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All Journal TARBIYA : Journal Education in Muslim Society Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Jurnal Pendidikan Agama Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Anterior Jurnal Ta`Limuna : Jurnal Pendidikan Islam Misykat: Jurnal Ilmu-ilmu Al-QurÆan, Hadist, Syariah dan Tarbiyah Rayah Al Islam : Jurnal Ilmu Islam JATI (Jurnal Mahasiswa Teknik Informatika) Kordinat : Jurnal Komunikasi antar Perguruan Tinggi Agama Islam Thawalib: Jurnal Kependidikan Islam Jurnal Studi Pesantren Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Tadris: Jurnal Pendidikan Islam International Journal of Islamic Thought and Humanities Madani: Multidisciplinary Scientific Journal Jurnal Konseling Pendidikan Islam Socius: Social Sciences Research Journal Jurnal Manajemen dan Pendidikan Agama Islam CARONG: Jurnal Pendidikan, Sosial dan Humaniora Journal of Islamic Education Research AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Syamsul Aripin
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Physics Public Health Social Sciences Other

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Religious Digital Literacy of Islamic Education Students ‎at Indonesia State Islamic University Bobi Erno Rusadi; Syamsul Aripin
TADRIS: Jurnal Pendidikan Islam Vol 18 No 1 (2023)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v18i1.8305

Abstract

Nowadays, most campuses use the internet for their learning process. Students may search the Internet for literature or information related to the lectures. This phenomenon has an impact on students' behavior in studying religion through the Internet. This phenomenon raises worries because not a few students surf in cyberspace and try to look for information related to religious issues without any further explanation. Furthermore, they did not check the validity of the information. This paper aims to describe and analyze students’ ability in religious digital literacy. The sources come from Islamic religious students at some State Islamic University under the Ministry of Religious Affairs. This is mix-method research with explanatory sequential. In collecting data, the researcher used questionnaires and interviews. Data analysis techniques were performed with descriptive quantitative analysis and qualitative analysis. This research shows that from eight components of digital literacy, including components of functional skills and beyond ability students of Islamic religious education in the "excellent" category, the component of creativity in the "good" category, components of collaboration in the "good" category, components effective communication in the "good" category, components the ability to find and select information in the "good" category, components of critical thinking and evaluation in the "good" category, components of cultural and social understanding in the "good" category, and components e-safety in "good" category. The kindly whole from every component from such digital literacy, then religious digital literacy of students of Islamic religious education is at an interval value of 4.0 who enter in the "good" category.
Peran Guru PAI sebagai Murabbi dalam Membangun Akhlak di Era Disrupsi Teknologi Nayla Shofiyyatul Umaami; Syamsul Aripin
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 10 (2025): November
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid development of digital technology has had a significant impact on the behavior, morals, and ways of thinking of the younger generation. In this context, Islamic Religious Education (PAI) teachers not only act as instructors (mu'allim), but also as murabbi who foster and instill moral values. This article aims to emphasize the importance of the role of PAI teachers as moral educators in facing the era of technological disruption. The research method uses a descriptive qualitative approach with a literature study from various journals and books related to modern Islamic education. The results of the study indicate that the role of PAI teachers as murabbi encompasses three main aspects: (1) spiritual role models, (2) character development based on Islamic values, and (3) utilization of technology as a medium for da'wah and moral education. By combining traditional Islamic values and digital innovation, PAI teachers can maintain the relevance of Islamic education amidst the challenges of modernization.
Analisis Faktor-Faktor yang Memengaruhi Transformasi Pendidikan Islam di Era Digital Lailatul Isti’anah; Syamsul Aripin
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 11 (2025): December 2025
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17946291

Abstract

The development of digital technology has brought significant changes to various aspects of education, including Islamic education. The transformation of Islamic education in the digital era is crucial to ensure that learning methods remain relevant, interactive, and able to accommodate the needs of students who are increasingly accustomed to technology. This study aims to analyze the factors influencing the transformation of Islamic education through a literature study approach. The research method was carried out by collecting and reviewing various scientific journals, educational reports, and articles related to digital-based Islamic learning innovations, then analyzing them descriptively to identify key factors. The analysis results indicate several factors that play a significant role in the transformation of Islamic education, namely technological advances, the use of digital media, institutional dynamics, changes in teacher roles, the readiness of educators, the integration of Islamic values, and infrastructure and access to technology. Each factor contributes to the effectiveness of digital learning implementation, but adaptive and contextual implementation is key to success. The transformation of Islamic education in the digital era requires the implementation of a comprehensive strategy, considering teacher readiness, curriculum quality, technological support, and active student involvement to maintain Islamic values. These findings can serve as a reference for Islamic educational institutions in designing adaptive and innovative learning policies and practices in the digital era.
THE EFFECTIVENESS OF DIFFERENTIATED LEARNING FROM THE PERSPECTIVE OF CAROL ANN TOMLINSON IN THE LEARNING PROCESS OF ISLAMIC RELIGIOUS EDUCATION IN JUNIOR HIGH SCHOOL Dhelta Big Queen Bulqis; Muhammad Zuhdi; Syamsul Aripin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1012

Abstract

This study aims to analyze the effectiveness of differentiated learning in the subject of Islamic Religious Education and Ethics in the Independent Curriculum at SMP Muhammadiyah 1 Jakarta. This study uses mixed methods with a concurrent embedded model, where the qualitative approach is the main method and is strengthened by descriptive quantitative data. The analytical framework refers to Carol Ann Tomlinson's theory which includes three main pillars: philosophy, principles, and practice. The results of the study show that differentiated learning has been implemented effectively starting from the planning, implementation, to evaluation stages. PAI teachers actively adjust learning strategies based on the results of diagnostic assessments that identify students' readiness, interests, and learning styles. In the process, various learning methods such as discussions, worship practices, visual media, and content-based creative projects are used. The effectiveness of differentiated learning is also reinforced by quantitative data showing a significant improvement in the distribution of student grades. Prior to the implementation of differentiated learning (semester 1), most student scores were centered in the range of 85–87, with a mode and median score of 86, and only 3.3% of students reached the highest score range (88–90). After the implementation in semester 2, as many as 26.7% of students reached the score range of 91–93, with an increase in the mode and median to 91. This shows a shift in academic performance collectively towards a higher level. Students respond positively to this approach; They feel cared for, motivated, and more confident in following learning. Thus, these findings show that the implementation of differentiated learning in schools has proven to be effective in meeting the learning needs of students optimally in the learning process of Islamic Religious Education and Ethics.
Modernization of Islamic Education: Efforts to Preserve Islamic Values amid the Development of Digital Technology Variza Wamer Erliana; Syamsul Aripin
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 6 (2026): Januari
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18081165

Abstract

The development of digital technology has brought significant changes to the education system, including Islamic education. Modernization of Islamic education has become a necessity to adapt the learning process to current developments, but this can also pose challenges in maintaining Islamic values. This article aims to examine the concept of modernizing Islamic education, the challenges in modernizing Islamic education, and efforts to maintain Islamic values. The method used in writing this article is a qualitative approach with a literature review, through a review of various journal articles relevant to the topic. The results of the study indicate that modernization of Islamic education can be aligned with Islamic values if digital technology is used wisely and integrated into the formation of good morals and ethics in students. Therefore, the active role of teachers and educational institutions is needed to optimize digital technology as a learning tool without neglecting Islamic values.
STRATEGI PEMBELAJARAN AKHLAKUL KARIMAH (STUDI KASUS DI SMAN 12 JAKARTA) Ahmad Rifki Fuada; Armai Arief; Syamsul Aripin
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 6 No 2 (2026): Vol. 6 No. 2 Edisi Mei 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v6i2.4665

Abstract

Penelitian ini bertujuan untuk menganalisis secara mendalam dinamika strategi, proses implementasi, serta hambatan dalam pembelajaran akhlakul karimah di lingkungan SMAN 12 Jakarta. Menggunakan pendekatan kualitatif, temuan penelitian menunjukkan tiga simpulan utama. Pertama, strategi pembelajaran akhlakul karimah belum terformulasi dalam desain instruksional yang eksplisit dan komprehensif. Nilai-nilai akhlak cenderung hadir sebagai norma implisit yang melekat pada budaya sekolah dan keteladanan personal, sehingga keberlanjutannya bersifat dependen pada komitmen individu daripada sistem pendidikan yang mapan. Kedua, implementasi nilai pada siswa menunjukkan terjadinya internalisasi yang bersifat sporadis dan situasional. Karakter yang terbentuk masih berada pada tataran perilaku normatif-reaktif, belum mencapai tahap karakter yang reflektif-transformatif dan konsisten. Ketiga, guru menghadapi tantangan multidimensi yang bersifat sistemik, meliputi disparitas nilai antara lingkungan sekolah dan keluarga, disrupsi digital yang mendegradasi konsistensi moral siswa, serta resistensi pedagogis di kelas. Temuan penting menunjukkan adanya krisis keteladanan yang berisiko menciptakan kepatuhan dari luar pada siswa. Penelitian ini menegaskan bahwa efektivitas pendidikan akhlak menuntut penguatan ekosistem pendidikan secara menyeluruh melalui sinkronisasi pola asuh keluarga, desain pedagogik yang terstruktur, dan integritas keteladanan pendidik guna membangun moral yang kuat.
Modernization of Education: a New Approach ‎and Method in Learning Islamic Religious ‎Education Syamsul Aripin Syamsul Aripin; Nana Meily Nurdiansyah
TADRIS: Jurnal Pendidikan Islam Vol 17 No 1 (2022)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v17i1.5916

Abstract

The purpose of this study is to describe Islamic religious education as the main subject taught at various levels of educational units that are facing serious problems, namely the threat of modernization that changes all human life in various fields, including education, in the era of modernization education is required to be responsive in overcoming various problems. faced by humans, education is faced with the demands of modern humans who want education graduates to master various fields and expertise. This research is qualitative research using exploratory research. The data analysis technique used phenomenological analysis and data collection methods in this study using observation, in-depth interviews, and documentation studies. The results of this study need to reformulate the education system based on the needs of modern society, one of the strategic steps is to change the approach and learning method of Islamic religious education in schools from the old model to the new model and this effort has already been carried out by superior schools in Indonesia, especially by schools. Islamic Senior High School Al-Azhar 1 Jakarta in the field of PAI studies which has benchmarks of success and five approaches in learning Islamic Religious Education including the following approaches: first, experience; second, habituation; third, Emotional; fourth, Rational; and Fifth, Functional. As well as creating special methods for each material in the Islamic Religious Education curriculum. The methods of the material are: first, the method of teaching faith; second, worship; third, morality; fourth, the history of Islamic culture; Fifth, the Qur'an.
Religious Digital Literacy of Islamic Education Students ‎at Indonesia State Islamic University Bobi Erno Rusadi; Syamsul Aripin
TADRIS: Jurnal Pendidikan Islam Vol 18 No 1 (2023)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v18i1.8305

Abstract

Nowadays, most campuses use the internet for their learning process. Students may search the Internet for literature or information related to the lectures. This phenomenon has an impact on students' behavior in studying religion through the Internet. This phenomenon raises worries because not a few students surf in cyberspace and try to look for information related to religious issues without any further explanation. Furthermore, they did not check the validity of the information. This paper aims to describe and analyze students’ ability in religious digital literacy. The sources come from Islamic religious students at some State Islamic University under the Ministry of Religious Affairs. This is mix-method research with explanatory sequential. In collecting data, the researcher used questionnaires and interviews. Data analysis techniques were performed with descriptive quantitative analysis and qualitative analysis. This research shows that from eight components of digital literacy, including components of functional skills and beyond ability students of Islamic religious education in the "excellent" category, the component of creativity in the "good" category, components of collaboration in the "good" category, components effective communication in the "good" category, components the ability to find and select information in the "good" category, components of critical thinking and evaluation in the "good" category, components of cultural and social understanding in the "good" category, and components e-safety in "good" category. The kindly whole from every component from such digital literacy, then religious digital literacy of students of Islamic religious education is at an interval value of 4.0 who enter in the "good" category.
Co-Authors Ahmad Rifki Fuada Amrullah, Nikmah Armai Arief Bobi Erno Rusadi Dede Zubaidah Dhelta Big Queen Bulqis Erba Rozalina Fahlevi, Fahmi Faisal Faisal Fidrayani Fidrayani Hamidiyah, Shafa Aulia Hayati, Umi Hidayati, Naili Hina, Shahzadi Iftitah Jannah Iin Kandedes Ilyasa, Zuhriyah Kamal, Muhiddinnur Lailatul Isti’anah M. Masyrik Martanto . Mimi Hilmiah Muhammad Ridhwan Muhammad Zuhdi Munawaroh Nana Meily Nurdiansyah Nana Meily Nurdiansyah Nayla Shofiyyatul Umaami Nayla Tiara Puspa Nurjannah NURLAELA NURLAELA Nurmaliyah, Yayah Nur’aini Puspita, Tiara Nur Rahmat Rizki, Zaki Yazidatur RIZQI KOMARUDIN Rusadi, Bobi Erno Syahfitra, Yuda Variza Wamer Erliana Wahyudin Yusof, Nabilah binti Zaenurrahman Bahrul Alam