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The Triangulation Blueprint: Bridging the Gap Between Rhetoric and Reality in Islamic Religious Education Ridha Aulia; Sazkia Nazilla; Muhammad Naufal Mifta Al Ghifari; Monica Sundawati Susanto; Angga Prasetiya
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.573

The transformation of education in the era of Independent Learning necessitates robust character development. However, affective assessment in Islamic Religious Education (PAI) often becomes limited to administrative formalities, risking the reduction of the curriculum’s vision to rhetoric without meaningful behavioral change. This study critically examines the challenges and strategies in implementing affective observation assessment at SMP Negeri 1 Baitussalam, Aceh Besar. Employing a qualitative case study, data were gathered through observation, documentation, and in-depth interviews with PAI teachers and students. Analysis utilized Krathwohl’s Affective Taxonomy and Character Education Theory. Findings indicate that value internalization is hindered by subjectivity bias, students’ psychological barriers to honest self-reflection, social conflicts in peer-assessment, and the “name passenger” phenomenon in group tasks. Instrument triangulation—integrating self-assessment, peer assessment, and teacher journals—emerges as an effective strategy, minimizing data manipulation and fostering internalization of values. This triangulation model is recommended as an authentic standard to strengthen character education in the digital era.

Dekonstruksi Bias Gender dalam Kurikulum Pendidikan Agama Islam sebagai Katalis Transformasi Sosial Ridha Aulia; Amalia Safitri Hidayati; Mutia Miftachul Jannah
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 2 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i2.575

This study examines gender bias within the Islamic Religious Education (PAI) text-book and explores its deconstruction as a catalyst for social transformation. Despite Islamic education's egalitarian ideals, current textbooks often perpetuate patriarchal stereotypes, marginalizing women in visual representations, fiqh, and historical narratives. Using a qualitative library research method, this research analyzes literature through an interactive model of data reduction, narrative display, and conclusion drawing. The findings reveal that gender bias stems from entrenched patriarchal epistemology disguised as religious doctrine. By radically deconstructing these texts, this study separates universal Islamic values from local patriarchal traditions. Furthermore, it proposes a curriculum reconstruction based on the mubadalah (reciprocity) paradigm, redefining the authoritative roles of figures like Sayyidah Khadijah and Aisyah. The study concludes that an egalitarian PAI curriculum, when synergized with gender-conscious educators, serves as a powerful pedagogical instrument to engineer social transformation toward a just and inclusive society

The Triangulation Blueprint: Bridging the Gap Between Rhetoric and Reality in Islamic Religious Education Ridha Aulia; Sazkia Nazilla; Muhammad Naufal Mifta Al Ghifari; Monica Sundawati Susanto; Angga Prasetiya
Bustanul Ulum Journal of Islamic Education Vol. 4 No. 1 (2026): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v4i1.573

The transformation of education in the era of Independent Learning necessitates robust character development. However, affective assessment in Islamic Religious Education (PAI) often becomes limited to administrative formalities, risking the reduction of the curriculum’s vision to rhetoric without meaningful behavioral change. This study critically examines the challenges and strategies in implementing affective observation assessment at SMP Negeri 1 Baitussalam, Aceh Besar. Employing a qualitative case study, data were gathered through observation, documentation, and in-depth interviews with PAI teachers and students. Analysis utilized Krathwohl’s Affective Taxonomy and Character Education Theory. Findings indicate that value internalization is hindered by subjectivity bias, students’ psychological barriers to honest self-reflection, social conflicts in peer-assessment, and the “name passenger” phenomenon in group tasks. Instrument triangulation—integrating self-assessment, peer assessment, and teacher journals—emerges as an effective strategy, minimizing data manipulation and fostering internalization of values. This triangulation model is recommended as an authentic standard to strengthen character education in the digital era.

Dekonstruksi Bias Gender dalam Kurikulum Pendidikan Agama Islam sebagai Katalis Transformasi Sosial Ridha Aulia; Amalia Safitri Hidayati; Mutia Miftachul Jannah
Jurnal Penelitian Pendidikan Agama Islam Vol. 1 No. 2 (2026): Jurnal Penelitian Pendidikan Agama Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/jppai.v1i2.575

This study examines gender bias within the Islamic Religious Education (PAI) text-book and explores its deconstruction as a catalyst for social transformation. Despite Islamic education's egalitarian ideals, current textbooks often perpetuate patriarchal stereotypes, marginalizing women in visual representations, fiqh, and historical narratives. Using a qualitative library research method, this research analyzes literature through an interactive model of data reduction, narrative display, and conclusion drawing. The findings reveal that gender bias stems from entrenched patriarchal epistemology disguised as religious doctrine. By radically deconstructing these texts, this study separates universal Islamic values from local patriarchal traditions. Furthermore, it proposes a curriculum reconstruction based on the mubadalah (reciprocity) paradigm, redefining the authoritative roles of figures like Sayyidah Khadijah and Aisyah. The study concludes that an egalitarian PAI curriculum, when synergized with gender-conscious educators, serves as a powerful pedagogical instrument to engineer social transformation toward a just and inclusive society

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