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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Amorti: Jurnal Studi Islam Interdisipliner Ar-Ruhul Ilmi
Riky Supratama
Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta, Indonesia
Religion Arts Humanities Automotive Engineering Computer Science & IT Education Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Public Health Social Sciences Other

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Character building through non-formal education and parental collaboration in malaysia Mohammad Fattah; Siti Kamilatul Fadhilah; Uci Andani; Riky Supratama; Warda Helwiyah
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 3 Agustus 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i3.460

Abstract

This research deeply examines character building in productive age through non- formal education approach and strategic collaboration between parents and At- Tanzil Guidance Center, Serdang, Malaysia. Productive age is a crucial period in character building, but the lack of solid synergy between parents and non-formal education institutions often becomes an obstacle in achieving transformative results.  Through a case study method with interview and observation techniques with parents, learners, and teachers, it was found that the active involvement of parents with programs in Sanggar significantly increased the motivation, discipline, responsibility, cooperation, and empathy of learners. This study recommends the development of more innovative programs and the strengthening of sustainable collaboration between families and non-formal education institutions. Various positive activities such as skills training and religious activities have proven to be able to be internalized into children's daily lives, especially when supported by the consistent role of parents at home. The role of parents is proven to be the main pillar in maintaining continuity and strengthening the impact of the education that has been initiated, making it a non-negotiable key factor in the success of character building.  The survey results strongly suggest that the role of parents is not just important, but is a vital, strategic, and irreplaceable keyword in sustaining, strengthening, and ensuring the continuity of every educational achievement that has been pioneered in the Guidance Studio at tanzil serdang malaysia. Parental support, whether in the form of active involvement, intense communication with the school, or attention to the development of children's learning at home, is the main foundation for the success of the educational process. Without a strong synergy between schools and parents, all the efforts and educational programs that have been implemented will be difficult to achieve maximum and sustainable results.
Integrasi Nilai-Nilai Keislaman Dalam Pembelajaran Untuk  Pembentukan Karakter Islam Muhammad Albani; Riky Supratama
Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam Vol. 1 No. 03 (2025): Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam
Publisher : Jurnal Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam

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Pendidikan Islam memiliki tujuan fundamental untuk membentuk manusia yang beriman, berilmu, dan berakhlak mulia. Namun, dalam praktiknya, pembelajaran di berbagai lembaga pendidikan masih cenderung berfokus pada aspek kognitif, sementara dimensi afektif dan spiritual belum sepenuhnya terintegrasi secara optimal. Penelitian ini bertujuan mengkaji urgensi integrasi nilai-nilai keislaman dalam pembelajaran sebagai strategi efektif untuk membentuk karakter Islam peserta didik. Metode yang digunakan adalah studi pustaka dengan pendekatan deskriptif-analitis terhadap berbagai literatur pendidikan Islam klasik maupun kontemporer. Hasil kajian menunjukkan bahwa nilai-nilai Islam seperti kejujuran, amanah, tanggung jawab, kerja keras, dan ukhuwah memiliki peran sentral dalam pembentukan karakter Islami apabila diinternalisasikan secara konsisten dalam seluruh aspek proses pembelajaran. Integrasi nilai-nilai tersebut dapat diwujudkan melalui pengembangan kurikulum, penerapan metode pembelajaran yang tepat, dan keteladanan guru dalam kehidupan sehari-hari. Dengan demikian, pendidikan Islam perlu dirancang sebagai sistem terpadu yang menyatukan aspek intelektual, spiritual, dan moral guna menghasilkan generasi yang berkarakter dan berakhlak mulia.
Transpormasi Ramah Pelajar Dan Dampaknya Terhadap Karakter Di Siplin Dalam Pembelajaran Pendidikan Agama Islam Samsul Hadi; Riky Supratama
Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam Vol. 2 No. 01 (2026): Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam
Publisher : Jurnal Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam

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This study explores how student-friendly transformation within Islamic Religious Education (PAI) classrooms reshapes the learning atmosphere into one that feels more humane, warm, and deeply meaningful for students. Amid the rapid shifts within contemporary education, the demand for teaching approaches that are empathetic and responsive to learners’ emotional and psychological needs continues to grow. Using a qualitative approach with a case study design, the research gathered data from PAI teachers, students, and school administrators through detailed observations, in-depth interviews, and documentation. The analysis, guided by the Miles and Huberman framework, allowed each finding to be examined systematically and reflectively. The results reveal that student-friendly practices do more than simply create a pleasant classroom environment—they cultivate spaces of genuine dialogue, mutual respect, and emotional safety. Such an atmosphere encourages students to participate more actively, internalize classroom rules with understanding, and develop self-driven discipline rather than obedience based on fear or external pressure. These findings highlight that humane pedagogical practices closely align with the Islamic values of compassion, etiquette, and wisdom. Consequently, this study offers meaningful contributions to contemporary Islamic pedagogy by presenting an instructional model that is more relevant to today’s learners and more transformative in shaping their character.
Model Pembelajaran PAI Interaktif Untuk Mengatasi Tantangan Koknitif Dan Afektif Generasi Alfa Malik Amrullah; Riky supratama
Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam Vol. 1 No. 03 (2025): Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam
Publisher : Jurnal Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam

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Artikel Transformasi pembelajaran Pendidikan Agama Islam (PAI) di era digital menuntut inovasi strategi, integrasi teknologi, dan peran aktif guru sebagai fasilitator adaptif. Model pembelajaran interaktif seperti gamifikasi, video interaktif, project-based learning, cooperative learning, dan blended learning terbukti efektif meningkatkan motivasi, partisipasi, serta pemahaman siswa terhadap materi PAI. Integrasi teknologi digital melalui media sosial, aplikasi pembelajaran, dan platform daring memperluas akses, meningkatkan interaktivitas, serta mendorong kreativitas dan kemandirian belajar siswa. Namun, tantangan utama yang dihadapi meliputi keterbatasan infrastruktur, kesenjangan kompetensi digital guru, serta perlunya pengembangan konten digital yang sesuai dengan nilai-nilai Islam. Guru berperan sentral sebagai inovator dan fasilitator, sehingga peningkatan kompetensi digital dan pedagogik guru menjadi sangat penting. Dukungan institusi pendidikan melalui pelatihan, pengembangan kurikulum adaptif, dan penyediaan infrastruktur teknologi juga menjadi faktor kunci keberhasilan. Kolaborasi antara guru, orang tua, dan pembuat konten digital sangat diperlukan untuk membimbing Generasi Alfa dalam memanfaatkan teknologi secara positif dan membangun karakter Islami yang kuat. Dengan demikian, transformasi pembelajaran PAI berbasis inovasi dan teknologi digital merupakan langkah strategis untuk membangun generasi yang religius, kreatif, adaptif, dan berkarakter di era digital.
Analisis Konseptual Kurikulum Pendidikan Agama Islam dalam Pencegahan Radikalisme Remaja Muhammad Hilal Ikbar; Riky Supratama
Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam Vol. 1 No. 03 (2025): Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam
Publisher : Jurnal Ar-Ruhul Ilmi: Jurnal Pendidikan dan Pemikiran Islam

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Abstract

Radikalisme di kalangan remaja menjadi perhatian yang semakin meningkat di Indonesia, terutama seiring dengan semakin kuatnya peran platform digital dalam membentuk pemahaman keagamaan generasi muda. Berbagai penelitian sebelumnya menunjukkan bahwa kerentanan remaja terhadap narasi ekstremisme berakar dari rendahnya literasi keagamaan, pola keberagamaan yang eksklusif, serta dominasi konten keagamaan daring yang cenderung menyederhanakan teks-teks agama secara berlebihan. Namun demikian, penelitian yang ada belum secara memadai membahas bagaimana kurikulum Pendidikan Agama Islam (PAI) dapat dirancang secara konseptual untuk memperkuat ketahanan ideologis peserta didik. Penelitian ini bertujuan memberikan analisis konseptual yang komprehensif mengenai kurikulum PAI dalam mencegah radikalisme remaja dengan mengidentifikasi komponen utama dan landasan teorinya. Menggunakan metode penelitian kepustakaan (library research), kajian ini menelaah artikel jurnal bereputasi, buku-buku akademik, serta dokumen kebijakan yang diterbitkan dalam satu dekade terakhir. Hasil analisis menunjukkan bahwa kurikulum PAI yang efektif harus berlandaskan pada prinsip moderasi beragama, didukung oleh metode pembelajaran yang dialogis dan kontekstual, diintegrasikan dengan literasi digital, serta dilaksanakan oleh guru yang kompeten. Studi ini juga menegaskan pentingnya kolaborasi keluarga dan masyarakat dalam memperkuat nilai-nilai moderasi beragama berbasis sekolah. Penelitian ini menyimpulkan bahwa upaya pencegahan radikalisme memerlukan desain kurikulum yang holistik, tidak hanya berfokus pada transfer pengetahuan agama, tetapi juga mengembangkan kemampuan berpikir kritis, empati, dan kecakapan memilah konten keagamaan digital. Temuan ini memberikan kontribusi teoretis bagi pembuat kebijakan, pendidik, dan pengembang kurikulum dalam memperkuat PAI sebagai instrumen strategis deradikalisasi di lingkungan sekolah.
Strengthening al-qur'an literacy through islamic education for students at sd ashabul kahfi pk sidoharjo Esa Shofa Kamila Salsabila; Amir Mukminin; Riky Supratama; Hanura Dewi Fadilah; Siti Qomala Khayati
Amorti: Jurnal Studi Islam Interdisipliner Vol. 4 No. 3 Juli 2025: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v4i3.454

Abstract

This research examines the strengthening of Al-Qur’an literacy through Islamic Religious Education (PAI) learning at SD Ashabul Kahfi PK Sidoharjo. Al-Qur’an literacy in this context goes beyond the mechanical ability to read Arabic script; it also includes the comprehension of meaning, internalization of Qur’anic values, and their application in everyday life. Employing a qualitative approach with data collected through interviews, observation, and document analysis, the study reveals that Qur’anic literacy reinforcement is primarily implemented through the habituation of reading the Qur’an before daily learning activities.  This program is designed to prepare students’ mental and spiritual readiness while embedding religious values into their daily routines, serving as a preventive measure against moral decline in the era of globalization. Key supporting factors in the implementation of the program include strong collaboration among school stakeholders—teachers, principals, and administrative staff—as well as active parental involvement. These elements contribute to a school environment that consistently promotes Qur’anic engagement and values-based education.  However, a notable challenge remains: the lack of awareness among some students regarding the deeper significance of Qur’anic learning. This is reflected in the low intrinsic motivation and passive participation observed during Qur’an reading sessions. Despite this, the program has shown measurable effectiveness in enhancing students’ Qur’anic reading fluency and comprehension, while also positively contributing to their character formation.  The educational approach adopted by the school is oriented toward Rabbani values those centered on spiritual consciousness and moral excellence. Through consistent Qur’an-based character education, students are encouraged to develop noble traits such as discipline, humility, patience, and emotional regulation. In conclusion, the Qur’anic literacy program at SD Ashabul Kahfi PK Sidoharjo presents a valuable model for integrating religious instruction with holistic character education, contributing meaningfully to the school’s broader mission of shaping spiritually resilient and morally upright individuals.
Artificial intelligence in islamic education: Ethics and its implications for islamic education Fouad Larhzizer; Dedy Irawan; Arif Usman; Aprizon; Ibrahim Hammad; Riky Supratama; Siti Qomala Khayati; Eka Mahargiani Rokhma; Alfian Eko Rochmawan; Edi Susanto
Amorti: Jurnal Studi Islam Interdisipliner Vol. 4 No. 4 Oktober 2025: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v4i4.490

Abstract

The development of Artificial Intelligence (AI) has brought significant changes to the world of education, including Islamic education. This study aims to analyze the ethics of AI usage and its implications for Islamic education from the perspective of sharia values and the objectives of Islamic law (maqāṣid al-sharī‘ah). Using a library research approach, data were collected from academic literature, scientific articles, and relevant documents discussing AI, Islamic ethics, and education. The findings indicate that Islam conditionally supports technological advancement, including AI, as long as it aligns with key ethical principles such as justice, trustworthiness (amānah), responsibility, transparency, and privacy protection. AI is considered capable of enhancing the quality of religious learning through personalized content, automated instruction, and expanded access to education, particularly in remote areas. However, AI also poses a number of ethical challenges, including the potential distortion of religious understanding, the dehumanization of the teacher's role, algorithmic bias, and violations of moral and spiritual values. Therefore, a clear Islamic ethical framework is essential, along with the active involvement of scholars (‘ulamā’), increased digital literacy among educators, and the development of authentic Islamic content. With these foundations, AI can serve as a tool to support the holistic and ethical vision of Islamic education without compromising its core divine values.
Co-Authors Alfian Eko Rochmawan Amir Mukminin Aprizon Arif Usman Dedy Irawan Edi Susanto Eka Mahargiani Rokhma Esa Shofa Kamila Salsabila Fouad Larhzizer Hanura Dewi Fadilah Ibrahim Hammad Malik Amrullah Mohammad Fattah Muhammad Albani Muhammad Hilal Ikbar Samsul Hadi Siti Kamilatul Fadhilah Siti Qomala Khayati Uci Andani Warda Helwiyah