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Agus Jatmiko

Universitas Islam Negeri Raden Intan Lampung

Author-ID : 500078

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INTEGRATING ICT IN ISLAMIC RELIGIOUS EDUCATION: ENHANCING LEARNING OUTCOMES AND OVERCOMING CHALLENGES IN THE 21ST CENTURY Muflikhatun; Pahrudin, Agus; Jatmiko, Agus; Koderi; Azad, Inamul
Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Vol. 6 No. 2 (2025): Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI)
Publisher : Information Technology Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jipti.v6i2.3833

This study explores the integration of Information and Communication Technology (ICT) in Islamic Religious Education (PAI), aiming to enhance learning outcomes and address challenges in adapting to modern educational demands. Using a literature review methodology, this research synthesizes studies published between 2015 and 2023, focusing on the effectiveness of ICT tools, the types of digital resources used in PAI, and the barriers faced by educators in implementing these technologies. The findings indicate that ICT significantly improves student engagement, motivation, and comprehension in PAI subjects, particularly through multimedia tools, mobile applications, and e-learning platforms. However, challenges such as inadequate infrastructure, digital literacy among teachers, and the digital divide between urban and rural areas limit the widespread use of ICT in PAI classrooms. The study highlights the need for increased investments in infrastructure and continuous professional development for teachers to bridge these gaps. Additionally, it calls for policy support at both institutional and governmental levels to facilitate the integration of ICT in religious education. The novelty of this research lies in its focus on the specific application of ICT in PAI, offering insights into how digital tools can modernize Islamic education while preserving its core values. The findings provide valuable recommendations for educators and policymakers to enhance ICT integration in PAI and ensure its effective use in the 21st century.

Integrasi Nilai-Nilai Islam dalam Pembelajaran Sains: Studi Implementasi Pembelajaran Terpadu di Madrasah Ibtidaiyah Mu'adz Haidar Zulkarnain; Agus Jatmiko; Koderi Koderi; Agus Pahrudin; Refliyanto Refliyanto
Jurnal Ilmu Manajemen dan Pendidikan Vol. 5 No. 2 (2025)
Publisher : Magister Manajemen Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/impian.v5i2.5782

Penelitian ini bertujuan untuk menganalisis implementasi integrasi nilai-nilai Islam dalam pembelajaran Sains di Madrasah Ibtidaiyah serta mengidentifikasi strategi, hasil, dan tantangan yang dihadapi guru dalam menerapkan pembelajaran terpadu. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus ganda pada dua madrasah yang menerapkan model integratif PAI–Sains. Data dikumpulkan melalui observasi, wawancara mendalam, analisis dokumen, dan focus group discussion (FGD), kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai Islam dalam pembelajaran Sains dilakukan melalui pengaitan konsep ilmiah dengan ayat-ayat kauniyah, pembiasaan refleksi spiritual, dan penerapan proyek kontekstual yang menumbuhkan rasa syukur serta tanggung jawab ekologis siswa. Implementasi pembelajaran terpadu ini terbukti meningkatkan pemahaman konseptual siswa, sikap religius, dan motivasi belajar, meskipun masih ditemukan kendala seperti keterbatasan sumber belajar integratif dan kurangnya pelatihan guru dalam mengembangkan perangkat ajar berbasis integrasi. Penelitian ini menegaskan bahwa penerapan pembelajaran terpadu PAI–Sains merupakan langkah strategis dalam mewujudkan pendidikan Islam yang holistik, humanis, dan transformatif, yang menggabungkan aspek kognitif, afektif, dan spiritual secara seimbang.

RELEVANSI KURIKULUM PENDIDIKAN ISLAM DALAM MENGHADAPI TANTANGAN ARTIFICIAL INTELLIGENCE (KECERDASAN BUATAN) Wildayah Musyafa; Agus Pahrudin; Agus Jatmiko; Koderi; Imam Syafe’i
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35283

The advancement of Artificial Intelligence (AI) has profoundly influenced various aspects of life, including education. Islamic education, as a system of human development founded on divine values, must adapt to the changing paradigm of learning in the digital era characterized by computer and internet technologies. However, many previous studies have primarily focused on theoretical discussions about the relationship between Islam and technology or on the ethical use of AI in general contexts, without sufficiently addressing the development of a practical and relevant Islamic education curriculum for the age of artificial intelligence. This research gap indicates the need for more in-depth studies on how the Islamic education curriculum can remain relevant and aligned with technological progress while preserving its moral and spiritual foundations. The purpose of this article is to examine the relevance of the Islamic education curriculum in facing the challenges of AI and to identify opportunities and strategies for its development to ensure adaptability without losing its spiritual essence. This study employs a literature review approach by analyzing academic works published between 2020 and 2025. The findings reveal that the Islamic education curriculum must be redesigned to integrate digital skills, technological literacy, and Islamic values into every component of learning. Although AI-based learning has great potential to enhance the efficiency and effectiveness of education, it must be implemented in accordance with moral and spiritual principles to prevent dehumanization. Therefore, the contemporary Islamic education curriculum should be constructed dynamically, holistically, and futuristically, balancing digital, emotional, spiritual, and intellectual intelligences. Such curriculum reform is expected to produce a generation of Muslims who excel in technology while upholding moral integrity and transcendental awareness, enabling the ethical use of artificial intelligence for the betterment of humanity.

RELEVANSI KOMPONEN KURIKULUM PAI DENGAN KEBUTUHAN PEMBELAJARAN ABAD 21 Nur Rohfitta; Agus Pahrudin; Agus Jatmiko; Koderi; Imam Syafe’i
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35392

The 21st century is characterized by rapid technological advancement, globalization, and complex social dynamics, demanding that education systems adapt quickly and remain relevant to these changes. In this context, the Islamic Religious Education (PAI) curriculum holds a strategic role in shaping students’ character, spirituality, and competencies to face global challenges while maintaining Islamic identity. This study aims to analyze the relevance of the components of the PAI curriculum including objectives, content, learning strategies, and evaluation with the needs of 21st-century learning. The research employed a library research method by reviewing various academic sources, books, and studies published between 2015 and 2025. Data were analyzed qualitatively and descriptively through interpretation of theoretical findings related to the integration of Islamic values and 21st-century skills. The results indicate that the PAI curriculum should be developed adaptively and contextually by integrating critical thinking, creativity, collaboration, communication, and digital literacy into its core components. Moreover, PAI learning should emphasize active, collaborative, and project-based approaches accompanied by authentic assessment that holistically measures cognitive, affective, and psychomotor aspects. Strengthening spiritual, social, and moral values serves as a crucial foundation so that Islamic education does not merely transfer knowledge but also builds character and essential 21st-century competencies. Therefore, developing a relevant and sustainable PAI curriculum becomes a strategic effort to cultivate a generation of Muslims who are religious, morally upright, digitally literate, and capable of contributing positively to global civilization.

PENGARUH PEMBELAJARAN PAI BERBASIS PROYEK TERHADAP KARAKTER RELIGIUS SISWA DI KURIKULUM MERDEKA Ikat Sutriani; Agus Pahrudin; Agus Jatmiko; Koderi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.37511

This study examines the influence of project-based Islamic Education (PAI) learning on students’ religious character within the Merdeka Curriculum at SD Islam Assalam. The research problem concerns the limited empirical evidence regarding the effectiveness of project-based learning in strengthening spiritual attitudes, religious practice, and moral behavior among elementary students. The purpose of this study is to analyze the contribution of project-based PAI activities to character development and to identify the dominant factors influencing religious growth. A quantitative method was employed using a pre-experimental design involving sixth-grade students, consisting of two classes: 6A (24 students) and 6B (25 students), with a total of 49 participants. Data were collected through questionnaires, observation sheets, and documentation, and were analyzed using descriptive statistics and paired t-tests. The findings indicate a significant improvement in students’ religious character after participating in project-based PAI learning, particularly in aspects of worship habits, honesty, responsibility, and respect toward others. Collaborative project activities, real-life religious tasks, and reflective assessment were identified as key components that support the internalization of Islamic values. The study concludes that project-based PAI learning is effective in enhancing religious character and supports the successful implementation of the Merdeka Curriculum. Moreover, it is recommended as an innovative pedagogical model for PAI teachers in elementary schools and madrasah to foster students’ religious character through meaningful and authentic learning experiences.

DEVELOPMENT OF A MODERATE ISLAMIC RELIGIOUS EDUCATION CURRICULUM: CHALLENGES AND STRATEGIES IN SCHOOLS AND MADRASSAS Erliyana, Erliyana; Pahrudin, Agus; Jatmiko, Agus; Koderi, Koderi
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 17, No. 2 (Desember 2025)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v17i2.6101

This study discusses the development of the Islamic Religious Education (IRE) curriculum, grounded in religious moderation, to shape wasathiyah Muslim students who are tolerant, fair, and have a strong sense of national identity. Using a qualitative approach with library research methods, this study analyses various literature and educational policies related to moderate Islamic education. The findings reveal that the core values of moderation tawasuth (moderation), tasamuh (tolerance), tawazun (balance), and i'tidal (justice) form the foundation of a moderate IRE curriculum. However, its implementation still faces challenges, including limited teacher understanding, a lack of professionalism, low digital literacy, and weak institutional support. Recommended strategies include integrating moderation values into the curriculum, enhancing teacher competence, applying contextual and digital-based learning methods, and strengthening inclusive school culture. The study contributes to the development of Islamic education that is contextual, moderate, and aligned with the spirit of rahmatan lil 'alamin.

The Impact of Inquiry-Based Learning on Students' Critical Thinking and Learning Independence in Islamic Religious Education Apriyani, Hikma; Jatmiko, Agus; Sunarto, Sunarto
Ahlussunnah: Journal of Islamic Education Vol. 4 No. 3 (2025): December
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v4i3.508

This study aims to explore the implementation of the Inquiry-Based Learning (IBL) model in Islamic Religious Education at SMK Negeri 2 Bandar Lampung and evaluate its impact on students' critical thinking skills and learning independence. A qualitative approach with a case study design was employed, using in-depth interviews, classroom observations, and document analysis as data collection methods. The study found that the application of IBL significantly enhanced students’ critical thinking abilities and their capacity for independent learning. Teachers, in particular, reported increased student engagement in discussions and critical analysis of religious texts, such as tafsir and fiqh, through active exploration and collaborative learning. Students demonstrated a marked improvement in their analytical, evaluative, and synthetic thinking skills, as well as an increased independence in seeking learning resources and managing their study time. However, challenges related to time management and resource limitations were identified, which affected the full implementation of IBL. This study highlights the effectiveness of IBL in fostering critical thinking and independence in religious education and offers recommendations for its broader implementation in vocational schools. Future research should address the limitations of the current study by exploring the impact of IBL in diverse educational settings and incorporating more objective measures of critical thinking skills.

MURDER Learning Model in Digitally Supported Learning: Effects on Reflective Thinking Skills across Learning Creativity Levels Meriyati, Meriyati; Amriyah, Chairul; Anwar, Syaiful; Robingatin, Robingatin; Romlah, Romlah; Jatmiko, Agus
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.800

This study examines the impact of the MURDER learning model on students' reflective thinking skills from the perspective of learning creativity in a digitally supported learning context. The study used a quasi-experimental design with a pretest–posttest control group pattern. The study subjects consisted of 54 prospective early childhood education teacher students at a state university in Lampung Province, selected using a purposive sampling technique. Reflective thinking skills were measured using a written test based on reflective thinking indicators, while learning creativity was measured through a questionnaire and classified into high, medium, and low levels. Data were analyzed using analysis of covariance and further tests to examine the main effects of the learning model, the level of learning creativity, and the interaction between the two. The results showed differences in students' reflective thinking skills based on the learning model and the level of learning creativity. In addition, the relationship between the learning model and reflective thinking skills varied according to the level of student learning creativity. The interaction analysis showed that students with higher levels of learning creativity tended to demonstrate better reflective thinking results in learning conditions using the MURDER model. Thus, the impact of implementing the MURDER learning model on reflective thinking is conditional and depends on the characteristics of student learning creativity.

Research Credibility Analysis And Quality Test Of Supervisors At The Ministry Of Religion, Pangkalpinang City Kartika Sari; Siti Patimah; Agus Pahrudin; Agus Jatmiko; Koderi
International Journal of Educational Research & Social Sciences Vol. 2 No. 4 (2021): August 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i4.121

Professional supervisors are supervisors who have competencies including research and development competencies. Research and development competence has eight competency indicators. The challenge in the world of education is the quality and equity of education. One of the components that determine quality is a supervisor who has high professionalism. Two of them relate to the supervisor's ability to master educational research and development concepts and the other six relate to the supervisor's ability to conduct research and educational guidance to teachers. The focus and purpose of this study is to describe and analyze the Competence of Supervisors at the Ministry of Religion of Pangkalpinang City. This research is a qualitative descriptive study. Data collection is done by observation, questionnaires (questionnaires), interviews, and documentation. The results of this study indicate that: (1) The ability of supervisors in the field of research and development aspects of mastery of the concept of approaches, types and research methods is "quite high".The ability of supervisors in the field of research and development aspects of mastery of concepts in determining supervisory issues that are important to be researched is "high". (3) The ability of supervisors in the field of research and development aspects of the preparation of educational research proposals, both qualitative research and quantitative research is "very low". (4) The ability of supervisors in the field of research and development aspects of carrying out educational research, and formulating educational policies that are beneficial to the main tasks and responsibilities of supervisors is "very low". (5) The ability of supervisors in the field of research and development aspects in managing and analyzing data on educational research results, both qualitative research and quantitative research, is “

Training Model To Improve Competency State Civil Apparatus Supervisory Officer Rita Ningsih; M Juhri AM; Agus Pahrudin; Agus Jatmiko
International Journal of Educational Research & Social Sciences Vol. 2 No. 5 (2021): October 2021
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v2i5.162

Due to the development of technology and organizational needs, the competence of the State Civil Apparatus has increased significantly, necessitating the adjustment of improvement techniques. Furthermore, the lack of a role for the sending agency in training continues to be an impediment to the intersperity between competence needs and the implementation system. This research focuses on how the competency-based training model is applied, as well as the function and impact of supervisory authorities' training results on enhancing performance. This study uses a combination of qualitative and quantitative methods to obtain results that are relevant to the needs, and it was conducted at the State Administration Agency's Center for Training and Development and Competency Mapping of State Civil Apparatus with alumni research training supervisory officials in 2018, 2019, and 2020. According to the findings of the study, the training has not taken advantage of technological advancements or maximized the role of the sending agency, so there are still difficulties and limits in its execution, particularly in terms of location and time. To meet these issues, a training model must be developed that focuses on ensuring the organizer's competency.

Co-Authors AA Sudharmawan, AA Aben Puspita Adib, Muhammad Adinda, Charisma Agitha Pricilia Agus Dwiyanto, Agus Agus Pahrudin Agustiana Agustiana Ahmad Ikhlas Ahmad Ilham Fadli Ainunisa, Ulfa Ajir, Ikhtiar Cahya Al Imron, Muhammad Al Khansa, Elsa Al-Ghifari, Dimas Amelia, Ananda Andrini, Mike Angga Pratama Anizar Rahayu Apriyani, Hikma Armayoga, Bagas Arum, Rezki Perwita Aryati, Sri Nia Aryati, Sri Nia Asep Fathurrohman Asip Ependi Asy Syauqi, Icha Aulia Novitasari Ayun Hafifatul Mukarohmah Azad, Inamul Azet Sampurna Bagaskara, Figo Rangga Basyar, Syaripudin Cahniyo Wijaya Kuswanto Chairul Amriya Chairul Amriyah Chairul Amriyah Chairul Anwar Desiana Desiana, Desiana Devi Kurniawati Dian Resti Ningsih Dinda Marsya Dona Dinda Pratiwi Dwi Suci Rahma Putri Edo Ramada Efendi, Asip Efta Afriliani Elly Kurniawati Elsa Al Khansa Ependi, Asip Erliyana, Erliyana Eti Hadiati Fadila Rahmah Fahmi Elen Family, Ade Vera Yantika Fifi Risana Hadi Suprayetno, Eko Dian Hadi, A. Ikhlas Muhtar Hakim, Andi Lukman HAMIDAH Heny Wulandari Herlina Hikma Apriyani Hikma Apriyani Husnilawat, Husnilawat Husnilawati, Husnilawati Ida Fiteriani Ihsan Mustofa Ihsan Mustofa Ikat Sutriani Ilham Fathoni Ilham Fatoni Ilham Jaya Kesuma Imam Syafe'i Imam Syafei Imam Syafe’I Imam Syafe’i Indah Permata Sari Indra Prabowo Iqbal Iqbal Irwandani Irwandani Istiqomah, Dwi Jamal Fakhri Jaya Kesuma, Muhammad Ilham Joko Prasetyo Juli Yansyah, Muhammad Eko Juliyani, Anggun Jusmalisa, Icha Kanada Komariyah Kartika Sari Kartina, Yesilia Kartina, Yesilia Khamim Zarkasih Putro Koderi Lina Mauliana Lismayanti Lismayanti Listyawan, Haris M Juhri AM Massika, Shofi Mawadda, Novziah Maylia Khairunnisa Baher Meriyati Meriyati Meriyati Mia Oktavia Oktavia Misalia Sari Mu'adz Haidar Zulkarnain Muchsin Afriadi, Muhammad Muflikhatun Muhammad Adib Muhammad Al Imron Muhammad Ilham Jaya Kesuma Muhammad Izzad Khairi Yazid Mulya, Neni Mustaqim Mustaqim Mustaqim Mustaqim, Mustaqim Mustofa, Ihsan Muzekki, Muzekki Na'imah Nadhifa Arufah Chafshah Nanda Sugesti, Vina Neni Mulya Neni Mulya Novita Ana Anggraini NUR HASANAH Nur Rohfitta Nurhaida Widiani Ovi Prasetya Winandari Pasetiyo, Andika Eko Pitri Sundary Pramodana, Dimas Raba Prasetyo, Nabil Tito Pratama, Riki Adi Pricilia, Agitha Pricilia, Agitha Purnama Sari, Nurul Purwanto, Burhan Eko Putri Rahayu, Salma Putro, Khamim Zarkasih Radjendra, Ryan Rahmadani, Melinia Rahmah, Fadila Rangga Bagaskara, Figo Rany Widyastuti Rany Widyastuti Ratna Wardani Refliyanto Refliyanto Reiska Primanisa Rezki Perwita Arum Rita Ningsih Riyani, Indah Robingatin Robingatin Romlah Romlah Saiyidah, Luthfia Hanifatus Sampurna, Azet Sari, Indah Nur Bella Sela Sopiana Setiana, Nurul Setianingrum, Diah Ayu Siti Khotimah Siti Patimah Sri Nia Aryati Subandi Subandi Sufian, Muhammad Suherman Suherman, Suherman Sukatin, Sukatin SULASTRI Sulistiono, Priyo SUNARTO Sunarto Sunarto Sundary, Pitri Sunyoto, S Sutriani, Ikat Syafi'i, Imam Syafrimen Syafril Syaiful Anwar Syaripudin Basyar Syifaul Karima Taza Nur Utami Titik Rahayu Titik Rahayu Umi Hijriah Umi Hijriah Untung Nopriansyah Utami, Taza Nur Utami, Taza Nur Viyantini Kuswanto , Anggil Wildayah Musyafa Yansyah, M Eko Juli Yaumas, Nova Erlina Yesilia Kartina Yuberti Yuli Yanti Yuli, Yuli Yanti Zahratul Fitriyani

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