jurnal Cakrawala Pendas Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v12i2.17493

The diversity of student characteristics poses a challenge in Islamic Religious Education (IRE) instruction, particularly regarding the History of Islamic Civilization curriculum in elementary schools, where teaching practices still tend to be uniform. Although differentiated instruction has been extensively studied, research highlighting teachers’ real-world experiences in implementing it in the classroom remains limited. This study aims to explore teachers’ experiences in applying differentiated instruction to the teaching of the IRE. This study employs a qualitative approach with a phenomenological design involving one IRE teacher at an elementary school. Data were collected through in-depth interviews, classroom observations, and document analysis, and were subsequently analyzed using Interpretative Phenomenological Analysis. The results indicate that differentiated instruction is implemented concretely through grouping students based on learning style preferences (visual, auditory, kinesthetic), adapting tasks to students’ readiness levels, using varied media, and employing product-based assessments such as infographics, presentations, and role-plays. The findings also suggest that these strategies enhance student engagement, classroom interaction, and understanding of historical content. This study contributes to our understanding of how differentiated instruction is implemented in Islamic Religius Education classrooms, particularly in the context of elementary schools, and serves as a practical guide for teachers in developing more inclusive and student-centered instruction that responds to student diversity.

Revitalisasi Peran Guru PAI dalam Membangun Ketahanan Spiritual Siswa Generasi Alpha di Era Digital Shahrul Haikal; Munawar Rahmat; Mohammad Rindu Fajar Islamy
Action Research Journal Indonesia (ARJI) Vol. 8 No. 2 (2026): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v8i2.727

Generasi Alpha tumbuh sebagai kelompok demografis dengan tingkat literasi digital yang tinggi, namun menghadapi paradoks serius berupa kerapuhan emosional dan penurunan kedalaman pemahaman agama akibat dominasi budaya informasi instan. Penelitian ini bertujuan untuk menganalisis strategi revitalisasi peran guru Pendidikan Agama Islam (PAI) dalam membangun ketahanan spiritual siswa guna merespons tantangan disrupsi teknologi dan pergeseran otoritas pengetahuan ke kecerdasan buatan (AI). Mengadopsi pendekatan kualitatif dengan desain studi kasus, penelitian ini melibatkan partisipan guru PAI di tingkat Sekolah Menengah Pertama (SMP) yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui wawancara mendalam dan observasi partisipatif, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Hasil penelitian mengidentifikasi adanya tantangan psikologis berupa fenomena "Strawberry Generation" dan tantangan kognitif berupa "Brainrot" pada siswa. Sebagai respons strategis, guru merevitalisasi peran mereka melalui tiga pendekatan integratif: pendekatan humanis (membangun bonding emosional), pendekatan pedagogis (menerapkan Deep Learning), dan pendekatan institusional (penguatan tradisi tatap muka). Studi ini juga menemukan pergeseran fungsi guru menjadi "kurator konten" yang memfilter validitas informasi digital. Disimpulkan bahwa ketahanan spiritual siswa terbentuk melalui transformasi guru menjadi Murabbi adaptif yang didukung penuh oleh sinergi ekosistem antara sekolah dan keluarga. Implikasi studi ini menekankan bahwa pendidikan agama di era digital harus menyeimbangkan kompetensi teknis dengan internalisasi nilai yang kokoh untuk mencetak generasi yang tangguh

Percepatan ketrampilan membaca Al-Qur’an di sekolah melalui metode Bil Hikmah Udin Supriadi; Munawar Rahmat
Jurnal Abmas Vol. 2 No. 1 (2002): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v2i1.57

Banyaknya siswa yang buta huruf Al-Qur'an, tidak adanya metode cepat membaca Al-Qur'an, dan tidak adanya model manajemen pemberantasan buta huruf Al-Qur'an, merupakan masalah akut sejak lebih dari sepuluh tahun yang lalu. Belakangan terdapat metode Bil-Hikmah, suatu metode cepat membaca Al-Qur'an bagi segala umur. Metode Bil-Hikmah mengambil keunggulan dua metode induknya. Dari Baghdadiyyah diambil keunggulan "struktur huruf dan bacaan", dan dari Shautiyyah diambil keunggulan "bacaan langsung tanpa mengeja". Dengan menggunakan prinsip pedagogis, psikologi belajar, dan manajemen model Kutab, hasilnya terbukti sangat efektif dan efisien. Dalam waktu yang relatif singkat, para siswa terbukti cepat pintar membaca Al-Qur'an.

Religiusitas dan Kematangan Beragama dalam Membantu Menghadapi Quarter-Life Crisis Bagi Kalangan Generasi Milenial Sinta, Dewi; Rahmat, Munawar; Anwar, Saepul; Nurhuda, Abid; bin Engku Ab Rahman, Engku Shahrulerizal
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 21 No. 2 (2024): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/al-hikmah:jaip.2024.vol21(2).16940

In this dynamic and digital era, millennials are often faced with challenging psychological challenges, especially the Quarter-Life Crisis. This study aims to analyze the contribution of religiosity and maturity in helping to deal with the Quarter-Life Crisis in the millennial generation. This research method uses a qualitative approach with a literature study method. Data collection is done by literature study, then data analysis using the content analysis method. The results showed that religiosity and religious maturity can help millennials in dealing with the Quarter-Life Crisis. The form of contribution is in the form of providing a moral foundation, inner strength, peace of mind, positive attitude, and self-acceptance, as well as improving psychological well-being. Individuals with high levels of religiosity and religious maturity tend to be better able to overcome Quarter-Life Crisis because they have more ability to control their emotions. These findings provide insight into the potential role of religious values in providing mental resilience for the millennial generation in facing the challenges of early adult life transition. The practical implications of this research include the need for the development of coaching programs that integrate religious aspects to help individuals manage their journey to adulthood.

Building Spiritual Defences: Islamic Teachers' Anti-Bullying Strategies at Minhajut Thalibin High School Andri Isnaeni; Munawar Rahmat; Saepul Anwar
International Journal of Nusantara Islam Vol 14 No 1 (2026): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v14i1.52317

Safe spaces in education are mandatory. Safe spaces are needed for conduciveness in the implementation of education. Of course, with a safe space, students can engage more effectively in the learning process. Unfortunately, there are still records in the world of education regarding discriminatory behavior, especially bullying behavior. Based on previous research, spiritual intelligence can influence a person's social competence, moral values, and ethics. However, previous studies have not conducted many studies on how Islamic Religious Education teachers' strategies in developing spiritual intelligence to deal with bullying behavior. This study aims to identify strategies carried out by Islamic Religious Education teachers in developing spiritual intelligence to prevent bullying behavior. This study uses a qualitative approach with case studies. The results of this study show that Islamic Religious Education teachers have an important role with their strategies through role models, habituation, and approaching religious values. in strengthening spiritual intelligence to prevent student bullying behavior.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v14i1.52317

Self-Reflection Strategy Based on Spiritual Journals in Improving Students' Religious Attitudes in Islamic Religious Education Learning Restu Rizki Amanda; Munawar Rahmat; Mohamad Rindu Fajar Islamy
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 2 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i2.6812

This study aims to analyze the implementation of self-reflection strategies through spiritual journals in Islamic Religious Education (PAI) learning and examine its effect on improving students' religious attitudes. The study used a mixed-methods approach with a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted over two cycles. The research subjects consisted of 26 grade X students at SMA YWKA Bandung. Data were collected through observation, spiritual journals, interviews, religious attitude questionnaires, and documentation, and then analyzed using the Miles and Huberman interactive model, descriptive statistics, and a paired-samples t-test. The results showed that implementing spiritual journals significantly improved students' religious attitudes, as evidenced by an increase in indicator achievement from 50% at the beginning of the cycle to 100% at the end of cycle II. Quantitatively, the average score of religious attitudes increased from 129.35 to 137.73, with t-test results indicating a significant difference (p < 0.05) and an effect size of 0.74 (medium-large category). Qualitatively, student reflection progressed from a descriptive stage to analytical and personal reflection, indicating increased self-awareness and internalization of religious values. These findings confirm that spiritual journals can serve as reflective learning strategies to strengthen students' affective, spiritual, and moral dimensions and to bridge the gap between religious understanding and daily life practices.

Internalization of Islamic Values through SIRAJA School Culture in the Formation of Students' Religious Character Mirra Ardiani Zhafira; Munawar Rahmat; Mohammad Rindu Fajar Islamy
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3349

The moral degradation of Indonesian adolescents is a persistent problem that cannot be resolved solely through cognitive-based Islamic religious education (PAI). This study aims to analyze the internalization process of Islamic values through SIRAJA school culture, identify the values embedded within it, explain its role in forming students' religious character, and identify the factors influencing the process. Employing a qualitative single case study design, data were gathered through in-depth interviews with 14 informants comprising educators, students, and school administrators, as well as observation and documentation, analyzed using source triangulation. Results show that internalization proceeds through four successive stages: value transmission, habituation, exemplary modeling, and reinforcement. SIRAJA's six pillars (Polite, Innovative, Resilient, Adaptive, Honest, and Trust) are integrated across all subjects and school activities, contributing to the formation of a value ecosystem that extends the scope of the formal curriculum. Success is supported by structured institutional planning, teacher modeling, and a conducive school environment. This study contributes to Islamic education scholarship by demonstrating that value internalization becomes more systematic when school culture is institutionally constructed with a self-designed identity, named pillars, and a sustainable evaluation mechanism rather than relying solely on generic religious practices.

Disparity Between Self-Report Scores and Observed Ethical Verbal Communication Practices: A Mixed-Methods Study of One Adab-Based School and One Mainstream School Hidayati, Atikah Salma; Rahmat, Munawar; Nugraha, Risris Hari
Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): Issue in Press
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2026.151.87-105

Purpose – This study aims to compare self-report scores for verbal communication ethics with observed communication practices at one adab-based school and one mainstream school selected purposively. The comparison is limited to these two institutional contexts and is not intended to represent all adab-based or mainstream schools. Design/methods/approach – This study employed a convergent mixed-methods design with a comparative quantitative component. Quantitative and qualitative data were collected during overlapping periods, analyzed separately, and then integrated through a joint display at the interpretation stage. The analytical sample comprised 80 students in Grades IV through VI, with 40 students from each school. Data were obtained through a 50-item four-point Likert questionnaire, nonparticipant observations, and semi-structured interviews. Quantitative analysis included descriptive statistics, the Shapiro-Wilk test, and the Mann-Whitney U test, while observational and interview data were analyzed using descriptive thematic analysis. Findings – Students’ self-report scores were higher at the mainstream school (M = 179.50; SD = 14.394) than at the adab-based school (M = 167.15; SD = 17.696), U = 426.00, Z = -3.601, p < .001, r = .40. However, SBA-OBS documented requests for permission, low tone of voice, controlled verbal responses, and some coarse words; SU-OBS documented coarse words, raised tones, shouting, and polite expressions in certain situations. The qualitative findings extended and, in some respects, contradicted the ordering of the self-report scores, but did not permit cross-school frequency comparisons, causal inference, or claims of sustained behavioral change. Research implications – The findings indicate that self-reported ethical verbal communication behavior was not fully parallel with the communication practices observed at the two schools. Data integration is necessary to distinguish among self-reported behavior, observed practices, and institutional contexts. Interpretation is limited by the two-school sample, the absence of demographic matching, limited documentation of observations and data cleaning, and the absence of direct measurement of social desirability bias.

Co-Authors A.A. Ketut Agung Cahyawan W Aam Abdussalam, Aam Abas Asyafah Abid Nurhuda Aceng Kosasih, Aceng Affandi, Lukman Agisty, Nesha Agus Fakhruddin Ahmad Salamuddin Ahprisanna Rasyid Aburaera Al Fajri, Muhammad Al Husaeni, Dwi Fitria Alamsyah, Adam Alamsyah, Ganjar Amirsyah, Amirsyah Andri Isnaeni Asraf Kurnia Baldan Haramain, Fathur Bin Engku Ab Rahman, Engku Shahrulerizal Cucu Surahman Dewi Sinta Edi Suresman Elan Sumarna Endis Firdaus, Endis Fahrudin Fahrudin Fahrudin Fahrudin Fahrudin, F Faiz Aswa Nazhan Fajar Islamy, Mohammad Rindu Febrianti, Erlyana Hadi Arbiyanto Hasan Albana Heri Effendi Hidayati, Atikah Salma Hikmayanti, Asri Nur Huda, Ali Anhar Syiâ€™bul Hyangsewu, Pandu Ika Parlina Ika Parlina, Ika Jalal, M Rifky Faisal Jenuri Kardiyah, Kardiyah Kardiyah, Kardiyah Khairunisa Nurkhasanah Khodijah, Ajeng Kumala Sari, Dyah Ayu Ratna Lukman Affandi Luthfi Khairul Fikri, Luthfi Khairul M. Wildan Bin H.M. Yahya M. Wildan Bin H.M. Yahya Makhmud Syafei Maman Abdurrahman Maman Abdurrahman Mirra Ardiani Zhafira Mohamad Rindu Fajar Islamy Mokh. Iman Firmansyah Muhamad Parhan Muhammad Ainun Najib Muhammad Faqihudin Ismail Mushfani Ainul Urwah Muslim Muslim Muthmainah, Nur Adhibatun Nani, Irvan Nasrudin, Ega Naufal, Muhammad Naufal Salamuddiin Nurfadilah, Utami Nurhuda, Abid Nurti Budiyanti Nurul Firdaus Nurza, Ashfira Nurza, Ashfira Pratiwi, Agis Aji Pratiwi, Agis Aji Putra, Farhan Akmala Rahman, Roslan Abdur Rahmat Al Fian, Muhammad Iqbal Ramdani, Rijki Ramdani, Rijki Rashid, Rosmalizawati Ab Restu Rizki Amanda Ria Lestari Ridwan, Rizki Muhamad Rindu Fajar Islamy Risris Hari Nugraha Rokhim, Muhammad Maulana Rokhim, Muhammad Maulana Roni Sulisno Rosi Rosita, Rosi Saepul Anwar Salamuddin, Ahmad Sasmi Selvia Selvia, Sasmi Seni Siti Inayah Shahrul Haikal Sinta, Dewi Siti Aisyah Somad, Momod Abdul Sulastri Sulastri Syafei, Makhmud Syahidin Syahidin Syahidin, Syahidin Syahrijar, Iqbal SYAMSUL HIDAYAT Syifa Mariyam Fauziah Tandigego, Kalvin Rongre Tatang Hidayat Tati Haryati Thahariyah Thahariyah Toto Suryana Afriatien Udin Supriadi Wahyu Wibisana, Wahyu Walid In'am Ahmad Wawan Hermawan Wawan Hermawan Yahya, M Wildan Yahya, M. Wildan Bin H.M. Yulisna Yulisna Yulisna Yulisna Zahra, Ildira Az Zannah, Hikmah Aulia Zidny Hikmatiar zulfadli Zulfadli Achmad

Title

Found 83 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 83 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 83 Documents
Search