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Peran Manajemen Pendidikan Islam dalam Mempersiapkan Generasi Muslim di Era Society 5.0 Dika Tripitasari
Berkala Ilmiah Pendidikan Vol. 4 No. 3 (2024): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v4i3.1167

Latar belakang penelitian ini didorong oleh perkembangan pesat teknologi dan digitalisasi yang terjadi di era Society 5.0, di mana teknologi tidak hanya berfungsi sebagai alat, tetapi juga sebagai sistem yang mempengaruhi aspek kehidupan masyarakat secara menyeluruh. Dalam konteks ini, pendidikan Islam diharapkan mampu menyiapkan generasi Muslim yang tidak hanya cerdas secara intelektual, tetapi juga memiliki karakter moral yang kuat sesuai dengan ajaran Islam. Tujuan penelitian ini adalah untuk menggali peran manajemen pendidikan Islam dalam mempersiapkan generasi Muslim yang unggul, adaptif, dan relevan dengan tuntutan era Society 5.0. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi literatur dan wawancara mendalam pada pendidik dan pengelola lembaga pendidikan Islam. Hasil penelitian menunjukkan bahwa manajemen pendidikan Islam memiliki peran strategis dalam pengembangan kurikulum yang integratif, penerapan teknologi dalam pembelajaran, serta pembentukan karakter berbasis nilai-nilai Islam yang mendukung kesiapan generasi muda untuk menghadapi tantangan global. Implikasi dari penelitian ini adalah perlunya pembaruan dalam sistem manajemen pendidikan Islam yang lebih fleksibel dan adaptif terhadap kemajuan teknologi, sekaligus memperkuat karakter generasi muda agar dapat berperan aktif dalam pembangunan masyarakat yang berlandaskan pada prinsip-prinsip Islam. Penelitian ini diharapkan dapat memberikan kontribusi dalam mengembangkan strategi manajerial yang lebih efektif dalam pendidikan Islam di era digital.

STRATEGI PEMBELAJARAN PAI BERBASIS AKULTURASI ISLAM NUSANTARA DAN KESADARAN EKOLOGIS Andi Wahyumulianti; Dika Tripitasari; Ahdar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45546

Entering the Anthropocene era, the escalation of global environmental degradation has reached a nadir that threatens the stability of human civilization, necessitating a curriculum reorientation that is more responsive to ecological crises. This study aims to construct an integrative Islamic Religious Education (PAI) learning strategy through a functional synergy between the values of Nusantara Islam Acculturation and the Eco-Theology paradigm. Employing a qualitative design with a Systematic Literature Review (SLR) approach, a profound analysis was conducted on various reputable primary literatures published within the last five years. The research findings reveal that the transformation of ecology-based PAI requires a fundamental reorientation across three interconnected strategic dimensions. First, the conceptual-theological dimension involves repositioning the meaning of 'khalifah' as a nature preserver and strengthening ecological monotheism (tawhid). Second, the institutional-managerial dimension focuses on developing the Eco-Islamic School model, which integrates sustainable waste management systems and strengthens ecological literacy within institutional governance. Third, the practical-methodological dimension implements a transdisciplinary STEM-PAI approach, utilizing digital technology to ground religious values in tangible actions. The synthesis confirms that this strategy not only strengthens national character by preserving Nusantara's local wisdom but also serves as a substantive contribution to the global Sustainable Development Goals (SDGs) agenda, particularly regarding climate action, gender equality, and quality education. This study concludes that the synchronization between religious ethics derived from revelation and global scientific standards is a crucial key to creating a collective social transformation toward a future civilization that is harmonious, inclusive, and sustainable.

PERENCANAAN STRATEGI PEMBELAJARAN PAI BERBASIS PROYEK DAN RESOLUSI KONFLIK Muh Rezky; Dika Tripitasari; Ahdar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45551

This study aims to formulate a strategic plan for Islamic Religious Education (PAI) learning that integrates the Project-Based Learning (PjBL) model with the strengthening of students' conflict resolution skills. In the era of globalization, PAI faces the challenge of shaping multicultural characters capable of maintaining harmony amidst diversity. The method employed is descriptive qualitative through a literature study, analyzing sources related to instructional innovation, conflict management, and the reinforcement of religious moderation values. The research findings indicate that PjBL planning in PAI not only enhances cognitive understanding but also serves as a vehicle for internalizing moderation values through collaborative projects. The integration of conflict resolution within this strategy includes preventive measures through collaborative leadership and the creation of a positive learning environment. Students are trained to identify problems, communicate openly, and seek peaceful solutions to differences of opinion that arise during project execution. The alignment between a structured PjBL design and conflict management based on Islamic values is proven effective in improving social-emotional skills and building a tangible attitude of tolerance (tasamuh) in daily interactions at school.

Efektivitas Sistem Penguatan (Reinforcement) dalam Pembelajaran Nahwu Sharaf pada Mahasiswa di Ma’had al-Jāmi‘ah IAI DDI Mangkoso Inarwati; Muhdin; Dika Tripitasari
IHSAN : Jurnal Pendidikan Islam Vol. 4 No. 2 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/ihsan.v4i2.3811

Penelitian ini bertujuan untuk menganalisis bentuk, implementasi, respons mahasiswa, serta dampak sistem penguatan (reinforcement) dalam pembelajaran Nahwu–Sharaf di Ma’had al-Jāmi‘ah IAI DDI Mangkoso. Penelitian menggunakan pendekatan kualitatif melalui observasi, wawancara, dan dokumentasi terhadap mahasiswa yang mengikuti pembelajaran Nahwu–Sharaf. Hasil penelitian menunjukkan bahwa sistem penguatan belum diterapkan secara optimal dan konsisten, karena sebagian besar reinforcement hanya muncul pada saat evaluasi atau ketika mahasiswa menjawab dengan benar. Penguatan yang diberikan juga masih didominasi penguatan verbal berupa koreksi atau penegasan jawaban, sementara bentuk apresiasi lain seperti reward akademik, umpan balik reflektif, dan penguatan berkelanjutan masih jarang dilakukan. Kondisi tersebut berdampak pada rendahnya motivasi, rasa percaya diri, serta keberanian mahasiswa dalam menerapkan kaidah Nahwu–Sharaf. Namun, ketika reinforcement diberikan secara rutin, mahasiswa menunjukkan peningkatan pemahaman, keberanian mencoba, serta pembiasaan mengulang materi dan menerapkan kaidah dalam kegiatan belajar. Dengan demikian, sistem penguatan terbukti memiliki peran penting dalam meningkatkan penguasaan dan pembiasaan Nahwu–Sharaf, sehingga perlu diterapkan secara lebih terencana, sistematis, dan berkelanjutan dalam proses pembelajaran di Ma’had al-Jāmi‘ah.

Rekonstruksi Strategi Pembelajaran PAI melalui Sintesis Akulturasi Islam Nusantara dan Etika Ekologis Tazkiyatun Nafiah. P; Dika Tripitasari; Ahdar Ahdar
Karakter : Jurnal Riset Ilmu Pendidikan Islam Vol. 3 No. 2 (2026): Mei: Karakter : Jurnal Riset Ilmu Pendidikan Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/karakter.v3i2.2077

This study aims to formulate an integrated Islamic Religious Education (PAI) learning strategy that synthesizes the acculturation of Islam Nusantara and ecological ethics as a response to the fragmented character of conventional PAI learning which has not yet optimally integrated local cultural values and ecological awareness. This research employs a qualitative library research method with a systematic literature review approach, analyzing 28 primary sources selected from 67 identified literature published between 2019 and 2025. Data were analyzed using Braun and Clarke's thematic analysis through six stages: familiarization, initial coding, theme searching, theme reviewing, theme defining, and report writing. The findings reveal that Islam Nusantara contains three relevant pedagogical principles cultural humility (tawadu' budaya), cosmological inclusivity, and peaceful transformation while Islamic teachings hold rich ecotheological dimensions through the concepts of ecological tauhid, khalifah fi al-ardh, amanah, and rahmatan lil 'alamin. Based on this synthesis, four integrated learning strategies are formulated: Contextual-Cultural Learning, Eco-Thematic Quranic Interpretation, Community-Based Ecological Projects, and Ecological Spiritual Reflection. This study proposes a new conceptual framework termed "PAI Nusantara-Ekologis," which positions students not merely as ritually devout individuals but as responsible stewards (khalifah) of the earth.

Pendekatan Akulturasi Islam Nusantara dalam Pembelajaran PAI untuk Pembentukan Kesadaran Ekologis Peserta Didik Renita Renita; Dika Tripitasari; Ahdar Ahdar
Reflection : Islamic Education Journal Vol. 3 No. 2 (2026): Reflection : Islamic Education Journal
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/reflection.v3i2.2080

The global ecological crisis is not only a scientific issue but also reflects the decline of human moral and spiritual awareness toward nature. This study aims to examine the acculturation approach of Islam Nusantara in Islamic Religious Education (PAI) learning as an effort to foster students’ ecological awareness. The research employed a qualitative library research method using various relevant sources, including books, national and international journal articles, and educational policy documents. Data analysis was conducted through data reduction, thematic presentation, and interpretive-analytical conclusion drawing. The findings indicate that Islam Nusantara, as a product of the acculturation between universal Islamic values and local Nusantara wisdom, contains various ecological traditions such as sasi, subak, and hutan larangan (forbidden forests), which can be contextually integrated into PAI learning. The developed learning model includes the use of local wisdom as learning resources, participatory project-based learning methods, and thematic Qur’anic interpretation related to environmental issues. The ecotheological approach of Islam Nusantara is considered effective in connecting religious teachings with students’ ecological realities, thereby fostering a religious-ecological character that views environmental preservation as part of worship. Although challenges remain in theological, pedagogical, and institutional aspects, this approach contributes strategically to shaping environmentally responsible Muslim generations.

Analisis Strategi Pembelajaran PAI Multikultural dalam Menumbuhkan Toleransi Zahrah Nurkarimah; Dika Tripitasari; Ahdar Ahdar
Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam Vol. 4 No. 2 (2026): April: Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/al-tarbiyah.v4i2.2980

This study aims to analyze the strategies of multicultural Islamic Religious Education (PAI) learning in fostering students’ tolerance attitudes in the context of Indonesia’s diverse society. This research employs a qualitative approach using a library research method by examining various relevant scientific literatures, including journals, books, and policy documents. Data were analyzed through stages of data collection, reduction, thematic analysis, and synthesis. The findings indicate that there are three main strategies in implementing multicultural-based PAI learning: (1) enrichment of teaching materials with multicultural perspectives, (2) application of dialogic discussion and cooperative learning methods, and (3) creation of a democratic and inclusive school culture. These strategies are proven to significantly contribute to the development of students’ tolerance, inclusivity, and respect for diversity. However, several challenges are identified, such as limited teacher competence, lack of inclusive teaching materials, social pressures, and the influence of digital media. In conclusion, multicultural-based PAI learning plays a crucial role in shaping tolerant and inclusive students. Its successful implementation requires a holistic, adaptive, and collaborative approach involving curriculum development, teacher competence enhancement, and support from the broader educational ecosystem.

Transformasi Pedagogis Guru Pendidikan Agama Islam dalam Pembelajaran Berbasis Keadilan Gender dan Inklusivitas Afnan Raodah; Dika Tripitasari; Ahdar Ahdar
Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam Vol. 4 No. 2 (2026): April: Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/al-tarbiyah.v4i2.2987

This study examines the pedagogical transformation of Islamic Religious Education (PAI) teachers in realizing gender-equitable and inclusive learning. Ideal PAI teacher pedagogy encompasses not only content mastery but also pedagogical competence and social sensitivity capable of responding fairly to learner diversity. This study identifies that traditional teacher-centered, rote-oriented pedagogy with minimal gender awareness constitutes a primary barrier to creating equitable learning environments. The required transformation includes developing cooperative learning strategies, eliminating gender bias in classroom interactions, differentiating instruction according to student needs, and using inclusive stereotype-free teaching materials. The theological foundation of Islam affirms that human dignity regardless of gender as emphasized in QS. Al-Hujurat: 13 aligns with inclusivity values in education, making this transformation an authentic manifestation of the rahmatan lil'alamin principle rather than a deviation from Islamic values. Despite ongoing challenges including entrenched patriarchal culture, limited gender literacy, insufficient inclusive teaching materials, and social resistance, this pedagogical transformation carries broad implications for improving learning quality, strengthening tolerance, and enhancing PAI teacher professionalism in Indonesia.

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