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All Journal Journal International Inspire Education Technology (JIIET) YASIN: Jurnal Pendidikan dan Sosial Budaya
Najmi, Lailan
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Computer Science & IT Education Social Sciences Other

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PROBLEMATIKA PENDIDIKAN AGAMA ISLAM DI ERA DIGITAL: ANALISIS DARI PERSPEKTIF IDEOLOGIS DAN INSTITUSIONAL Oktavia, Nur Afni; Najmi, Lailan; Fadriati, Fadriati; Suryana, Ermis
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1187

Abstract

The rapid development of digital technology has brought significant transformations to various aspects of human life, including the implementation of Islamic Religious Education (PAI). Nevertheless, the implementation of PAI in the digital era encounters a range of complex challenges, both ideologically and institutionally. This study aims to critically examine the dynamics and challenges of PAI implementation within the context of educational digitalization, with particular attention to how religious ideology and institutional policies shape the direction and quality of religious instruction in educational institutions. The research adopts a library-based methodology with a qualitative analytical approach, drawing on a variety of primary and secondary sources, including peer-reviewed academic journals, scholarly books, and national education policy documents. The findings reveal that digitalization offers substantial opportunities to enhance access and foster innovation in PAI learning; however, it simultaneously generates ideological concerns in the form of fragmented religious understanding, as well as institutional challenges related to regulatory frameworks, educators’ digital competencies, and the authenticity of digital instructional resources. The study concludes by emphasizing the urgent need for a reconstruction of PAI paradigms and policies that prioritize religious moderation, strengthen digital literacy, and integrate spiritual values with technological advancement, ensuring that Islamic religious education remains relevant and meaningful in the digital era.
Pemahaman Guru Pendidikan Agama Islam terhadap Istilah Tarbiyah, Ta‘lim, dan Ta’dib dalam Praktik Pembelajaran Marzuki, Darlina Nuralisyarifah; Najmi, Lailan; Jamilus, Jamilus
YASIN Vol 5 No 6 (2025): DESEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8488

Abstract

Although the concepts of tarbiyah, ta‘lim, and ta’dib have been widely discussed in Islamic education studies, research that specifically examines Islamic Religious Education teachers’ understanding of these three concepts and their implications for classroom instructional practice remains relatively limited. This study aimed to explore Islamic Religious Education teachers’ understanding of the terms tarbiyah, ta‘lim, and ta’dib and how this understanding is manifested in their teaching practice. The study employed a qualitative approach with a field study design involving ten Islamic Religious Education teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were then analyzed using thematic analysis. The findings indicate that Islamic Religious Education classroom practice remains dominated by a ta‘lim-oriented approach that focuses on content delivery and cognitive achievement, whereas the concept of tarbiyah is more often understood implicitly as the cultivation of religious attitudes and habits, and ta’dib tends to be reduced to general etiquette or politeness. These results reveal a gap between the normative concepts of Islamic education and pedagogical practice in formal schools and provide an empirical contribution to the development of contemporary Islamic education studies. The study concludes by underscoring the importance of integrating tarbiyah, ta‘lim, and ta’dib holistically within Islamic Religious Education instruction and recommends strengthening teachers’ conceptual competence through continuous professional development programs to improve instructional quality and the formation of adab and student character.
Co-Authors Ermis Suryana Fadriati Fadriati Jamilus Jamilus Marzuki, Darlina Nuralisyarifah Oktavia, Nur Afni