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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar TARBIYA : Journal Education in Muslim Society Journal of Islamic Studies and Humanities BELAJEA: Jurnal Pendidikan Islam Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Basicedu MANAGERIA: Jurnal Manajemen Pendidikan Islam AIUA Journal of Islamic Education Jurnal Eduscience (JES) Journal La Edusci Bulletin of Science Education Bulletin of Community Engagement TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) Jurnal Riset Pendidikan dan Pengajaran (JRPP) Journal of Educational Sciences Jurnal Basicedu Penamas Jurnal Pendidikan Islam Journal in Teaching and Education Area EDUKASI Jurnal Pendidikan Progresif
Abd. Madjid, Abd.
Fakultas Tarbiyah Universitas Darussalam Gontor
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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From Administrative to Reflective Pedagogy: ISMUBA Teachers' Strategies for Internalizing Values in the Digital Era Rauf, Mardhatillah L.; Madjid, Abd.
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.1016-1036

Abstract

ISMUBA (Al-Islam, Muhammadiyah, and Arabic) learning is the main identity of Muhammadiyah education which is directed at forming Islamic character and noble character of students. However, in practice, the effectiveness of learning strategies in internalizing Islamic values remains a challenge in the era of digital disruption. This study aims to analyze ISMUBA teachers' learning strategies in internalizing the values of faith and morals in Muhammadiyah elementary school students using a qualitative case study approach. Data were collected through in-depth interviews with three ISMUBA teachers and analyzed using thematic analysis techniques. The results of the study revealed five main findings: (1) Reflective contextual learning planning; (2) Differentiation of strategies based on the characteristics of Generation Z students; (3) Three models of Muhammadiyah value integration (personal contextual, fundamental applicative, normative referential); (4) Adaptive responses to contemporary learning challenges; (5) Holistic evaluation efforts amidst systemic limitations. This study concludes that although teachers have developed innovative strategies, it is necessary to strengthen the institutional support system and develop evaluation instruments capable of measuring value internalization comprehensively.
The Impact of Effectiveness of PAI Decentralization Curriculum to Improve the Quality of Teachers and Students Rustin, Ddilla; Madjid, Abd.
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37646

Abstract

Islamic Religious Education (PAI) plays a vital role in shaping students’ character, morals, and concern for socio-cultural diversity and environmental sustainability. To address contemporary challenges and contextual needs, a decentralization policy in the PAI curriculum is applied. This policy grants regional authorities the flexibility to adapt teaching materials in line with local cultural values and community needs. The main goal is to enhance the relevance, effectiveness, and appeal of PAI education by making it more contextual and responsive to local conditions. Education is not only a medium for knowledge and character development but also a platform to cultivate students’ awareness and responsibility toward preserving their environment and community. Curriculum innovation that integrates religious values, local wisdom, and environmental insight becomes a strategic approach to shaping a generation that is faithful, caring, and ecologically literate. This study uses a systematic literature review method, analysing 20 articles from Google Scholar published between 2020 and 2024, with the keyword’s “decentralization” and “PAI curriculum.” The findings indicate that curriculum decentralization can improve the contextuality and relevance of Islamic education but also encounters challenges such as disparities in regional capacities and limited coordination among policy stakeholders.
The Role of Responsibility in Improving Mastery of Islamic Religious Education Material Moderated by Students' Disciplinary Behavior at the High School Level Fikri, Muhamad; Madjid, Abd.
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37718

Abstract

This study aims to analyze the influence of responsibility on the mastery of Islamic Religious Education (PAI) material and to examine the role of disciplined behavior as a moderating variable in strengthening this relationship among high school students. This study uses a quantitative approach with a correlational design and explanatory survey method. The research was conducted through several stages, namely problem identification, literature review, variable determination and instrument adaptation, questionnaire distribution, data examination, outer model evaluation, inner model evaluation, and hypothesis testing. The research sample consisted of 56 high school students in the Yogyakarta region, selected using purposive sampling. Data were collected through an online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the help of SmartPLS 3. The research results show that discipline behavior has a positive and significant effect on the mastery of PAI material (0.503; t = 3.806; p = 0.000), while responsibility does not have a significant direct effect on the mastery of PAI material (0.171; t = 0.910; p = 0.363). Responsibility has a positive and significant effect on discipline behavior (0.715; t = 8.723; p = 0.000). Additionally, the interaction between responsibility and discipline behavior has a positive and significant effect on the mastery of PAI material (0.360; t = 3.678; p = 0.000), indicating that discipline behavior strengthens the influence of responsibility on students' mastery of PAI material. The research results show that disciplined behavior strengthens the relationship between responsibility and mastery of PAI material. This emphasizes that mastery of PAI material is not only determined by cognitive ability but also by the embodiment of responsibility in orderly and consistent learning behavior. PAI learning needs to emphasize the instillation of values and the formation of disciplined behavior.
From RPP to Teaching Modules: Challenges and Practices of ISMUBA Teachers Rahmalia, Nuriza; Madjid, Abd.
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37583

Abstract

The implementation of the Independent Curriculum has brought significant changes in learning planning, particularly in the transition from the 2013 Curriculum Lesson Plan (RPP) to teaching modules. This shift requires teachers to adapt to new principles such as flexibility, differentiated learning, and the integration of the Pancasila Student Profile. This study aims to analyze the challenges ISMUBA teachers face in designing and implementing teaching modules, examine how their understanding of curriculum principles influences classroom practices, and identify the strategies and professional support needed for effective implementation. This study employed a descriptive qualitative approach involving three ISMUBA teachers at SMP Muhammadiyah 1 Gamping. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using an interactive process consisting of data reduction, data display, and conclusion drawing, while validity was ensured through triangulation of sources and techniques. The findings indicate that teaching modules are perceived as more flexible and comprehensive than the 2013 Curriculum lesson plans, as they cover multiple learning sessions, integrate character development, and support differentiated learning. However, this flexibility also presents challenges, including the complexity of module preparation, limited teacher understanding, and relatively uniform evaluation practices. The study concludes that the successful implementation of teaching modules depends not only on curriculum design but also on teachers' pedagogical readiness, clear operational guidelines, and sustained professional and digital learning support.
The Impact of Religious Moderation Policies in Increasing Tolerance among Students in Senior High Schools Nurjannah, Siti; Madjid, Abd.
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110792

Abstract

The application of religious moderation values in high schools remains suboptimal, as evidenced by the inconsistency between classroom instruction and students’ daily behavior. Many students continue to display intolerance, disrespectful speech, a lack of appreciation for diversity, and low participation in religious and social activities. This study aims to examine how religious moderation policies are implemented in high schools and to identify the supporting and inhibiting factors. Using a qualitative approach with the Systematic Literature Review (SLR) method based on PRISMA guidelines, data were collected from Google Scholar (2020–2024) using the keywords “religious moderation” and “high school.” Out of 5,990 articles, 21 were selected for analysis. The findings reveal that Islamic Religious Education (PAI), extracurricular activities, school culture, and interfaith approaches contribute to the implementation of religious moderation. Teacher commitment, national policies, and an inclusive school environment serve as supporting factors, while lack of parental support, negative influence of social media, and low student motivation act as barriers. Education plays a crucial role in fostering awareness and care for the school environment, creating a peaceful and just atmosphere by instilling values of tolerance, cooperation, and social responsibility in students’ daily lives.
Co-Authors Abdillah, Hafizh Zain Al-Razi, Muhammad Fakhruddin Alam, Naufal Ahmad Rijalul Alsya'bani, Ibnu Syakur Anita Aisah, Anita Annisa, Sofya Hilyatul Asmadi Alsa Chofivah, Astrid Dewanti, Amelia Khalil, Ahmad Hadziq Madani Ilham M. Suud, Fitriah M.Suud, Fitriah Masitah, Widya Muhamad Fikri, Muhamad Partino Partino, Partino Rahmalia, Nuriza Rauf, Mardhatillah L. Rochmawati, Nikmah Rustin, Ddilla Shinta Shinta Shodiq, Sadam Fajar Siti Bahiroh Siti Nurjannah Sutrisno, Sutrisno Suud, Fitria M.