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All Journal Jurnal Ijtimaiyya Tarbawiyah Jurnal Ilmiah Pendidikan Geneologi PAI : Jurnal Ilmiah Bidang Pendidikan Agama Islam Al Marhalah Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Islamic Communication and Counseling Al Fikrah: Jurnal Pemikiran dan Pendidikan Islam Jurnal Riset Multidisiplin Edukasi IPSSJ Open Access DRIVERset
ahmad sujai
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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IMPLEMENTASI DEEP LEARNING DALAM PEMBELAJARAN PAI DI SMP IT DARULHUSNA MULYA CIAMPEA BOGOR Lia Apipah; Ahmad Sujai; Miftahul Huda
Jurnal Riset Multidisiplin Edukasi Vol. 3 No. 6 (2026): Jurnal Riset Multidisiplin Edukasi (Juni 2026)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/jurmie.v3i6.2305

Abstract

Islamic Religious Education (IRE) plays a strategic role in shaping students' character and moral awareness, particularly at the junior high school level which represents a critical psychological transition to adolescence. However, field observations reveal that IRE instruction remains dominated by traditional approaches emphasizing rote memorization and one-way content delivery, creating a notable gap between cognitive mastery and the affective internalization of religious values in students' daily lives. This study aims to comprehensively examine the implementation of the deep learning approach in IRE at SMP IT Darulhusna Mulya Ciampea Bogor, covering the analysis of policy standards and objectives, resource readiness, organizational characteristics, communication patterns, teachers' dispositions, and the influence of the socio-cultural environment on implementation success. This study uses the policy implementation theory of Donald Van Meter and Carl Van Horn as the grand theory, which consists of six key variables that mutually influence the implementation process, namely policy standards and objectives, resources, characteristics of implementing agencies, inter-organizational communication, implementers’ disposition, as well as social, economic, and political conditions. A qualitative descriptive-analytical method was employed. Primary data were collected through in-depth interviews with the principal, IRE teachers, curriculum and facilities coordinators, and students. Secondary data were obtained from classroom observations and documentation. Data were analyzed through reduction, presentation, and conclusion drawing, with source and method triangulation applied to ensure validity and reliability. Findings show that the deep learning has been implemented satisfactorily, evidenced by teachers shifting from teacher-centered to student-centered instruction through group discussions, HOTS-based questioning, case studies, and connecting materials to real life. Students began demonstrating critical thinking and internalizing Islamic values in their behavior. Key challenges include limited instructional time, diverse student abilities, and insufficient facilities. Success is largely attributed to the principal's participatory leadership, a collaborative teacher culture, and a conducive integrated Islamic school environment.
Integrating National Curriculum and 21st-Century Skills for Life Skills Development in Islamic Boarding Schools in the Industry 4.0 Era Ahmad Sujai; Abdurahman Abdurahman; Nabilah Yusof; Ahmad Sujai; Abdurahman; Nabilah Yusof
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.12

Abstract

This study examines how an Islamic boarding school (madrasah) in Depok, Indonesia, integrates the national curriculum with 21st-century skills to cultivate students' life skills under the demands of the Fourth Industrial Revolution. The inquiry responds to a persistent paradox in Indonesian Islamic education: institutions with modest formal accreditation status frequently produce graduates with internationally recognized technical and character achievements, a pattern that existing curriculum literature has rarely examined in depth. A single-site qualitative case study design was employed. Data were drawn from in-depth interviews with the headmaster, vice-principal, mentors, and students; non-participant classroom and campus observation; and analysis of curriculum documents, lesson plans, and institutional records. Data were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing, with credibility, transferability, dependability, and confirmability strategies applied throughout. Three interlocking pillars, Strategic of Learning, Content of Learning, and School Culture, jointly cultivate hard, soft, and spiritual life skills. Strategic of Learning operationalizes a semester-based planning cycle built on Project Based Learning; Content of Learning channels this strategy through STEM-oriented modules such as robotics, the Internet of Things, tissue culture, and weather-balloon engineering; School Culture embeds daily religious practice as the vehicle for character and spiritual formation. Mentor competence, student motivation, parental involvement, and diversified funding supported implementation, while accreditation-bound national curriculum mandates and limited industry linkage constrained it. The study contributes an integrative three-pillar model relevant to faith-based schools navigating Industry 4.0 skill demands. As a single-site qualitative design, the findings are analytically rather than statistically generalizable; the transferability of the model to other institutional and cultural contexts warrants further comparative research. The study extends the life-skills literature by demonstrating how a faith-based institution operationalizes 21st-century competencies without displacing spiritual formation, thereby countering the assumption that religious schooling and future-ready skill development stand in tension.
Integrating National Curriculum and 21st-Century Skills for Life Skills Development in Islamic Boarding Schools in the Industry 4.0 Era Ahmad Sujai; Abdurahman Abdurahman; Nabilah Yusof; Ahmad Sujai; Abdurahman; Nabilah Yusof
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.12

Abstract

This study examines how an Islamic boarding school (madrasah) in Depok, Indonesia, integrates the national curriculum with 21st-century skills to cultivate students' life skills under the demands of the Fourth Industrial Revolution. The inquiry responds to a persistent paradox in Indonesian Islamic education: institutions with modest formal accreditation status frequently produce graduates with internationally recognized technical and character achievements, a pattern that existing curriculum literature has rarely examined in depth. A single-site qualitative case study design was employed. Data were drawn from in-depth interviews with the headmaster, vice-principal, mentors, and students; non-participant classroom and campus observation; and analysis of curriculum documents, lesson plans, and institutional records. Data were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing, with credibility, transferability, dependability, and confirmability strategies applied throughout. Three interlocking pillars, Strategic of Learning, Content of Learning, and School Culture, jointly cultivate hard, soft, and spiritual life skills. Strategic of Learning operationalizes a semester-based planning cycle built on Project Based Learning; Content of Learning channels this strategy through STEM-oriented modules such as robotics, the Internet of Things, tissue culture, and weather-balloon engineering; School Culture embeds daily religious practice as the vehicle for character and spiritual formation. Mentor competence, student motivation, parental involvement, and diversified funding supported implementation, while accreditation-bound national curriculum mandates and limited industry linkage constrained it. The study contributes an integrative three-pillar model relevant to faith-based schools navigating Industry 4.0 skill demands. As a single-site qualitative design, the findings are analytically rather than statistically generalizable; the transferability of the model to other institutional and cultural contexts warrants further comparative research. The study extends the life-skills literature by demonstrating how a faith-based institution operationalizes 21st-century competencies without displacing spiritual formation, thereby countering the assumption that religious schooling and future-ready skill development stand in tension.
Co-Authors Abdul Khoir Abdullah, Jabal Hakim Abdurahman abdurahman abdurahman Ahmad Sujai Alip Nuryanto Amir, Faradhillah Armai Arief Baihaqi, Muhammad Amir Dede Rosyada Harmathilda Hasbullah Hasbullah Lia Apipah M. Fikri Safwan Miftahul Huda Muammar Zulfiqri Muwahid Muhammadi Nabilah Yusof Nabilah Yusof Putri Munanjah Rustiawan, Hafid Sahya Anggara Tono Hermanto Toyyibudin Yuyun Yunadi Zulfiqri