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All Journal Intiqad: Jurnal Agama dan Pendidikan Islam Risâlah, Jurnal Pendidikan dan Studi Islam MODELING: Jurnal Program Studi PGMI TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman Tarbawi : Jurnal Ilmu Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar KABILAH : Journal of Social Community Tadbir Muwahhid At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam al-Iltizam: Jurnal Pendidikan Agama Islam Studi Arab Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah Jurnal al-Murabbi Journal Multicultural of Islamic Education Jurnal PAI Raden Fatah Saliha : Jurnal Pendidikan dan Agama Islam Mudir : Jurnal Manajemen Pendidikan Pendidikan Multikultural Tabyin; Jurnal Pendidikan Islam FIKROH: JURNAL PEMIKIRAN DAN PENDIDIKAN ISLAM Proceedings of Annual Conference for Muslim Scholars Tadrisuna : Jurnal Pendidikan Islam dan Kajian Keislaman Didaktik : Jurnal Ilmiah PGSD STKIP Subang At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan, dan Hukum Islam Jurnal Mu'allim Soeropati: Journal of Community Service Jurnal Mandala Pengabdian Masyarakat Didaktika: Jurnal Kependidikan PREMIERE : Journal of Islamic Elementary Education Al-Ulum: Jurnal Pendidikan Islam SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Daengku: Journal of Humanities and Social Sciences Innovation Khidmatuna : Jurnal Pengabdian Kepada Masyarakat JURNAL ILMIAH GLOBAL EDUCATION Ar-Rasyid: Jurnal Pendidikan Agama Islam Journal of Education Research Al-Ulum: Jurnal Pendidikan Islam Cendekia: Jurnal Kependidikan dan Kemasyarakatan JURNAL MUARA PENDIDIKAN Jurnal Pendidikan Indonesia (Japendi) Kartika: Jurnal Studi Keislaman Journal of Educational Management Research Indonesian Journal of Religion, Spirituality, and Humanity Ta'dib Impressive: Journal of Education ZAHRA: Research and Tought Elementary School of Islam Journal Fikroh: Jurnal Pemikiran dan Pendidikan Islam Majority Science Journal Jurnal Pengabdian Masyarakat RESLAJ: Religion Education Social Laa Roiba Journal EduInovasi: Journal of Basic Educational Studies Academicus Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Andragogi Jurnal Pendidikan dan Pembelajaran Al-Insyiroh: Jurnal Studi Keislaman EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran ATTARBIYAH: Journal of Islamic Culture and Education An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Literacy: Journal of Education and Social Science Interdisciplinary Explorations in Research Journal (IERJ) Jurnal Pengabdian Kepada Masyarakat: Dimastika MUMTAZ: Jurnal Pendidikan Agama Islam Ta’dib : Jurnal Pendidikan Islam Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Educare: Journal Educational and Multimedia Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Al-Tarbawi Al-Haditsah
Achmad Yusuf
Universitas Yudharta Pasuruan
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Transforming Islamic Religious Education through Local Wisdom and Cyber Ethics to Foster Global Harmony among Generation Z Achmad Yusuf; Minhah Makhzuniyah; Aridlah Sendy Robikhah; Do'stnazar Ximmataliyev
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol. 11 No. 01 (2026): Pendidikan Islam
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/dn7xdd11

Abstract

This study is motivated by Generation Z’s vulnerability to digital radicalization, religious disinformation, and global conflicts in cyberspace, thereby necessitating the reconstruction of a digital Islamic Religious Education (IRE) program that is technologically adaptive, rooted in local wisdom, and focused on strengthening cyber ethics. This research aims to formulate an integrative digital PAI model based on local wisdom and cyber ethics, as well as to analyze its effectiveness in building Generation Z’s multicultural awareness, digital responsibility, and reflective capacity as agents of peace. The study employed a qualitative design at SMKN 1 Purwosari through in-depth interviews with Islamic education experts, digital literacy activists, and students, supplemented by a systematic literature review. The findings indicate that, first, Generation Z exhibits specific vulnerabilities to digital radicalization stemming from generational characteristics, the digital ecosystem, and gaps in critical digital literacy. Second, the integration of local Islamic wisdom from the Nusantara region with cyber ethics in digital Islamic education is not only possible but also effective through an integrative model encompassing the pillars of digital moderation, communication ethics, information verification, digital responsibility, and digital harmony. Third, the implementation of this synergistic model has proven significant in enhancing cultural awareness, digital responsibility, and competencies as peace agents among Generation Z. This study confirms that the reconstruction of Islamic Education through an integrative approach is a strategic intervention that bridges normative Islamic values with contemporary digital challenges, while strengthening the contribution of Islamic education to fostering social harmony and global peace Keywords: Transforming; Islamic Religious Education; Local-Wisdom; Cyber-Ethics; Global Harmony
Edpuzzle-Based Digital Learning Media for Enhancing Students’ Achievement in Islamic Religious Education Dewi Nur Jayanti; Anang Sholikhudin; Achmad Yusuf; Saifullah Saifullah
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2397

Abstract

This study aims to examine the planning, implementation, and impact of Edpuzzle-based digital media on improving students’ learning outcomes in Islamic Religious Education. This research employed a descriptive qualitative approach with a field research design. The participants consisted of Islamic Religious Education teachers and tenth-grade vocational high school students. Data were collected through observation, in-depth interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The validity of the data was ensured through source and technique triangulation. The findings revealed that the planning stage included preparing learning materials, selecting instructional videos, creating digital classrooms, and designing interactive questions integrated into the videos. The implementation of Edpuzzle-based learning successfully created a more interactive, engaging, and student-centered learning environment. The use of Edpuzzle also contributed positively to students’ learning outcomes, as indicated by increased participation, stronger learning motivation, better understanding of learning materials, and improved evaluation results. These findings imply that Edpuzzle can serve as an innovative and effective digital learning medium in Islamic Religious Education.
Developing the Digital Trilogy Integration Model for Multicultural Islamic Education in the Digital Age Achmad Yusuf; M. Jamhuri; Rahmad Zainul Abidin; Aridlah Sendy Robikhah
Daengku: Journal of Humanities and Social Sciences Innovation Vol. 6 No. 3 (2026)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.daengku5003

Abstract

This study investigates the integration of digital spirituality and cyber-ethics within multicultural Islamic education for Generation Z learners in response to the growing challenges of digital transformation and religious identity formation. Employing an exploratory sequential mixed-methods design, the study was conducted in two phases. The qualitative phase involved digital ethnography, participant observation, semi-structured interviews, and focus group discussions with purposively selected students and Islamic education teachers to explore emerging dimensions of digital spirituality and cyber-ethical behavior. Findings from this phase informed the development of a survey instrument that was administered to 210 participants (200 students and 10 Islamic education teachers) from five secondary educational institutions in Pasuruan, Indonesia. Qualitative data were analyzed using thematic analysis, while quantitative data were examined through Structural Equation Modeling (SEM) to validate the relationships among digital spirituality, cyber-ethics, and multicultural Islamic education constructs. The findings reveal a substantial gap between conventional Islamic pedagogical practices and the digital spiritual expectations of Generation Z learners. Approximately 73.5% of participants demonstrated higher engagement with Islamic values when learning experiences incorporated digitally immersive environments and multicultural perspectives. The study further identifies the integration of the Islamic trilogy aqidah, sharia, and tasawuf with cyber-ethical principles as a significant predictor of responsible digital citizenship, religious moderation, and intercultural competence. Based on the integrated qualitative and quantitative findings, this research proposes the Digital Trilogy Integration Model (DTIM), a conceptual framework that harmonizes classical Islamic educational values with contemporary digital learning ecosystems. The model contributes to the advancement of Islamic educational theory by providing an empirically validated approach to strengthening digital spirituality, ethical online behavior, and multicultural competence among Generation Z learners in increasingly pluralistic and digitally mediated societies.
INTEGRASI MODEL DEEP LEARNING DALAM INOVASI PEMBELAJARAN PAI UNTUK MENGEMBANGKAN KETERAMPILAN BERPIKIR KRITIS DAN KESADARAN SPIRITUAL SISWA SMA Anifatur Rahmawati; Achmad Yusuf; Ahmad Marzuki; Muhammad Nur Hadi
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.11563

Abstract

ABSTRACT Balancing the strengthening of critical thinking and the formation of spiritual awareness in Islamic Religious Education (PAI) still presents a tension between content mastery orientation and students’ reflective depth. In many classroom practices, learning processes have not yet fully provided space for the elaboration of learning experiences, deep reasoning, and the internalization of religious values in everyday life. This study aims to examine the implementation of deep learning in PAI through a qualitative case study approach in an educational setting that applies reflection-based learning. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, presentation, and thematic meaning-making. The findings indicate that the learning process is shaped by the teacher’s role as a facilitator, student-centered learning, the use of technology as a learning resource, and the strengthening of reflective activities such as muhasabah. This approach fosters the development of critical thinking skills while simultaneously deepening students’ spiritual awareness through the internalization of religious values in contextual situations. Overall, the implementation of deep learning contributes to a more meaningful, participatory, and holistic Islamic Religious Education learning experience. ABSTRAK Upaya menyeimbangkan penguatan berpikir kritis dan pembentukan kesadaran spiritual dalam pembelajaran Pendidikan Agama Islam (PAI) masih menghadapi ketegangan antara orientasi penguasaan materi dan kedalaman reflektif siswa. Di banyak praktik kelas, proses pembelajaran belum sepenuhnya memberi ruang bagi elaborasi pengalaman belajar, penalaran mendalam, serta internalisasi nilai keagamaan dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk memotret penerapan deep learning dalam pembelajaran PAI melalui pendekatan studi kasus kualitatif pada satuan pendidikan yang mengembangkan pembelajaran berbasis refleksi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi, penyajian, dan penarikan makna secara tematik. Hasil penelitian menunjukkan bahwa pembelajaran berlangsung melalui peran guru sebagai fasilitator, pembelajaran berpusat pada siswa, pemanfaatan teknologi sebagai sumber belajar, serta penguatan aktivitas reflektif seperti muhasabah. Pendekatan ini mendorong berkembangnya kemampuan berpikir kritis sekaligus memperdalam kesadaran spiritual siswa melalui penghayatan nilai agama dalam konteks kehidupan. Secara keseluruhan, deep learning berkontribusi pada pembelajaran PAI yang lebih bermakna, partisipatif, dan holistik.
KEBIJAKAN PENGGUNAAN GADGET DAN STRATEGI PEMBELAJARAN PAI DALAM PENGUATAN LITERASI DIGITAL PESERTA DIDIK ERA 21 Nisa Nur Jannah; Achmad Yusuf; Ahmad Marzuki; Muhammad Nur Hadi
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.11567

Abstract

ABSTRACT The development of the digital ecosystem in educational environments has driven the need to integrate digital literacy into learning processes, although in some pesantren-based schools the use of personal gadgets remains restricted as part of discipline building and character education. This situation creates a distinct dynamic in the development of students’ digital competencies, which must remain aligned with the principles of value-based education. At SMA Darut Taqwa, this phenomenon was examined using a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation. The data were analyzed through the stages of data reduction, data display, and conclusion drawing, while validity was strengthened through source and technique triangulation. The findings indicate that school policies do not restrict access to technology entirely but instead direct its use through controlled access via computer facilities, libraries, and institution-provided digital learning media. In the context of Islamic Religious Education learning, teachers play a key role in guiding students to be more selective in searching for, understanding, and evaluating information from credible digital sources. This pattern shows that strengthening digital literacy can still occur despite restrictions on personal gadget use, as long as there are well-directed pedagogical strategies and balanced institutional policies. It also highlights the importance of synergy between school regulations and teachers’ roles in shaping an adaptive digital learning ecosystem. ABSTRAK Perkembangan ekosistem digital di lingkungan pendidikan mendorong munculnya kebutuhan integrasi literasi digital dalam proses pembelajaran, meskipun pada sebagian sekolah berbasis pesantren penggunaan perangkat gawai masih dibatasi sebagai bagian dari pembinaan kedisiplinan dan nilai karakter. Situasi ini menghadirkan dinamika tersendiri dalam pengembangan kompetensi digital peserta didik yang harus tetap selaras dengan prinsip pendidikan berbasis nilai. Di SMA Darut Taqwa, fenomena tersebut dikaji melalui pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Data dianalisis melalui tahapan reduksi, penyajian, serta penarikan makna, dengan validitas diperkuat melalui triangulasi sumber dan teknik. Hasil kajian menunjukkan bahwa kebijakan sekolah tidak menutup akses terhadap teknologi, tetapi mengarah pada pengendalian pemanfaatan melalui pemanfaatan fasilitas komputer, perpustakaan, serta media pembelajaran digital yang disediakan institusi. Dalam praktik pembelajaran Pendidikan Agama Islam, guru berperan mengarahkan peserta didik untuk lebih selektif dalam mencari, memahami, serta mengevaluasi informasi dari sumber digital yang kredibel. Pola ini memperlihatkan bahwa penguatan literasi digital tetap dapat berlangsung meskipun penggunaan gadget pribadi dibatasi, selama terdapat strategi pedagogis yang terarah dan dukungan kebijakan institusional yang seimbang. Kondisi ini juga memperlihatkan pentingnya sinergi antara kebijakan sekolah dan peran guru dalam membentuk ekosistem pembelajaran digital yang adaptif.
Cooperative Learning Transformation: Integration of Team Games Tournament and Deep Learning for Forming Humanist-Religious Character Nia Paramita; Achmad Yusuf; Ahmad Marzuki; Muhammad Nur Hadi
Ta'dib Vol 29 No 1 (2026)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v29i1.16891

Abstract

This study aims to describe the innovative implementation of the Deep Learning-based Teams Games Tournament (TGT) model in Islamic Education (PAI) at SMKN 1 Purwosari, and to analyze its implications in shaping students' humanistic-religious character as an effort to mitigate the Three Major Sins of Education (bullying, sexual violence, and intolerance). A qualitative approach with a case study design was employed. Data collection involved participant observation, in-depth interviews with PAI teachers, students, and homeroom teachers, along with document analysis. Interactive data analysis consisted of data condensation, data display, and conclusion drawing, supported by technique, source, and time triangulation to ensure trustworthiness. The findings reveal that this instructional innovation is effectively realized through the 3M cycle (Feeling, Meaning-making, and Living) and the utilization of digital media like the Wheel of Names and smartphone exploration as active character research tools. Students' religious character is organically manifested through the internalization of Maqasid al-Shariah values, specifically Hifzh al-'Aql (preservation of intellect), while the humanistic character is forged through social solidarity and sportsmanship within heterogeneous group dynamics. The implications suggest that integrating digital technology (high-tech) with a humanistic touch (high-touch) establishes a resilient internal moral filter among students, thereby preventively mitigating violent behavior, bullying, and intolerance in vocational school environments.
Relevansi Nilai-Nilai Multikultural Dalam Buku Pendidikan Agama Islam dan Budi Pekerti dengan Dimensi Projek Penguatan Profil Pelajar Pancasila Nurul Hidayati; Achmad Yusuf; Moch. Nasir; Askhabul Kirom
Academicus: Journal of Teaching and Learning Vol. 2 No. 2 (2023): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v2i2.22

Abstract

Multicultural values ​​are very important for students to understand because this will build a noble personality, love of the homeland, love of culture. This research will analyze the suitability of multicultural values ​​contained in PAI student textbooks for class VII SMP with the Project Dimensions of Strengthening the Pancasila Student Profile. This research uses a qualitative approach with a library research type. Data collection was carried out by reviewing documents, namely textbooks for students of Islamic Religious Education and Characteristics at Grade VII Middle School. Data analysis techniques include content analysis and critical analysis. Checking the validity of the findings was carried out using triangulation techniques. The value of tolerance contains 4 dimensions P5, these dimensions are the dimensions of faith and devotion to God Almighty, independence, mutual cooperation and global diversity. The democratic values ​​contain 3 P5 dimensions, namely the dimensions of independence, mutual cooperation and global diversity. The value of humanism contains 4 dimensions, namely the dimensions of independence, mutual cooperation, global diversity and creativity. Meanwhile, the value of equality contains 4 P5 dimensions, namely the dimensions of faith and devotion to God Almighty, independence, mutual cooperation and global diversity.
Reconstructing the Curriculum of Love: Perspective of Modern Islamic Education Philosophy Minhah Makhzuniyah; Ahmad Suhaimi; Achmad Yusuf; Ida Faridatul Hasanah; Donna Tihnike; Saodat Khamidovna Gayupova
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13198

Abstract

This study reconstructs the Curriculum of Love within Modern Islamic Philosophy of Education to counter the cognitive-centric focus of contemporary Islamic education, which neglects affective and spiritual growth and departs from the holistic ideal of insan kamil. Employing qualitative library research and philosophical inquiry, it integrates the work of classical thinkers (Al-Ghazali, Ibn Miskawayh) with modern perspectives (Al-Attas, Nasr) and humanistic pedagogy. The Curriculum of Love, a core pedagogical principle, comprises four domains: love for God (spirituality), love for humanity (social empathy), love for knowledge (intellectual curiosity), and love for nature (ecological stewardship). It unifies tarbiyah, ta’dib, and ta’lim, with love balancing reason and spiritual insight. Theoretically, it offers a humanistic-spiritual paradigm bridging tradition and modern demands. Practically, it provides a strategic blueprint for Islamic schools to design inclusive, character-focused curricula that enhance psychological well-being, foster empathy, and promote social harmony. Love thus becomes the transformative axis aligning intellectual growth with spiritual depth to realize insan kamil and cultivate balanced, empathetic, ecologically conscious individuals.
Spiritual Pedagogy of the Sufism Model in Pesantren: Effectively Shaping Inclusive and Moderate Character Among Students Mokhamad Mahrus; Achmad Yusuf; Saifulah; M. Anang Sholikhudin
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3660

Abstract

This study analyzes the concept, implementation, and spiritual impact of Sufism pedagogy in shaping inclusive and moderate character among students at the Bahruddin Islamic Boarding School. Employing a qualitative approach with a case study design, data were collected through observation, interviews, and document analysis to address three research questions concerning the conceptual framework, implementation model, and educational outcomes. The findings reveal, first, that the concept is realized through the integration of Sufi moral principles with spiritual practices such as dhikr and muhasabah, transmitted through direct guidance (talaqqi) and the exemplary role modeling (uswah) of the kyai. Second, the model is implemented through a hidden curriculum that instills values of mahabbah (love), tasamuh (tolerance), and tawazun (balance) in daily life, reinforced through dialogue and cross-group social activities. Third, this implementation significantly contributes to the development of more inclusive religious attitudes among students, characterized by appreciation of diversity and commitment to the middle path (wasatiyyah), as reflected in their rejection of extremism. The study concludes that Sufism education based on spiritual pedagogy constitutes an effective holistic model for instilling inclusive and moderate character, offering a relevant framework for strengthening religious moderation in Islamic educational environments.
Peran Guru PAI dalam Membentuk Karakter Kedisiplinan Siswa Melalui Kegiatan Keagamaan (Jamaah Sholat Dhuha) di SMA Ma’arif Pandaan Ahmad Fiqih Mahfudhi Wahid; Achmad Yusuf; Siti Khurotin; M. Ibnu Athoillah
Jurnal Pendidikan Indonesia Vol. 5 No. 7 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i7.3164

Abstract

Peran guru pendidikan agama Islam adalah usaha secara sadar untuk mempersiapkan peserta didik memahami (mengetahui), terampil dalam melaksanakan (melakukan) dan mengamalkan (menjadi) agama Islam melalui kegiatan pendidikan. Dari ketiga aspek tersebut, "being aspect" (agama atau menjalani kehidupan berdasarkan ajaran dan nilai-nilai Islam) menjadi tujuan utama pendidikan agama Islam di sekolah. Disiplin adalah ketaatan pada aturan dan norma kehidupan berbangsa dan bernegara yang berlaku dan dilaksanakan secara sadar, ikhlas dan fisik. Sehingga timbul rasa malu ketika melanggar disiplin dan bertakwa kepada Tuhan Yang Maha Esa. Hasil penelitian menunjukkan bahwa peran guru PAI dalam meningkatkan kedisiplinan dalam kegiatan keagamaan adalah dengan 1) memberikan teladan dan teladan, 2) memberikan nasehat, 3) menegakkan disiplin, 4) membiasakan diri, 5) sebagai penyelenggara 6) sebagai motivator. Saran peneliti adalah berkolaborasi antara sekolah, siswa dan orang tua atau wali murid dalam meningkatkan kedisiplinan dalam kegiatan keagamaan di sekolah, orang tua dan guru memberikan dukungan dan motivasi agar tujuan dapat tercapai dengan baik. Siswa diharapkan dapat mengikuti kegiatan keagamaan, patuh dan taat pada peraturan sekolah dan guru sehingga pelaksanaan kegiatan keagamaan berjalan dengan tertib dan khusyuk.
Co-Authors Abdul Aziz Abdurakhmonovich, Yuldashev Azim Achmad Muhlis Achmat Mubarok Achmat Mubarok Achmat Mubarok Achmat Mubarok Ahmad Fiqih Mahfudhi Wahid Ahmad Marzuki Ahmad Marzuki Ahmad Marzuki Ahmad Ma’ruf Ahmad Suhaimi Alfi Masruro Ali Mohtarom Ali Muhtarom Amiroh Mubailah Anang Sholikhudin Anang Solikhudin Anggun Taqiyuddin Prabowo Anifatur Rahmawati Antika, Lia Duwi Antlata Digi Maulana Syah Antlata Digi Maulana Syah Aridlah Sendy Robikhah Askhabul Kirom Asmaul Maghfiroh Asmuki Bustomi , Hadi Citra Laillatul Mukharromah Dewi Nur Jayanti Dewi Rohmah Dewitasari, Melani Putri Diajeng Ummi Maghfiroh Diestyana, Arwidya Do'stnazar Ximmataliyev Donna Tihnike Fachrudin, Wiwin Faizatul Qolbiyah Faqih, Moch. Abdulloh Farah, Dewi Farah Adibah Farida, Khusna Faridah Faridah Febrianti, Firda Cahyaning Feby Cahyani Wulandari Fida Zakiyah Firda Cahyaning Febrianti Habibah, Lutfiana Nurul Hadi Bustomi Heni Listiana Hisbadiana Maulidia Ida Faridatul Hasanah Irsyad, Muhamad Faqih Isti Fadah Juariyah Juariyah Karisma, Nurul Khamdan Safiudin Khilia Diana, Rosy Khilyatulmufidah Khofidatul Mukarromah Khoirunnisa, Dinda Suci Lailatul Fikriyah Lailatus Syarifah Latifatul Naima Luthfah, Alfayta M Anang Sholikhudin M Islahuddin Misbah M. Anang Sholikhudin M. Anang Solikhudin M. Ibnu Athoillah M. Jamhuri M. Jamhuri M. Jamhuri M. Salim Ma'ruf, Achmad Mabruro, Mifta Fauzia Maghfiroh, Asmaul Maghfirotul Fitriyah Mahmud Yunus Mustofa Maimun Maslakhah, Lailatul Maulindini, Adelya Maya Ayu Arieska Ma’ruf, Ahmad Minhah Makhzuniyah Minhah Makhzuniyah Minhah Makhzuniyah Moch. Nasir Moch. Nasir Mochamad Hasyim Moh. Kholil Baita Putra Moh. Wardi Mohtarom, Ali Mokhamad Mahrus Muhammad Abdullah Muhammad Abdullah Muhammad Dorsata Suaka Pamungkas Muhammad Nur Hadi Muhammad Nur Hadi Muhammad Sadad Fahmi Muhammada Muhammada Muhammada Muhammada Nada, Zahrotul Qotrun Nela Putri Ainuurohmah Nia Paramita Nikita Silvi Yohana Putri Ning Sulianah Nisa Nur Jannah Nisa, Intan Ulyaun Nur Faiza Nur Rokhmah Indraini Nur Wahyuni Nurdin, Kurniawan Dindasari Nurrokhmatulloh, Nurrokhmatulloh Nurul Hidayati Nurul Hidayati pengelola, pengelola Pramudita, Ayu Sekarwati Prasnanda, Muhammad Feri Prastiwi, Anida Elika Prifke Felisita F.A Purnomo, Fannisa Fitra Putri Luthfiyyah Sari Rahmad Zainul Abidin Ramdhan, Tri Wahyudi Rifda kamalia rifda, rifda Inayah Riski Triwahyuni, Dicha Rizal, Hasan Syaiful romadhona, Nikmatur Saifulah Saifulah Saifulah Saifullah Saifullah Salim Saodat Khamidovna Gayupova Siti Chotijah Siti Halimah Siti Khurotin Siti Romlah Sulistiani Sulistiani Supandi Supandi Syaiful Rizal Syerli Rahma Tarisa Febrianti Tika Arifah Tri Lestari Ningsih trisnawati, diana Wardah Nafisa Widura, Salsabila Weka Wiwin Fachrudin Yusuf Wiwit Aprilia Wulandari, Feby Cahyani Wulandari, Santi Yusti Aulia Wuni Yusuf Wijaya Zaenullah, Zaenullah Zahroh, Putri Nabilatuz Zakiah, Vischa Izza Zakkiyah, Kuny Zariyatus Sholikhah Zida Akmaliah, Vika