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All Journal Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora
Abdillah, Hilmy Alwy
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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KETIKA GURU AGAMA TERPINGGIRKAN: KESEJAHTERAAN, MOTIVASI MENGAJAR, DAN MASA DEPAN KARAKTER PESERTA DIDIK Abdillah, Hilmy Alwy
Kreatif: Jurnal Pemikiran Pendidikan Agama Islam Vol 24 No 1 (2026): Januari
Publisher : Program Studi Pendidikan Agama Islam Tarbiyah IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/kreatif.v24i1.6554

Abstract

Penelitian ini membahas hubungan antara kesejahteraan guru agama, motivasi mengajar, dan masa depan karakter peserta didik sebagai persoalan krusial dalam Pendidikan Agama Islam. Topik ini dipilih karena masih kuatnya ketimpangan kesejahteraan guru, terutama guru berstatus honorer, di tengah tuntutan peningkatan pendidikan karakter. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan, dengan menganalisis berbagai literatur ilmiah yang relevan mengenai kesejahteraan guru, motivasi mengajar, dan pembentukan karakter peserta didik. Hasil kajian menunjukkan bahwa kesejahteraan guru agama merupakan fondasi utama yang memengaruhi motivasi mengajar dan kualitas relasi pedagogis. Kesejahteraan yang tidak memadai berimplikasi pada melemahnya motivasi mengajar, yang selanjutnya berdampak pada proses internalisasi nilai dan pembentukan karakter peserta didik. Penelitian ini juga mengungkap adanya ketidaksinkronan antara agenda pendidikan karakter dan kebijakan kesejahteraan guru. Kajian ini menyimpulkan bahwa peningkatan kualitas pendidikan karakter mensyaratkan keberpihakan kebijakan terhadap kesejahteraan guru agama sebagai aktor utama pendidikan.
Is Multicultural Islamic Education Still Relevant? A Critical Analysis of Moral Crisis, School Violence, and Student Apathy Abdillah, Hilmy Alwy
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.288

Abstract

Contemporary schools increasingly face serious challenges such as moral degradation among students, bullying, school violence, and declining learning motivation. These phenomena raise critical questions regarding the relevance of multicultural Islamic education, which has long been promoted as a framework for character building and tolerance. This study aims to critically analyze whether multicultural Islamic education remains relevant in addressing moral crisis, school violence, and student apathy. The research employs a qualitative approach using a library research design by analyzing scholarly literature related to multicultural Islamic education, character education, and contemporary student behavior. The findings reveal that while multicultural Islamic education offers strong normative values rooted in tolerance, inclusivity, and ethical awareness, its implementation often remains symbolic and procedural. This limitation weakens its capacity to respond effectively to students’ moral and behavioral problems. The study further finds that school violence and learning apathy indicate deeper educational failures caused by the disconnection between educational values and students’ lived experiences. The study concludes that multicultural Islamic education remains relevant only when reconstructed as a transformative educational paradigm that integrates relational pedagogy, contextual moral engagement, and value-based school culture. Such reconstruction enables multicultural Islamic education to function as a meaningful response to contemporary moral and social challenges in schools.
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