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All Journal AL-ADABIYAH: Jurnal Pendidikan Agama Islam MANAGIERE: Journal of Islamic Educational Management
Zaimina, Ach. Barocky
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Religion Education Other

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NALAR KRITIS MADRASAH DI TENGAH BUDAYA PRAGMATISME: STUDI TENTANG PENGEMBANGAN PENDIDIKAN ISLAM KRITIS DI MADRASAH JEMBER Mustajab; Zaimina, Ach. Barocky
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2020): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v1i2.1068

Abstract

Penelitian ini membahas upaya madrasah dalam membangun kesadaran kritis peserta didik terhadap problematika masyarakat. Latar belakangnya adalah anggapan bahwa madrasah hanya fokus pada pendidikan keagamaan tanpa relevansi kritis terhadap realitas sosial. Metode yang digunakan adalah pendekatan kualitatif fenomenologi dan interpretasi, dengan fokus pada: (1) cara madrasah mengembangkan kesadaran kritis peserta didik, (2) kecenderungan ideologi yang dikembangkan, dan (3) integrasi kesadaran kritis antara nilai agama dan masalah sosial. Hasil penelitian menunjukkan bahwa: (1) madrasah tidak terlepas dari pengaruh lingkungan sosialnya, (2) pendidikan kritis membutuhkan ruang refleksi untuk mengatasi ketidakadilan sosial, dan (3) pendidikan kritis di madrasah Jember belum optimal, belum mencapai pengembangan peserta didik yang memiliki kesadaran kritis dan aksi perubahan sosial. This study examines the efforts of madrasahs in fostering critical awareness among students regarding societal problems. The background of this study is the perception that madrasahs focus solely on religious education without critical relevance to social realities. This research employs a qualitative phenomenological and interpretive approach, focusing on: (1) how madrasahs develop students' critical awareness, (2) the ideological tendencies promoted, and (3) the integration of critical awareness between religious values and social issues. The findings reveal that: (1) madrasahs are not independent of their social environment, (2) critical education requires reflective spaces to address social injustice, and (3) critical education in madrasahs in Jember is not yet optimal, as it has not achieved the development of students with critical awareness and social change actions.
LITERASI DIGITAL DALAM PEMBELAJARAN AKIDAH AKHLAK DI ERA SOCIETY 5.0: ANALISIS PUSTAKA TEMATIK Zaimina, Ach. Barocky; Zahrah, Fatimatus
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v5i2.1093

Abstract

Literasi digital merupakan kompetensi esensial bagi peserta didik abad ke-21, termasuk dalam pembelajaran Pendidikan Agama Islam (PAI), khususnya mata pelajaran Akidah Akhlak. Penelitian ini bertujuan untuk mengeksplorasi integrasi literasi digital dalam pembelajaran Akidah Akhlak di era Society 5.0 melalui analisis pustaka tematik. Kajian ini menggunakan metode analisis pustaka tematik-kualitatif dengan meninjau 40 artikel ilmiah yang dipilih berdasarkan relevansi dan kredibilitas dari database terindeks Scopus, DOAJ, dan SINTA. Analisis dilakukan dengan mengelompokkan tema utama, yaitu konsep literasi digital dalam perspektif Islam, strategi implementasi dalam pembelajaran Akidah Akhlak, dan kebijakan pendukung digitalisasi pendidikan. Hasil kajian menunjukkan bahwa literasi digital dalam pendidikan Akidah Akhlak harus mencakup dimensi kognitif, teknis, etis, dan spiritual, dengan pendekatan pembelajaran berbasis proyek digital sebagai strategi yang efektif. Studi ini memberikan kontribusi dengan menawarkan model integrasi literasi digital yang kontekstual dan berbasis nilai-nilai Islam, yang relevan dalam menghadapi tantangan transformasi digital di era Society 5.0. Digital literacy is an essential competence for 21st-century students, including in Islamic Religious Education (PAI), particularly in Akidah Akhlak learning. This study aims to explore the integration of digital literacy in Akidah Akhlak learning in the Society 5.0 era through a thematic literature review. This study employs a thematic-qualitative literature analysis method, reviewing 40 scholarly articles selected based on relevance and credibility from Scopus, DOAJ, and SINTA databases. The analysis was conducted by categorizing key themes, including the concept of digital literacy from an Islamic perspective, implementation strategies in Akidah Akhlak learning, and supporting policies for educational digitalization. The findings indicate that digital literacy in Akidah Akhlak education should encompass cognitive, technical, ethical, and spiritual dimensions, with project-based digital learning being an effective strategy. This study contributes by proposing a contextually and value-based digital literacy integration model aligned with Islamic principles, which is relevant in addressing the challenges of digital transformation in the Society 5.0 era.
Green Islam Education: Model Pembelajaran Ekopedagogi Berbasis Fikih Lingkungan di Sekolah Islam Urban Zaimina, Ach. Barocky; Munib, Bahrul
MANAGIERE: Journal of Islamic Educational Management Vol 4 No 1 (2025): MANAGIERE: Journal of Islamic Education Management
Publisher : Postgraduate Study Programme, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/managiere.v4i1.2329

Abstract

This article explores and develops an ecopedagogical learning model grounded in Islamic environmental fiqh within the context of urban Islamic schools. The findings reveal that integrating core Islamic ecological principles such as khalifah (human stewardship), maslahah (public benefit), hima (environmental protection zones), and the prohibition of ifsad (destruction) enriches contemporary ecopedagogical values with strong spiritual and normative foundations. The model is contextualized to address the unique challenges of urban Islamic schools, including limited green spaces, air pollution, and consumerist culture. Implementation shows that urban contexts can become critical ecological learning spaces through green practices such as energy conservation, waste management, and school-based environmental advocacy. Moreover, this model holds promise as an alternative curriculum framework for Islamic schools aiming to implement systematic environmental education. By integrating thematic, interdisciplinary, and action-oriented approaches, the model emphasizes the development of students’ ecological character rooted in Islamic values and real-life engagement beyond mere cognitive understanding.
Green Islam Education: Model Pembelajaran Ekopedagogi Berbasis Fikih Lingkungan di Sekolah Islam Urban Zaimina, Ach. Barocky; Munib, Bahrul
MANAGIERE: Journal of Islamic Educational Management Vol. 4 No. 1 (2025): MANAGIERE: Journal of Islamic Education Management
Publisher : Published by the Postgraduate Program in Islamic Education Management, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/managiere.v4i1.2329

Abstract

This article explores and develops an ecopedagogical learning model grounded in Islamic environmental fiqh within the context of urban Islamic schools. The findings reveal that integrating core Islamic ecological principles such as khalifah (human stewardship), maslahah (public benefit), hima (environmental protection zones), and the prohibition of ifsad (destruction) enriches contemporary ecopedagogical values with strong spiritual and normative foundations. The model is contextualized to address the unique challenges of urban Islamic schools, including limited green spaces, air pollution, and consumerist culture. Implementation shows that urban contexts can become critical ecological learning spaces through green practices such as energy conservation, waste management, and school-based environmental advocacy. Moreover, this model holds promise as an alternative curriculum framework for Islamic schools aiming to implement systematic environmental education. By integrating thematic, interdisciplinary, and action-oriented approaches, the model emphasizes the development of students’ ecological character rooted in Islamic values and real-life engagement beyond mere cognitive understanding.
Co-Authors Munib, Bahrul Mustajab Zahrah, Fatimatus