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All Journal Risâlah, Jurnal Pendidikan dan Studi Islam al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah Tabyin; Jurnal Pendidikan Islam Jurnal Ilmiah Wahana Pendidikan At-Thullab : Jurnal Mahasiswa Studi Islam Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Edumaspul: Jurnal Pendidikan
Kasja Eki Waluyo
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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IMPLEMENTASI PROGRAM MILLENIAL SMARTTREN (SMART PESANTREN) RAMADHAN UNTUK MENINGKATKAN LITERASI BERAGAMA (RELIGIOUS LITERACY) SISWA DI SMAN 1 TELAGASARI Dapin Dapin; Undang Ruslan Wahyudi; Kasja Eki Waluyo
TABYIN: JURNAL PENDIDIKAN ISLAM Vol 8 No 01 (2026): Juni
Publisher : STAI Ihyaul Ulum Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70281/wajxvh22

Abstract

Dinas Pendidikan Jawa Barat Cabang IV mengeluarkan Surat 4069/KB.03.03.03-PKLK (06 Maret 2023) tentang program Smarttren 2023, bagian dari pendidikan karakter di Provinsi Jawa Barat. Millenial Smarttren Ramadan bertujuan memperkuat nilai Ramadhan, wawasan Islam, amaliah, dan ajaran Islam. Diluncurkan sesuai kebijakan Pendidikan Karakter Dinas Pendidikan Jawa Barat, program melibatkan kajian Islam, ibadah, akhlak, infaq, Al-Qur'an, dan aktivitas sosial. Namun, di SMAN 1 Telagasari, program belum efektif karena pelaksanaan kurang interaktif, materi agama kurang relevan, dukungan terbatas, dan anggaran minim. Penelitian fokus pada efektivitas program Millenial Smarttren Ramadhan 2023 di SMAN 1 Telagasari. Generasi milenial mahir teknologi dan komunikasi. Smarttren pendidikan agama: sikap, pengetahuan, keterampilan. Milenial Smarttren Ramadhan, aktivitas agama Ramadhan untuk siswa SMA/SMK/SLB. Bentuk iman, taat, sikap, pengetahuan, keterampilan. Paham dan praktik agama. Melalui Milenial Smarttren, kuat keyakinan, amal agama, keterampilan.  Literasi meliputi membaca, menulis, pengetahuan, informasi. Literasi beragama: paham nilai agama. "Beragama" implementasi ajaran. Teori literasi hubungkan simbol dengan pembelajaran praktis. Pemahaman nilai agama dan pandangan seimbang. Peningkatan literasi agama melibatkan pemahaman teks-teks agama, asas ilmu agama, baca Al-Qur'an, Hadis, ibadah. Praktik agama: etika, moral, sosial, berpikir kritis, toleransi, keadilan, refleksi, pemahaman diri.Penelitian menunjukkan bahwa program Smarttren Ramadhan di SMAN 1 Telagasari Karawang efektif, meningkatkan literasi beragama siswa melalui aktivitas seperti sholat, bacaan Al-Qur'an, Kajian Islam DI Sekolah (KIDS), dan lainnya. Pemahaman agama, ibadah, sosial, toleransi, refleksi spiritual meningkat, namun etika, moral, dan keterampilan berpikir kritis perlu perhatian. Motivasi siswa, kerjasama, sarana prasarana, dan lingkungan penting, tapi kurangnya kesadaran siswa, dukungan orangtua, dan faktor lingkungan hambat. Implikasinya adalah meningkatkan literasi beragama peserta melalui program ini, meskipun perlu fokus pada aspek yang belum optimal.
INTERNALISASI NILAI RELIGIUS MELALUI KETELADANAN GURU DAN PEMBIASAAN SISWA DI MADRASAH TSANAWIYAH AT-TAUBAH Siti Ainunnajwa; Kasja Eki Waluyo; Abdul Aziz
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.48080

Abstract

Internalization of religious values ​​is a crucial aspect in shaping student character in the madrasah (Islamic school) environment. However, this process is not solely achieved through cognitive learning; it requires teacher role models and ongoing habituation. This study aims to examine the process of internalizing religious values ​​through teacher role models and student habituation at MTs At-Taubah. This study used a qualitative, descriptive approach. Data were collected through observation, interviews, and documentation, then analyzed interactively through data reduction, data presentation, and conclusion drawing. The results indicate that teacher role models act as concrete examples that influence student behavior through imitation, while habituation to religious activities such as Dhuha prayer, Dhuhur prayer in congregation, and Quran recitation forms positive habits through repeated practice. The synergy between these role models and habituation makes the process of internalizing religious values ​​more effective, so that the values ​​are not only understood but also practiced in students daily lives.
IMPLEMENTASI PENDIDIKAN KARAKTER MELALUI NILAI-NILAI AKHLAK MAHMUDAH DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SDN PONDOK PETIR 03 DEPOK Dewi Nurhaliza; Kasja Eki Waluyo; Abdul Azis
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.49476

Abstract

The purpose of this study is to understand how character education is implemented through the values ​​of mahmudah morals in Islamic Religious Education at SDN Pondok Petir 03 Depok. This study is motivated by the importance of character education in developing students who not only have intellectual curiosity but also have good character and behavior in the face of technological advances and social impacts. The methodology of this study is qualitative research using triangulation through observation, interviews, and documentation. The research subjects were the principal, Islamic Religious Education teachers, and students. The results of the study prove that character education is implemented through Islamic religious education and habituation activities at school, such as reciting the Asmaul Husana, literacy, juz 30, congregational dhuha prayer, congregational obligatory prayer, and morning greetings. Respect, honesty, discipline, responsibility, and politeness are examples of mahmudah moral values. Islamic Religious Education teachers play an important role in shaping students' character through role models, habituation, and the application of reward and punishment methods. However, its implementation still encounters challenges such as the impact of social media and the low level of character education in the home environment. Therefore, collaboration between schools and individuals is essential to ensure that student character development proceeds optimally. Therefore, the implementation of character education through the concept of morality in Islamic education plays a key role in fostering character development in students at SDN Pondok Petir 03 Depok.
PERAN PEMBELAJARAN AQIDAH AKHLAK DALAM MENUMBUHKAN SIKAP JUJUR PESERTA DIDIK Amiruloh; Kasja Eki Waluyo; Abdul Azis
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55220

Abstract

Aqidah Akhlak learning plays a strategic role in shaping students' character, especially in fostering honesty as a fundamental moral value in daily life. Moral challenges in schools, such as cheating, hiding mistakes, manipulating assignments, and weak responsibility, show that religious learning must go beyond cognitive achievement. This article aims to examine the role of Aqidah Akhlak learning in developing honest attitudes among students through a literature review. The data were obtained from relevant books and journal articles discussing Aqidah Akhlak learning, Islamic character education, teacher modeling, habituation, contextual learning, and academic honesty. The results indicate that Aqidah Akhlak learning supports honesty through the internalization of faith-based values, delivery of commendable moral materials, teacher role modeling, habituation of positive behavior, contextual moral cases, reflective assessment, and collaboration among schools, families, and social environments. The discussion also shows that honesty grows more effectively when learning is linked with students' real experiences and supported by a consistent school culture. Therefore, Aqidah Akhlak learning should not be understood merely as knowledge transfer, but as a continuous process of moral guidance that shapes students into honest, responsible, trustworthy, and noble individuals.
INTEGRASI ILMU AGAMA DALAM PERSPEKTIF IMAM AL GHAZALI Padillah, Camelyati Kulsum; Kasja Eki Waluyo; Abdul Aziz
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58843

Abstract

This study aims to describe and analyze the concept of knowledge, the classification of knowledge, and the integration of religious knowledge in the perspective of Imam Al-Ghazali, as well as to examine their relevance for the development of contemporary Islamic education. This research employs a descriptive qualitative method with a library research approach, using Al-Ghazali’s works and scholarly literature on his thought as the main data sources. Data were collected through literature review, critical reading, and note-taking on texts related to the concept of knowledge, the classification of knowledge, and the relationship between religious and other forms of knowledge, and were then analyzed using descriptive-analytical techniques. The findings indicate that Al-Ghazali views knowledge as a light that God casts into the human heart and as a path to ultimate truth, so that the nobility of knowledge is measured by the extent to which it leads a person to ma‘rifatullah, purification of the soul, and righteous deeds. Knowledge is classified into fard ‘ayn and fard kifayah, and is also differentiated based on its sources (al-‘ulum al-shar‘iyyah and al-‘ulum al-‘aqliyyah) and its ethical value (virtuous, permissible, and blameworthy knowledge). Within an integrative framework, Al-Ghazali asserts that all true knowledge ultimately originates from God and returns to Him; theological knowledge (tauhid) occupies the highest position as an orienting framework, while other disciplines—including the natural and social sciences—are regarded as part of fard kifayah that must not be neglected as long as they are directed toward public benefit and the strengthening of faith. These findings are relevant for formulating models of Islamic education that no longer dichotomize between religious and secular sciences, but instead unify them under a single value orientation grounded in tauhid and moral formation.
IMPLEMENTASI DIALOGIS CRITICAL THINKING PAULO FREIFE DALAM PROSES PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI MTSN 5 KARAWANG Reza Putra Widiyatmiko; Abdul Azis; Kasja Eki Waluyo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62213

Abstract

The implementation of Islamic Religious Education (IRE) learning in schools is still predominantly teacher-centered, limiting students' opportunities to think critically, engage in dialogue, and actively express their ideas. This study aims to describe the implementation of Paulo Freire's dialogical critical thinking approach in Islamic Religious Education learning at MTsN 5 Karawang. This research employed a qualitative approach using a descriptive method with a field research design. Data were collected through observation, in-depth interviews, and documentation involving the principal, Islamic Religious Education teachers, and ninth-grade students. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of Paulo Freire's dialogical approach was carried out through group discussions, question-and-answer sessions, reflective learning, problem-solving activities, and connecting Islamic Religious Education materials with students' real-life experiences. In this process, teachers acted as facilitators who encouraged students to ask questions, express opinions, provide arguments, and collaboratively construct knowledge. The implementation contributed to increased student participation, confidence in expressing ideas, critical thinking skills, collaborative abilities, and the capacity to relate Islamic values to everyday life. The implementation was supported by teachers' pedagogical competence, school policies promoting active learning, adequate learning facilities, and a conducive classroom environment. However, differences in students' characteristics, limited learning time, low participation among some students, and the persistence of lecture-based teaching remained significant challenges. The study concludes that Paulo Freire's dialogical critical thinking approach enhances the quality of Islamic Religious Education learning by fostering active, dialogical, reflective, student-centered, and critical learning processes.
TANTANGAN DAN ADAPTASI PENDIDIKAN AGAMA ISLAM DALAM MENGHADAPI DISRUPSI KECERDASAN BUATAN (AI) Riansyah; Oyoh Bariah; Kasja Eki Waluyo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62251

Abstract

The rise of Artificial Intelligence (AI) is reshaping teaching and learning practices across nearly every level of education, including Islamic religious education (Pendidikan Agama Islam/PAI). While AI offers considerable convenience, its rapid adoption raises concern over whether Islamic values can be sustained amid accelerating digitalization. This article sets out to map the challenges that AI disruption poses for PAI and to propose adaptation measures that Islamic educational institutions can pursue. The study applies a qualitative approach through library research, reviewing, comparing, and synthesizing findings from SINTA-accredited and reputable international journal articles concerning AI and PAI. The findings indicate that AI contributes positively to PAI through adaptive learning, interactive media, chatbot-based religious consultation services, and more measurable learning evaluation. At the same time, four fundamental challenges emerge: gaps in teachers' digital competence, risks to academic integrity such as plagiarism, uneven technological infrastructure across regions, and a decline in the personal teacher-student interaction that has long served as the primary vehicle for instilling religious values. In response, this study proposes four adaptation measures: strengthening digital literacy, repositioning the teacher's role as facilitator, adjusting the PAI curriculum to accommodate technology without diluting its value content, and enforcing digital ethics through collaboration among stakeholders. The study concludes that PAI's success in facing AI disruption depends not on how advanced the technology is, but on the ability of educational institutions to position AI as a supporting tool (wasilah) rather than a replacement for the teacher's role as a moral and spiritual guide.
MEDIA SOSIAL DAN PENYEBARAN ISLAM KONTEMPORER Cahyani, Sri Bulan; Kasja Eki Waluyo; Abdul Aziz
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62567

Abstract

The importance of studying contemporary Islam in this advanced era cannot be overstated, particularly as many people now regard religion as merely a formality, considering it unimportant in daily life, while others simply have no time to attend religious study sessions due to their busy schedules. This study aims to promote the dissemination of contemporary Islam and to encourage people to learn about religion anytime and anywhere through social media. The method used in this research is library research combined with content analysis of relevant social media materials, both textual and video-based. The findings show that social media has increasingly encouraged the public to deepen their understanding of Islam, with many religious figures and institutions now spreading Islamic teachings through platforms such as Instagram, YouTube, and TikTok, while many individuals also use social media as a medium for learning contemporary Islam. It can therefore be concluded that the dissemination of contemporary Islam through social media is highly effective in increasing people's willingness to study Islam, although a persistent weakness lies in the scarcity of verified and trustworthy sources among the available content, so that Muslims must remain vigilant in selecting credible references rather than consuming content indiscriminately.
Co-Authors Abdul Azis Abdul Aziz Abdul Kosim Ahmad Hafizh Aji Zul Arffan Alleanena Asy Syura Amiruloh Andriani, Silvi Bariah, Oyoh Cahyani, Sri Bulan Dapin Dapin Dewi Nurhaliza Febriyanti Ilyas, Dwi Intan Fikri Fadlurrahman H. Masykur H. Mansyur Hafshah Saidah Rusli Henti Putri Intan Iwan Hermawan Neni Khoerunnisa Padillah, Camelyati Kulsum Prita Yutika Kalmania Reza Putra Widiyatmiko Rezkia Zanianti, Mifa Riansyah Salsabilla, Tiara Siti Ainunnajwa SITI HANIFAH Suci Rokhmawati Syifa Nabilla Andiani Tajudin Nur Thariq Aziz Ulfatun Faddiah Umi Kulsum Undang Ruslan Wahyuddin Undang Ruslan Wahyudi Undang Ruslan Wahyudin USWATUN HASANAH Vina Mellyana