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Lingkungan Pendidikan dalam Perspektif Al-Qur’an Supian Munawar; Syamsul Maarief; Badruzaman Badruzaman; Endi Suhendi
Simpati Vol. 4 No. 2 (2026): April : Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v4i2.1961

The research in this paper aims to explore the concepts and principles of the educational environment from the perspective of the Qur'an and Hadith using a tafsir tarbawi (educational exegesis) approach. The developmental dynamics of human potential, both spiritual and intellectual, do not occur in a vacuum but are heavily influenced by environmental factors (educational ecology). By employing textual, thematic, and contextual analysis methods on several key verses such as QS. Al-Alaq: 1-5, QS. At-Tahrim: 6, QS. Luqman: 13-19, QS. Al-Kahfi: 66-70, and QS. Al-Hujurat: 13 this study maps the Islamic educational ecosystem into several primary domains. The results of the analysis indicate that the Qur'an constructs the educational environment as an integrative macro-systemic unity, comprising the domestic family environment (as a fortress for moral and creedal protection), the formal academic school/pesantren environment (as a space for teacher-student etiquette and ethics), and the socio-communal environment (as an arena for egalitarian multicultural inclusivity). Furthermore, this study formulates five fundamental paradigms of Islamic educational ecology: the integralistic, tawhid (monotheistic), humanistic-egalitarian, gradual-systemic, and transformational-emancipatory paradigms. This theoretical reconstruction corrects Western secular empiricism while simultaneously providing a holistic foundation for educators in managing an educational environment that aligns with divine revelation values and the demands of modern civilization.

Pendekatan Deep Learning dalam Pembelajaran Pendidikan Agama Islam Syifa Nurul Qolbiah; Pradina Arief Budiman; Nazhif Azwan Albany; Endi Suhendi
Jurnal Dirosah Islamiyah Vol. 7 No. 3 (2025): Jurnal Dirosah Islamiyah
Publisher : Pascasarjana IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/jdi.v7i3.9480

Islamic Religious Education (PAI) plays a crucial role in forming students' holistic character, encompassing intellectual, spiritual, and emotional dimensions. However, PAI implementation often faces methodological constraints, primarily due to a one-way, rote-learning approach that neglects meaningful dialogue, contextual understanding, and value internalization. This approach is also reflected in evaluation systems that prioritize cognitive achievement, often overlooking affective, reflective, and psychomotor aspects. In the context of 21st-century educational challenges, the learning paradigm demands a fundamental shift from teacher-centered to student-centered models, emphasizing active and contextual meaning construction. This shift necessitates participatory, dialogic, and integrative methods where students are active agents in building understanding and life values.This research examines the relevance and potential of integrating deep learning in PAI instruction to enhance the effectiveness and relevance of the educational process. Through a literature review, it was found that deep learning is built upon three pillars: mindful learning, meaningful learning, and joyful learning, which align with the concept of tafaqquh fi al-din (deep understanding of religion). This approach promotes profound conceptual understanding, value internalization, the development of critical and reflective thinking, increased spiritual awareness, and enhanced learning motivation. Strategies such as Problem-Based Learning, Project-Based Learning, Inquiry Learning, Contextual Teaching and Learning, and Storytelling are highly suitable for implementation.While deep learning offers significant benefits in fostering adaptive and virtuous individuals (insan kamil), its implementation faces various challenges, including uneven teacher competence, time limitations, low student motivation, lack of contextual and digital learning media, a prevailing rote-learning culture, curriculum policy inconsistencies, technological access gaps, and difficulties in objectively assessing affective and spiritual aspects. This research recommends integrating deep learning as a framework for developing a transformative, contextual, and student-centered PAI curriculum to prepare a generation that is intelligent, possesses integrity, and is ready to compete in the global era.

MODERASI BERAGAMA DALAM PENDIDIKAN ISLAM KONTEMPORER: TANTANGAN DAN IMPLEMENTASI : MODERASI BERAGAMA DALAM PENDIDIKAN ISLAM KONTEMPORER: TANTANGAN DAN IMPLEMENTASI Endi Suhendi; Akbar Agung Gumelar; Neng Astrilestari Putri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17494

This study addresses the critical issue of rising radicalism, intolerance, and social conflicts that often misuse religious pretexts, presenting a direct challenge to contemporary Islamic education. The primary objective of this research is to explain the definition of religious moderation, analyze the core concepts of Islamic education, and evaluate the implementation of religious moderation within Islamic educational frameworks. To achieve this, a qualitative library research method was employed, utilizing a descriptive-analytic approach to critically evaluate primary and secondary sources. These sources include official documents from the Ministry of Religious Affairs of the Republic of Indonesia and foundational literatures on Islamic education. The data were subsequently analyzed through qualitative analysis techniques, including data reduction, data display, and conclusion drawing. The results obtained indicate that the implementation of religious moderation within Islamic education is successfully carried out by integrating key values such as justice (al-’adl), balance (tawazun), and tolerance (tasamuh) into Islamic Education (PAI) subjects. This integration is supported by participatory learning methods—such as discussions, question-and-answer sessions, and project-based learning—alongside an inclusive school culture and exemplary teacher behavior. Despite positive outcomes in strengthening student character, challenges remain, such as the spread of radical ideologies via social media and limited religious literacy. Ultimately, these findings provide valuable insights into addressing these barriers through enhanced digital literacy, improved teacher competencies, and cross-sectoral collaboration to foster an inclusive, tolerant, and nationalistic generation.

MODERASI BERAGAMA DALAM PENDIDIKAN ISLAM KONTEMPORER: TANTANGAN DAN IMPLEMENTASI Endi Suhendi; Akbar Agung Gumelar; Neng Astrilestari Putri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.17510

This study addresses the critical issue of rising radicalism, intolerance, and social conflicts that often misuse religious pretexts, presenting a direct challenge to contemporary Islamic education. The primary objective of this research is to explain the definition of religious moderation, analyze the core concepts of Islamic education, and evaluate the implementation of religious moderation within Islamic educational frameworks. To achieve this, a qualitative library research method was employed, utilizing a descriptive-analytic approach to critically evaluate primary and secondary sources. These sources include official documents from the Ministry of Religious Affairs of the Republic of Indonesia and foundational literatures on Islamic education. The data were subsequently analyzed through qualitative analysis techniques, including data reduction, data display, and conclusion drawing. The results obtained indicate that the implementation of religious moderation within Islamic education is successfully carried out by integrating key values such as justice (al-’adl), balance (tawazun), and tolerance (tasamuh) into Islamic Education (PAI) subjects. This integration is supported by participatory learning methods—such as discussions, question-and-answer sessions, and project-based learning—alongside an inclusive school culture and exemplary teacher behavior. Despite positive outcomes in strengthening student character, challenges remain, such as the spread of radical ideologies via social media and limited religious literacy. Ultimately, these findings provide valuable insights into addressing these barriers through enhanced digital literacy, improved teacher competencies, and cross-sectoral collaboration to foster an inclusive, tolerant, and nationalistic generation.

PELUANG DAN TANTANGAN PENDIDIKAN AGAMA ISLAM DI ERA KECERDASAN BUATAN (AI) Ahmad Khoiri; Endi Suhendi; Dendra Wijaya Daerob; Muhammad Sakir
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18405

Artificial Intelligence (AI) has fundamentally transformed the landscape of education, including Islamic Religious Education (PAI). This article examines the opportunities and challenges of integrating AI into Islamic Religious Education in Indonesia. Through literature review and critical analysis, this paper identifies several significant opportunities, including personalized learning, democratization of access to quality Islamic education, effective digital dakwah media, enhanced teacher competency, and new horizons in Islamic knowledge research. Conversely, it also identifies serious challenges such as threats to spiritual values and morality, spread of deviant religious content, digital inequality, identity crisis among young Muslims, AI bias, and excessive technological dependence. This study proposes four strategic approaches: integrating AI based on Islamic values, strengthening digital and religious literacy, reinforcing the teacher's role as murabbi, and developing an Islamic AI ecosystem. The conclusion suggests that AI is not a threat to be feared, but an opportunity to be managed wisely with Islamic principles as the foundation, maintaining balance between technological advancement and the preservation of Islamic spiritual values in education.

Strategy for Internalizing the Value of Religious Moderation in Elementary School Students Ruswan Ruswandi; Endi Suhendi
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 1 Juni (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i1.1109

Education on religious moderation values from an early age plays a crucial role in shaping children’s character to be tolerant, inclusive, and respectful of differences. This study aims to explore strategies for internalizing religious moderation values in elementary school students through a holistic approach involving curriculum, interactive learning methods, teacher role models, school environment, and parental and community involvement. A qualitative case study approach was employed, utilizing participatory observation, in-depth interviews, and document analysis. Data were analyzed using content and thematic analysis, and validity was ensured through triangulation, member checking, and peer debriefing. The findings indicate that the internalization of religious moderation values can be carried out through curriculum integration, varied and interactive teaching methods, creation of a conducive school environment, active parental and community involvement, as well as habituation and teacher exemplification. The internalization model can be implemented individually, in groups, or in a classroom setting, covering I’tiqodiyah, Khuluqiyah, and Amaliyah aspects, thereby fostering students’ moderate, responsible, and ethical character. This study provides practical implications for teachers, school principals, parents, and educational stakeholders in designing comprehensive and sustainable character education strategies based on religious moderation

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