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All Journal J-PAI: Jurnal Pendidikan Agama Islam An-Nahdloh: Journal of Education and Islamic Studies
Muhammad Misbah
Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
Religion Education

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Orientasi Baru Pendidikan Islam Era Millenial Indah Lestari; Muhammad Misbah
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 8 No. 2 Januari-Juni 2022
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v8i2.16692

Abstract

This paper examines the main orientation of education which is not only a mastery of knowledge, but as a bridge that leads people to awareness, belief and positive thoughts so that they can know God better as part of the existence of life in this world. The method used is library research method with a descriptive normative approach that emphasizes the analysis of the data sources found. The results of the analysis of verses and data sources can be concluded that the purpose of Islamic education is to shape humans according to their nature so that they can live like human beings in terms of strengthening faith, reason, physical, spiritual and social oriented to piety as servants of Allah and caliphs in the world. As humans, there needs to be a balance between human abilities in terms of intelligence, religious, professional, and social. In addition, the orientation of Islamic education can be packaged with economic stability in order to eradicate inequality and social injustice. Educational institutions have a special task and role to produce people who think and feel, think and do remembrance, and people who are humble are not arrogant.
Model Pembelajaran Aqidah dan Akhlak Integratif-Inklusif Berbasis Teknologi Digital dalam Membangun Sikap Moderasi Beragama Peserta Didik Aisyah Puan Maharani; Muhammad Misbah; Muhammad Royhan Assaiq
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

This study explores the transformation of Aqidah and Akhlak learning through an integrative–inclusive learning model based on digital technology in fostering students’ religious moderation attitudes in the digital era. The study is motivated by the tendency of Islamic Religious Education learning to remain normative and conceptual, thus limiting its ability to address contemporary socio-religious challenges, particularly issues of plurality and digital culture development. The informants in this study were Islamic Religious Education teachers and secondary-level students who were directly involved in the implementation of digital technology-based learning. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing. The findings indicate that the integration of digital technology transformed Aqidah and Akhlak learning into a more reflective, dialogical, participatory, and contextual learning process. The utilization of digital media such as interactive videos, online discussion forums, and technology-based collaborative projects increased students’ engagement while fostering tolerance, respect for differences, and awareness of religious moderation both within the school environment and in broader digital spaces. The novelty of this study lies in the development of an integrative–inclusive Aqidah and Akhlak learning model that positions digital technology not merely as a learning medium, but also as a pedagogical space for internalizing the values of religious moderation in a global context.   Keywords: Aqidah and Akhlak Learning, Integrative–Inclusive, Digital Technology, Religious Moderation, Islamic Religious Education
Pengembangan Pembelajaran Pendidikan Agama Islam yang Integratif-Inklusif dalam Meningkatkan Keberagaman Karakter Peserta Didik Vivi Alvina Damayanti; Muhammad Misbah
An-Nahdloh: Journal of Education and Islamic Studies Vol. 1 No. 4 (2026): September 2026
Publisher : An-Nahdloh: Journal of Education and Islamic Studies

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Abstract

The rapid transformation of 21st-century education requires Islamic Religious Education (PAI) to move beyond knowledge transmission by accommodating learner diversity while strengthening character development. This study aims to analyze the concept of integrative-inclusive PAI learning and examine its contribution to strengthening students' character in diverse educational settings. This research employed a qualitative approach using the library research method. Data were collected through document analysis of books, scholarly journals, scientific articles, and other relevant academic sources, and subsequently analyzed using content analysis to identify, classify, and interpret information in accordance with the research objectives. The findings reveal that integrative-inclusive PAI learning is grounded in strong pedagogical and Islamic normative principles, emphasizing justice, equality, respect for diversity, student-centered learning, and flexibility in instructional practices. Its implementation can be realized through differentiated learning, collaborative learning, Project-Based Learning, contextual learning, the integration of digital technology, and reflective learning activities. These approaches contribute significantly to fostering religious character, tolerance, religious moderation, empathy, social responsibility, collaboration, critical thinking, and communication skills among students. Although its implementation continues to face challenges, including limited teacher competence, inadequate educational facilities, and the predominance of cognitively oriented instructional paradigms, substantial opportunities remain through the implementation of the Merdeka Curriculum, continuous professional development for teachers, educational technology integration, and collaborative partnerships among schools, families, communities, and the government. The findings underscore the importance of developing integrative-inclusive PAI learning as a relevant educational paradigm for cultivating religious, humanistic, moderate, adaptive, and well-rounded students in the context of 21st-century education.   Keywords: Islamic Religious Education, Integrative-Inclusive Learning, Character Building
Co-Authors Aisyah Puan Maharani Indah Lestari Muhammad Royhan Assaiq Vivi Alvina Damayanti