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All Journal Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Quranic Edu
Amrullah
Institut Agama Islam Negeri Curup
Religion Humanities Education Social Sciences

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Filsafat Pendidikan Perenialisme Terhadap Pengembangan Kurikulum Pendidikan Agama Islam di Era Modern Mutiara Mahardika; Rana Meiyanda; Wahyu Ashabul Jannah; Amrullah; Fakhruddin
Al-Mau'izhoh: Jurnal Pendidikan Agama Islam Vol. 8 No. 1 (2026): Edisi Juni 2026 in Press
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/am.v8i1.18389

Abstract

This study aims to analyze the relevance of perennialism educational philosophy to the Islamic Religious Education curriculum. The research is motivated by the emergence of various moral crises, individualism, hedonism, and the decline of spiritual awareness in modern education, which require the strengthening of moral and spiritual values within the educational process. This study employed a qualitative approach using library research methods. The research data were obtained through documentation studies of various primary and secondary sources related to perennialism philosophy and the Islamic Religious Education curriculum. Data analysis was conducted using content analysis techniques through stages of data organization, categorization, interpretation, and conclusion drawing using deductive and inductive approaches. The results of the study indicate that perennialism educational philosophy has strong relevance to the Islamic Religious Education curriculum, particularly in the aspects of educational objectives, learning materials, teaching methods, and character building. Perennialism emphasizes the importance of universal and eternal values as the foundation of education in shaping moral, wise, and spiritually aware individuals. These values are aligned with the objectives of Islamic Religious Education, which focus on developing faith, piety, and noble character. In addition, learning methods such as role modeling, habituation, and moral reflection are considered consistent with the principles of perennialist education. This study provides theoretical contributions to the development of Islamic educational philosophy studies as well as practical contributions to the development of Islamic Religious Education curricula and learning processes that are more oriented toward strengthening students’ character and spirituality.
Pengaruh Penggunaan Teknologi Seluler terhadap Hasil Belajar PAI Peserta Didik SMKITKU Tasikmalaya, Curup Utara, Rejang Lebong Gunawan Saputra; Johan Efendi; Yunardi Ihsan; Amrullah; Solihin
QuranicEdu: Journal of Islamic Education Vol. 6 No. 1 (2026): QuranicEdu: Journal of Islamic Education
Publisher : IIQ An Nur Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37252/quranicedu.v6i1.2228

Abstract

This study aims to evaluate the impact of mobile technology utilization on Islamic Education (Pendidikan Agama Islam/PAI) learning achievement among students of SMK IT KU Tasikmalaya, North Curup, Rejang Lebong during the 2024/2025 academic year. The background of this study is based on the increasing use of mobile devices among students that have the potential to be used as a medium for digital learning. This study applies a quantitative approach with a correlational study design. The sample consisted of 70 grade X students, of which 60 students were selected using a proportionate stratified random sampling technique. Data were collected through a Likert scale questionnaire, observation, and documentation of academic grades, then analyzed using a simple linear regression method. Descriptive analysis showed that the level of mobile technology use was in the good category (mean = 3.87), followed by PAI learning outcomes which were also in the good category (mean = 3.72). However, the results of the regression test showed a regression coefficient of 0.275 with a significance of 0.092 (> 0.05), which indicated there was no statistically significant effect between mobile technology use and PAI learning outcomes. The coefficient of determination (R²) value of 0.010 indicates that mobile technology only contributes 1.04% to the variation in learning outcomes, while 98.96% is influenced by other variables. This finding indicates that although there is a positive relationship in the use of mobile technology, its utilization has not had a significant effect on improving PAI learning outcomes. Therefore, increased digital literacy, pedagogical supervision, and a more planned technology integration strategy are needed so that the use of mobile technology can function effectively in supporting the PAI learning process.
Co-Authors Fakhruddin Gunawan Saputra Johan Efendi Mutiara Mahardika Rana Meiyanda Solihin Wahyu Ashabul Jannah Yunardi Ihsan