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All Journal Jurnal Visi Ilmu Pendidikan Al-Falah: Jurnal Ilmiah Keislaman dan Kemasyarakatan Best Journal (Biology Education, Sains and Technology) Asatiza: Jurnal Pendidikan Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Al Marhalah Al-Fikru : Jurnal Pendidikan dan Sains Edukasiana: Jurnal Inovasi Pendidikan Journal of Educational Management Research QOSIM: Jurnal Pendidikan, Sosial & Humaniora Maqamat: Jurnal Ushuluddin dan Tasawuf FIQHUL HADITS: Jurnal Kajian Hadits dan Hukum Jurnal Keislaman AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Ummi Lailia Maghfiroh
Universitas Islam Zainul Hasan Genggong
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Pedagogical Strategies of Islamic Religious Education Teachers in Developing Students' Higher Order Thinking Skills (HOTS) Ulul Azmi Al ghozi; Kustiana Arisanti; Ummi Lailia Maghfiroh
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2909

Abstract

This study aims to examine the instructional strategies employed by Islamic Religious Education (PAI) teachers to develop Higher Order Thinking Skills (HOTS) and to identify the supporting and inhibiting factors influencing their implementation. A qualitative case study was conducted at Madrasah. Data were collected through non-participant observation, semi-structured interviews, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal six key instructional strategies: active learning, higher-order questioning, contextual learning, interactive discussion, diverse learning resources, and HOTS-based assessment. The implementation of these strategies was supported by teachers' pedagogical competence, adequate instructional resources, and a conducive learning environment, while limited instructional time, heterogeneous student readiness, and conventional teaching practices emerged as major constraints. The study concludes that the successful development of HOTS requires an integrated instructional approach combining planning, implementation, classroom interaction, and authentic assessment. This research contributes a comprehensive pedagogical framework for HOTS-oriented Islamic Religious Education and provides practical recommendations for teachers, school leaders, and policymakers to strengthen instructional quality.
Internalization of Moral Values through Hidden Curriculum in Character Building of Students Yogi Teguh Wahyudi; Nur Fatimah; Ummi Lailia Maghfiroh
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2913

Abstract

This study aims to examine the strategic implementation of hidden curriculum in internalizing moral (akhlak) values and fostering students’ character development at MTs Miftahul Jannah. This research employed a descriptive qualitative approach using observations, semi-structured interviews, and document analysis involving the principal, Islamic Religious Education teachers, homeroom teachers, and students selected through purposive sampling. Data were analyzed using Miles, Huberman, and Saldaña’s interactive model consisting of data condensation, data display, and verification, while credibility was ensured through triangulation of sources and techniques. The findings show that hidden curriculum is implemented through three main forms: teacher role modeling, religious habituation, and school discipline culture. The internalization process occurs through value transformation, transaction, and transinternalization, which strengthen students’ religious commitment, social behavior, discipline, and responsibility. The study concludes that hidden curriculum effectively transforms moral values into daily practices. The implication emphasizes the need to strengthen school culture, teacher exemplarity, and collaboration among stakeholders to develop sustainable Islamic character education in educational institutions.
UTILIZATION OF AI-BASED LEARNING APPLICATIONS IN IMPROVING STUDENTS' RELIGIOUS DIGITAL LITERACY Fery Firmansyah; Herwati; Ummi Lailia Maghfiroh
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/0602jx82

Abstract

This study aims to analyze the utilization of Artificial Intelligence (AI)-based learning applications in enhancing students’ religious digital literacy at MA Model Zainul Hasan Genggong. The increasing exposure of students to digital religious content, including information that is inconsistent with Islamic values, has created an urgent need for adaptive and critical digital literacy skills in Islamic education settings. In response, AI-based learning applications are positioned as an innovative pedagogical tool that can support students in accessing, evaluating, and verifying religious information more effectively in the digital era. This research employs a qualitative approach with a case study design to explore the phenomenon in depth within its natural context. Data were collected through observation, in-depth interviews, and documentation involving teachers, students, and school stakeholders. The data were analyzed using thematic analysis to identify patterns related to the use of AI technologies in Islamic learning processes and their impact on students’ religious digital literacy. The findings reveal that AI-based learning applications contribute significantly to improving students’ engagement in learning, enhancing their ability to access and understand Islamic content, and encouraging more selective attitudes toward digital religious information. AI tools such as adaptive learning systems, educational chatbots, and verified content search applications support personalized learning experiences and help students comprehend complex religious concepts more effectively. However, the study also identifies key challenges, particularly in students’ critical literacy skills and teacher’s limited digital competencies, which affect the optimal integration of AI in Islamic education. The study concludes that AI-based learning applications play a strategic role in strengthening students’ religious digital literacy by promoting more interactive, adaptive, and learner-centered education. Nevertheless, successful implementation requires stronger teacher guidance, improved digital literacy competencies, and institutional support to ensure that AI integration aligns with Islamic educational values and pesantren-based ethical principles.
Co-Authors AA Sudharmawan, AA Abdul Hamid Ahmad Fauzi Ahmad Khumaidi Ahmad Khumaidi Ali Zainal Abidin Bashiroh, Saifiyatil Defiani, Siti Edi Kurniawan Farid Fajar, Saenol Fauzi Ahmad Muda Fery Firmansyah HASANAH, IMROATUL Herwati Khoirul Umam Kustiana Arisanti Lailatul Fitria Lailatul Fitria M. Ghadavi Hanafi M. Muhammad Nabil Nila Endah Nihayati Nur Fatimah Riska Fariska Roidatun Saiful Bahri Sa’diyah, Halimatus Sya’diyah, Siti Aminatus Ulul Azmi Al ghozi Yogi Teguh Wahyudi