Garuda - Garba Rujukan Digital

Analisis Pembelajaran Pendidikan Agama Islam Bebasis Karakter di Era Digital Masruroh Masruroh; Syaiful Hadi
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.125

Pembelajaran Pendidikan Agama Islam (PAI) di zaman digital menghadapi berbagai tantangan dan peluang yang signifikan. Teknologi digital menghadirkan transformasi besar terhadap cara mengajar dan belajar, yang berdampak pada proses pembelajaran PAI, di mana penguatan karakter menjadi perhatian utama. Penelitian ini memiliki tujuan untuk menganalisis penerapan pembelajaran PAI yang berbasis karakter dalam konteks era digital serta mengidentifikasi tantangan yang dihadapi oleh pendidik dan peserta didik. Pendekatan kualitatif diterapkan dalam penelitian ini, dengan metode observasi dan wawancara pada beberapa siswa. Temuan penelitian mengindikasikan bahwa meskipun teknologi digital dapat memperkaya pembelajaran PAI, penggunaannya harus dilakukan dengan hati-hati agar nilai karakter yang diajarkan tidak tergeser oleh kemajuan teknologi yang cepat. Diperlukan strategi yang tepat untuk mengintegrasikan teknologi dalam pembelajaran PAI, sehingga karakter peserta didik tetap terbentuk dengan baik. Penelitian ini merekomendasikan perlunya pengembangan metode pembelajaran yang menggabungkan teknologi dengan penguatan karakter secara efektif, serta pelatihan bagi guru agar mampu mengelola pembelajaran berbasis digital dengan mempertahankan nilai-nilai moral dan agama. Pembelajaran PAI di era digital harus menekankan keseimbangan antara penerapan teknologi dan pengembangan karakter yang kuat.

Implementasi Program Pengabdian Masyarakat Mahasiswa Kkn Fai Umkaba Melalui Workshop Pemulasaraan Jenazah Di Dusun Gading Kidul Rifka Kurnia; Ahmad Robieth; Miftahul Faoz; Syaiful Hadi
Jurnal Riset Pendidikan Multidisiplin dan Pengabdian Kepada Masyarakat Vol. 1 No. 3 (2025): Oktober-Nopember
Publisher : SMA Negeri 1 Bangkinang Kota

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrppm.v1i3.69

Kematian merupakan kepastian bagi setiap manusia, sehingga keterampilan dalam pemulasaraan jenazah menjadi hal yang penting dikuasai oleh masyarakat. Namun, kenyataannya masih banyak masyarakat yang belum memahami tata cara pemulasaraan jenazah sesuai dengan syariat Islam. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pengetahuan dan keterampilan masyarakat dalam pemulasaraan jenazah melalui pelatihan yang bersifat teoritis dan praktis di dusun Gading Kidul, desa Purwogondo, kecamatan Boja, kabupaten Kendal. Metode yang digunakan meliputi ceramah interaktif, demonstrasi langsung, serta praktik bersama peserta. Hasil kegiatan menunjukkan adanya peningkatan pemahaman masyarakat mengenai fiqih kematian dan keterampilan teknis dalam memandikan, mengkafani, menyalatkan, serta menguburkan jenazah. Dengan demikian, pelatihan ini efektif sebagai bentuk implementasi pengabdian masyarakat sekaligus upaya pemberdayaan umat dalam menghadapi realitas kematian.

RECONSTRUCTION OF ISLAMIC RELIGIOUS EDUCATION BASED ON RELIGIOUS MODERATION: A CONCEPTUAL STUDY FROM THE PERSPECTIVE OF CONTEMPORARY ISLAMIC EDUCATION Puji Astutik; Syaiful Hadi
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.4986

Islamic Religious Education (PAI) plays a strategic role in shaping students’ religious character within the context of Indonesia’s plural society. Current challenges such as the rise of religious extremism, social polarization, and widespread misconceptions about Islamic teachings exacerbated by digital media demand a comprehensive educational framework that fosters religious moderation. This study aims to construct a conceptual model of PAI learning based on religious moderation by examining the Islamic principles of wasathiyah, reconstructing curriculum content, identifying supportive pedagogical approaches, clarifying the teacher’s role, and synthesizing these elements into a coherent theoretical framework. This research employs a qualitative design using a library research approach. Data were collected from classical Islamic texts, contemporary scholarly works, official policy documents, and relevant academic articles. The analysis was conducted through data reduction, thematic categorization, and theoretical synthesis using content analysis techniques. The study focuses on conceptual development rather than empirical testing. The findings reveal that the principles of religious moderation—including justice, balance, tolerance, and anti-extremism—are firmly rooted in Islamic teachings and serve as essential foundations for PAI instruction. The PAI curriculum needs to be reconstructed to become more inclusive, contextual, and grounded in diverse Islamic scholarly traditions in order to cultivate comprehensive religious understanding. Pedagogically, dialogic, reflective, collaborative, and experiential learning approaches are effective in fostering moderate religious awareness among students. Teachers function not only as knowledge transmitters but also as moral exemplars, facilitators, and agents of moderation who shape the school’s religious climate. These four domains are synthesized into a conceptual model for PAI instruction that encompasses foundational values, curriculum reconstruction, pedagogical strategies, teacher roles, and supportive learning environments.

CRITICAL RELIGIOUS LITERACY IN ISLAMIC RELIGIOUS EDUCATION: STRENGTHENING RATIONALITY, ETHICS, AND FAITH IN THE POST-TRUTH ERA Okta Khairul Hikmah; Syaiful Hadi
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.5057

Islamic Religious Education (PAI) plays a strategic role in shaping students’ religious character within the context of Indonesia’s plural society. Current challenges such as the rise of religious extremism, social polarization, and widespread misconceptions about Islamic teachings exacerbated by digital media demand a comprehensive educational framework that fosters religious moderation. This study aims to construct a conceptual model of PAI learning based on religious moderation by examining the Islamic principles of wasathiyah, reconstructing curriculum content, identifying supportive pedagogical approaches, clarifying the teacher’s role, and synthesizing these elements into a coherent theoretical framework. This research employs a qualitative design using a library research approach. Data were collected from classical Islamic texts, contemporary scholarly works, official policy documents, and relevant academic articles. The analysis was conducted through data reduction, thematic categorization, and theoretical synthesis using content analysis techniques. The study focuses on conceptual development rather than empirical testing. The findings reveal that the principles of religious moderation including justice, balance, tolerance, and anti-extremism are firmly rooted in Islamic teachings and serve as essential foundations for PAI instruction. The PAI curriculum needs to be reconstructed to become more inclusive, contextual, and grounded in diverse Islamic scholarly traditions in order to cultivate comprehensive religious understanding. Pedagogically, dialogic, reflective, collaborative, and experiential learning approaches are effective in fostering moderate religious awareness among students. Teachers function not only as knowledge transmitters but also as moral exemplars, facilitators, and agents of moderation who shape the school’s religious climate. These four domains are synthesized into a conceptual model for PAI instruction that encompasses foundational values, curriculum reconstruction, pedagogical strategies, teacher roles, and supportive learning environments. The post-truth era is characterized by the massive circulation of information, the weakening of knowledge authority, and the dominance of emotion over rational judgment. These conditions significantly influence the religious sphere, including Islamic Religious Education (PAI), which now faces challenges such as religious misinformation, digital radicalism, and sentiment based polarization. This article aims to analyze the concept of critical religious literacy as a foundation for strengthening rationality, ethics, and faith within PAI instruction. This study employs a literature review method by examining works related to critical literacy, Islamic education, cognitive theory, and the dynamics of the post-truth era. The findings indicate that critical religious literacy is essential as a framework that harmonizes reason and faith, builds moral sensitivity, and enhances students’ ability to evaluate religious information responsibly. Strengthening rationality improves verification and analytical skills; the ethical dimension guides moral conduct; and faith provides spiritual stability amid information disruption. This study concludes that integrating these three dimensions is a fundamental strategy to develop learners who are not only critical thinkers but also ethical and spiritually grounded. Therefore, critical religious literacy serves as a relevant and strategic approach to reinforcing cognitive and spiritual resilience among Muslim learners in today’s post-truth context.

INTERFAITH DIALOGUE IN ISLAMIC RELIGIOUS EDUCATION: A THEOLOGICAL AND PEDAGOGICAL FRAMEWORK Rifka Kurnia; Syaiful Hadi
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.5058

The reality of religious diversity in modern society requires Islamic Religious Education (PAI) to develop learning models that foster inclusive, dialogical, and constructive religious understanding. This study aims to analyze the theological and pedagogical foundations of interfaith dialogue in PAI and to formulate a conceptual framework applicable to contemporary educational contexts. This research employs a library-based approach by reviewing primary and secondary literature related to Islamic theology, dialogical pedagogy, and discourses on religious plurality. The findings reveal that interfaith dialogue has strong legitimacy within Islamic teachings through the principles of ta‘āruf, justice, public good, and the recognition of diversity as part of divine design. Pedagogically, interfaith dialogue enhances critical thinking, empathy, cross-religious communication, and students’ resilience toward unfiltered religious information in the post-truth era. Moreover, teachers hold a central role as facilitators of dialogue, ethical role models, and guarantors of psychological safety in classrooms that respect differences. This study emphasizes the urgency of integrating interfaith dialogue into PAI curricula, teaching methods, and learning activities to shape Muslim learners who are peaceful, rational, and capable of living harmoniously in plural societies. These findings offer a conceptual contribution for developing a more humanistic and globally relevant PAI curriculum.

Humanisme Islami dalam Pendidikan Agama Islam: Fondasi, Prinsip, dan Implementasi Pembelajaran Ahmad Robieth; Syaiful Hadi
JURNAL PENDIDIKAN Vol 35 No 1 (2026): March
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jp.v35i1.7669

Fenomena kekerasan di lingkungan sekolah menjadi tantangan serius bagi pendidikan Indonesia. Pendidikan Agama Islam (PAI) memiliki potensi strategis untuk membentuk literasi anti-kekerasan melalui penanaman nilai moral, etika, dan sosial yang berbasis ajaran Islam. Penelitian ini bertujuan untuk menganalisis bagaimana PAI dapat memperkuat literasi anti-kekerasan pada peserta didik, termasuk pemahaman nilai-nilai anti-kekerasan, model pembelajaran, dan strategi implementasi dalam kurikulum. Metode penelitian menggunakan pendekatan kualitatif kepustakaan (library research), dengan teknik pengumpulan data berupa dokumentasi literatur primer dan sekunder terkait pendidikan agama, kekerasan di sekolah, dan literasi moral. Analisis dilakukan dengan metode content analysis, dilengkapi triangulasi teori untuk memastikan validitas konseptual. Hasil penelitian menunjukkan bahwa nilai-nilai Islam seperti rahmah, ’adl, ihsan, dan silm menjadi fondasi anti-kekerasan, namun praktik pembelajaran PAI masih dominan kognitif dan kurang kontekstual. Model pembelajaran yang efektif meliputi metode kooperatif, diskusi kasus, simulasi, role playing, dan proyek sosial, dengan guru sebagai teladan moral. Strategi implementasi kurikulum harus menekankan penguatan konten nilai perdamaian, metode humanistik, pembinaan budaya sekolah, pelatihan guru, evaluasi berkelanjutan, dan literasi digital. Temuan ini menegaskan bahwa literasi anti-kekerasan melalui PAI dapat membentuk peserta didik yang kritis, empatik, toleran, dan siap menghadapi tantangan sosial secara konstruktif.

Paradigma Konseptual Pendidikan Agama Islam dalam Membangun Etika Global Peserta Didik Miftahul Faoz; Syaiful Hadi
JURNAL PENDIDIKAN Vol 35 No 1 (2026): March
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jp.v35i1.7670

Pendidikan Agama Islam (PAI) memiliki peran penting dalam membentuk etika global peserta didik, termasuk nilai keadilan, toleransi, kasih sayang, perdamaian, dan penghormatan terhadap hak asasi manusia. Penelitian ini bertujuan menganalisis paradigma konseptual pembelajaran PAI dalam membangun etika global peserta didik, menekankan prinsip moral Islam, model pembelajaran, dan strategi implementasi kurikulum. Metode penelitian menggunakan pendekatan kualitatif kepustakaan (library research) dengan pengumpulan data melalui dokumentasi literatur primer dan sekunder terkait pendidikan agama, etika, karakter, dan literasi sosial. Analisis dilakukan dengan content analysis dan triangulasi teori untuk memastikan validitas konseptual. Hasil penelitian menunjukkan bahwa nilai etika global menjadi fondasi moral PAI, namun praktik pembelajaran masih dominan kognitif. Model pembelajaran yang efektif meliputi pembelajaran kooperatif, diskusi kasus, simulasi, role-playing, dan proyek sosial, dengan guru sebagai teladan moral. Strategi implementasi kurikulum menekankan penguatan konten nilai etika global, metode humanistik, budaya sekolah yang mendukung, pelatihan guru, evaluasi berkelanjutan, dan literasi digital. Temuan ini menegaskan bahwa PAI berbasis etika global mampu membentuk peserta didik yang kritis, etis, peduli sosial, dan siap menghadapi tantangan global.

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