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All Journal Andragogi : Jurnal Ilmiah Pendidikan Agama Islam Multidiciplinary Journal of Islamic Studies International Journal of Educational Narratives
Atika Nailah Syirva
Universitas Islam Tribakti Lirboyo Kediri
Religion Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Peran Vital Lembaga Pendidikan dalam Membangun Struktur Masyarakat yang Kokoh Atika Nailah Syirva; Zaenab Niswati Kamali
Mujalasat: Multidiciplinary Journal of Islamic Studies Vol. 3 No. 1 (2025): Jurnal Mujalasat: Multidiciplinary Journal of Islamic Studies, Maret
Publisher : Universitas Islam Tribakti Lirboyo Kediri

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Abstract

This article discusses the vital role of educational institutions in building a solid societal structure. Education serves as an agent of social change that not only transfers knowledge but also shapes the character and values ​​of individuals. Through education, individuals are taught to develop critical thinking, understand their rights and responsibilities, and actively participate in social and political life. This article also highlights how education can reduce poverty, promote gender equality, and strengthen democracy. Thus, educational institutions have a great responsibility in creating an inclusive, just, and sustainable society. Collective efforts from various parties are needed to overcome the existing challenges and ensure that education functions optimally in building a better societal structure.
Islamic Religious Education and Social Environment as Alternative Solutions to Address Moral Degradation Resulting from Promiscuity Among Generation Z Students at SMP Negeri 1 Prigen, Pasuruan Afwa Elfira Zulfa; Emi Lilawati; Waslah Waslah; Mohammad Saat Ibnu Waqfin; Atika Nailah Syirva
ANDRAGOGI Vol 8 No 1 (2026): ANDRAGOGI
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Agama Islam Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/ja.v8i1.24987

Abstract

The decline in moral values among Generation Z adolescents has become an increasingly serious concern amid the wave of digitalization. This study aims to analyze the influence of Islamic Religious Education and the social environment on mitigating the moral decline among Generation Z students at SMP Negeri 1 Prigen, Pasuruan. A quantitative approach using a survey method was employed in this study, involving 54 eighth-grade students selected through random sampling. Data collection was conducted through the distribution of a Google Forms-based questionnaire, while data analysis utilized multiple linear regression with the aid of IBM SPSS Statistics 25. The results indicate that Islamic Religious Education has a significant influence in curbing the decline in student morality, as evidenced by the reinforcement of the values of discipline, honesty, and self-control. Similarly, the social environment, whether at school, within the family, or in the community, was found to play a crucial role as a space for the internalization of moral values through daily interactions. Collectively, these two variables contributed 55.7% to mitigating moral decline, while the remainder was influenced by other factors beyond the scope of this study. These findings confirm that Islamic Religious Education and a supportive social environment are two complementary pillars in shaping the moral character of Generation Z students. Implicitly, strengthening formal religious education must be accompanied by the creation of a conducive social environment, whether at school, within the family, or in the community.
Determinants of Islamic Religious Education Learning and the Role of Islamic Religious Education Teachers in Fostering Students’ Social Awareness to Prevent Bullying in Schools Atika Nailah Syirva; Zaenal Arifin; Ahmad Badi'; Hanim Misbah
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3603

Abstract

Background. Bullying remains a serious problem in educational settings because it has a negative impact on students’ psychological well-being, character development, and the learning environment. Although various studies have examined bullying prevention, there are still few studies that integrate the intensity of Islamic Religious Education (IRE) instruction and the role of IRE teachers in fostering students’ social awareness as a means of preventing bullying, particularly at Al-Kamal Junior High School in Blitar. Purpose. This study aimed to analyze the contribution of the intensity of Islamic Religious Education learning and the role of PAI teachers in enhancing students’ social awareness in avoiding bullying behavior. Method. This study employed a quantitative approach with a correlational design. The population consisted of all 336 students of SMP Al-Kamal Blitar, with a sample of 50 students selected using a random sampling technique. Data were collected through questionnaires and analyzed using multiple linear regression and the coefficient of determination tests to examine both partial and simultaneous effects of the independent variables. Results. The findings revealed that both the intensity of Islamic Religious Education learning and the role of PAI teachers have a significant influence, both partially and simultaneously, on students’ social awareness in avoiding bullying. These results indicate that stronger learning intensity and active teacher involvement contribute positively to shaping students’ social sensitivity and behavior. Conclusion. This study highlights the importance of integrating structured PAI learning with the professional roles of teachers in preventing bullying through the development of students’ social awareness. It also offers theoretical contributions by reinforcing the integration of social learning theory, moral development theory, and Islamic education. Practically, it recommends strengthening character-based educational policies and encourages future research to adopt longitudinal or mixed-method approaches for more comprehensive insights.
The Kiai’s Life Stories: A Narrative Inquiry into Fostering Inclusive Character within Pesantren Education Moh. Irmawan Jauhari; Atika Nailah Syirva; Miftahus Salam; Burhan Djamaluddin; Ainus Sicha; Badrus Badrus; M. Khamim; Zamah tus Saudah Al Farisi
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3647

Abstract

Background. Inclusive character development in pesantren education is increasingly important amid concerns over declining social tolerance and diversity awareness among students. Limited scholarly attention has addressed how informal kiai teachings are systematically integrated into formal educational structures to shape santri values. Purpose. This study analyzes the values embedded in kiai's teachings and examines the patterns through which these values are incorporated into formal pesantren education to strengthen inclusive character formation among santri at Pondok Pesantren Terpadu Al-Kamal Blitar. Method. A qualitative case study approach was employed. Data were collected through in-depth interviews with kiai, teachers, and santri, participatory observations over three months, and analysis of curriculum documents, religious study materials, and institutional regulations. Data were analyzed through reduction, categorization, interpretation, and triangulation to ensure validity. Results. Kiai’s teachings emphasize religious moderation, tolerance, social justice, empathy, exemplary conduct, and concern for others. These values are integrated into formal education through several patterns: curriculum contextualization, open tafsir study sessions, exemplary leadership, inclusive pesantren culture, and value habituation in daily activities, shaping santri who are moderate, socially aware, and open to diversity. Conclusion. The study positions kiai's teachings not merely as informal moral guidance but as a systematic framework for curriculum development, pedagogy, institutional culture, and inclusive character formation
Co-Authors Afwa Elfira Zulfa Ainus Sicha Badrus Badrus Burhan Djamaluddin Emi Lilawati Hanim Misbah M. Khamim Miftahus Salam Moh. Irmawan Jauhari Mohammad Saat Ibnu Waqfin Waslah Zaenab Niswati Kamali Zaenal Arifin Zamah tus Saudah Al Farisi