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Agus Setiawan
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PPs IAIN Samarinda; Jl. KH. Abul Hasan No 3, Samarinda, Kalimantan Timur, Indonesia
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INDONESIA
SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education)
Published by Institut Agama Islam Negeri Samarinda
ISSN : 23391332     EISSN : 24770027     DOI : doi.org/10.21093/sy
Core Subject : Religion, Science, Education, Social,
Religion Education Library & Information Science Social Sciences Other
The journal is pursues the academic exploration on Islamic education discourses in Southeast Asian schools, colleges, universities, and other Islamic educational institutions such as pesantrens (Islamic boarding schools). The journal promotes empirical research and theory relevant to Islamic affiliated educational institutions. The topics of the journal cover the micro, meso, and macro levels of Islamic education such as the philosophy of Islamic education, Islamic school leadership, and the politics of Islamic education. The journal is published twice a year in June and December. It was firstly published in 2013 (printed edition). Since Vol. 3, Issue 2 (December 2015), it has migrated gradually to an electronic journal system (Open Access). It is now a fully online journal, and since Vol. 8, No. 2 (December 2019) it only accepts manuscript submissions written in English or Arabic.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 306 Documents
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Internalizing Wasatiyah Values in Islamic Education for Religious Moderation Rahim, Abdan; Zulhijra, Zulhijra; Almakki, M. Arsyad; Mardani, Mardani
SYAMIL: Journal of Islamic Education Vol 13 No 1 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i1.10745

Abstract

This study explores the implementation of wasatiyah (Islamic moderation) principles within Islamic Religious Education (PAI) Indonesia. In response to rising religious intolerance among youth and the national imperative to promote social cohesion, this research examines how moderation is internalized through educational practices. Religious moderation is critical in multicultural societies, yet its implementation in Islamic education remains understudied. Utilizing a qualitative case study approach, data were collected via interviews, classroom observations, focus group discussions, and document analysis over one academic semester. Findings indicate that has systematically incorporated wasatiyah through interactive teaching methods, contextual discussions, and value-based modeling. Students demonstrated cognitive understanding, affective alignment, and behavioral expression of moderate Islamic values. The integration of Islamic educational philosophy, Bloom’s Taxonomy, and Bandura’s Social Learning Theory facilitated a comprehensive pedagogical framework. Key enabling factors included strong school leadership, teacher competence, and parental support, while challenges such as limited instructional time and digital radicalism persist. This research contributes a theoretical model and practical roadmap for embedding religious moderation into PAI curricula, offering replicable insights for similar educational contexts. The study affirms the transformative potential of wasatiyah-based education in fostering tolerant, reflective, and socially responsible Muslim youth.
The Strategic Role of Islamic Education Teachers in Addressing Student Insecurity: A Case Study at SMP Daarul Aitam Zulhijra, Zulhijra; Syarnubi, Syarnubi; Özkan, Aisha; Rahim, Abdan
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.10747

Abstract

Low self-esteem among adolescents is a critical issue that directly impacts academic, social, and spiritual development. In the context of Islamic education, Islamic Religious Education (IRE) teachers hold a strategic position in helping students build self-confidence and psychological resilience. This study aims to analyze the Islamic pedagogical strategies employed by IRE teachers in addressing students' low self-esteem at SMP Daarul Aitam Palembang. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observation, and documentation. Research informants consisted of PAI teachers, class advisors, and students selected purposively until data saturation was achieved. Data analysis was conducted using thematic analysis techniques. The research results identified three main roles of PAI teachers: (1) as educators who instill Islamic values through tadabbur Al-Qur'an and internalization of Islamic self-concept; (2) as mentors who provide emotional guidance and informal counseling based on a spiritual approach; and (3) as role models (uswah hasanah) in religious behavior that builds a supportive environment. These findings emphasize the importance of integrating Islamic pedagogy in shaping students' character and psychological well-being. It is recommended that PAI teachers receive adolescent psychology training based on Islamic values to strengthen character education in Islamic schools.
Transformation of Islamic Educational Values in Generation Z: Challenges and Opportunities Ain, Nining Khurotul; Rohmah, Noer; Mahmoud, Mahmoud; Japakiya, Ismail Lutfi
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.10862

Abstract

This research was conducted to analyze the concept of Islamic education, the characteristics of Generation Z, the digital era and its influence on Islamic education, and the transformation of Islamic educational values in Generation Z. This paper uses a qualitative approach. Data were collected through library research. The findings indicate that the Islamic identity of Generation Z is increasingly shaped by digital technology. The transformation of Islamic educational values in this generation influenced by technological development, which alters educational patterns, learning strategies, and the role of social media in transmitting values. Challenges arise in this process, including the dominance of social media, identity crises, lack of role models, and religious education that is less adaptive to modern contexts. Despite these challenges, digitalization also offers valuable opportunities. Technology can support da’wah, the formation of virtual Islamic communities, and the production of creative content that reflects the lifestyle of Generation Z. These methods are effective in instilling Islamic values within the rapid flow of digital information. Moreover, this situation provides an opportunity to strengthen spirituality through technology, which aligns with the goals of Islamic education: to form individuals who are faithful, pious, and noble in character. The core values of Islamic education, moral, intellectual, remain vital in shaping holistic individuals who can contribute positively to society. Adaptations such as digital learning materials, online and hybrid models, and social media as educational platforms demonstrate the urgency of digital transformation to ensure Islamic education remains relevant to the future needs of Generation Z.
Integration of 21st Century Skills into Islamic Religious Education Learning Methods Handayani, Satri; Neni, Neni; Fathoni, Sulthon
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11093

Abstract

Integration of 21st Century Skills into learning methods is crucial in modernizing Islamic Religious Education (PAI), particularly to address the challenges of learning that are relevant to the demands of the times. This study bridges the gap between traditional Islamic pedagogy and 21st-century competencies, focusing on the material of QS. Al Hujurat: 13. This study uses a qualitative descriptive approach with data collected through in-depth interviews with four PAI teachers from four Public Elementary Schools in Garo City, who were purposively selected based on their active involvement in teaching PAI and their experience implementing 21st-century learning strategies. Interviews were conducted during March–April 2025, recorded, transcribed, and analyzed using Miles and Huberman's interactive analysis model which includes data reduction, data presentation, and drawing conclusions. The results show that PAI teachers apply active learning methods such as group discussions, project-based learning, and the use of digital media, with the main challenges being limited learning time, lack of supporting facilities, and minimal teacher training, while existing support includes school policies and collaboration between teachers. These findings confirm that integrating 21st-century skills into Islamic Religious Education (PAI) learning can increase student engagement and material relevance, but requires adaptive strategies to address resource constraints. This study contributes theoretically by offering a framework for integrating 21st-century competencies into Islamic Religious Education (PAI) learning and practically by providing recommendations for teacher training and strengthening systemic support.
Child-Friendly Education Model and Islamic Character Development in Madrasah Ibtidaiyah Cendekia Pekanbaru Mursal, Mursal; Hafiz, Muhammad; Rizal, Syamsul; Lubis, Rahmad Fauzi
SYAMIL: Journal of Islamic Education Vol 13 No 1 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i1.11094

Abstract

This study investigated child-friendly education model in shaping student character within Madrasah Ibtidaiyah Pekanbaru, addressing a gap in empirical evidence for its direct impact in Indonesian Islamic schools. Employing a quasi-experimental design with a pre-test post-test non-equivalent control group, 58 Grade 4 and 5 students participated. Data were collected via observation rubrics and student self-assessment questionnaires, validated by experts and pilot-tested for reliability, alongside qualitative teacher interviews. Quantitative data were analyzed using SPSS 26.0, primarily via ANCOVA to compare post-test scores while controlling for pre-test variations. The findings robustly demonstrate the model's significant positive impact on all measured character traits: honesty (F(1, 55) = 18.23, p < .001), responsibility (F(1, 55) = 22.87, p < .001), discipline (F(1, 55) = 15.67, p < .001), empathy (F(1, 55) = 10.12, p = .002), and religious values (F(1, 55) = 9.88, p = .003). Qualitative data from teacher interviews corroborated these improvements, highlighting enhanced student engagement, social cohesion, and self-regulation. While limited to a single institution, these results provide compelling evidence that a child-friendly approach effectively fosters comprehensive character development in madrasahs, encouraging its broader adoption and further longitudinal research across diverse educational contexts.
The Influence of Al-Ghazzali's Rationality in Islamic Education Mahdany, Diny; Rifani, Wahyudi; Hidayat, Taufik; Noor, Muhammad; DP, Usman
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11220

Abstract

This research is motivated by the need to understand the contribution of Al-Ghazzali's thought in Islamic education, particularly regarding the concept of rationality that integrates reason and revelation. Al-Ghazzali's rationality is considered crucial in addressing the challenges of the modernization of Islamic education, which demands a balance between spiritual and intellectual values. The objective of this study is to examine the influence of Al-Ghazzali's rationality on curriculum development, learning methods, and character formation in Islamic education. The method employed is qualitative research with a library research approach, focusing on content analysis of various relevant primary and secondary sources. Data were collected through documentation techniques and literature studies from books, journals, and scientific articles related to Al-Ghazzali's thought and Islamic education. Data analysis was conducted inductively by grouping main themes that illustrate the relationship between Al-Ghazzali's rationality and Islamic educational practices. The findings indicate that Al-Ghazzali's rationality plays a central role in building the foundation of holistic Islamic education, harmonizing reason and revelation. His thought encourages the use of reflective learning methods and an integrative curriculum that combines religious sciences with general knowledge, while also emphasizing character formation based on Islamic values. In conclusion, the application of Al-Ghazzali's rationality enriches modern Islamic education by balancing the intellectual and spiritual aspects of students. Recommendations for further research include conducting empirical studies to test the direct implementation of Al-Ghazzali's thought in contemporary educational contexts and comprehensively evaluating its impact on the quality of education and student character.
Fostering Character and Digital Literacy via Student-Led Video Production in Child Islamic Boarding Schools Taufikin, Taufikin; Badawi, Habib; Adeoye, Moses Adeleke; Abrahem Masuwd, Mowafg
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11242

Abstract

Digital transformation in Islamic education necessitates innovative pedagogical strategies that honor religious values while equipping students with 21st-century skills. Within this context, pesantren—Islamic boarding schools rooted in Qur’anic memorization and character formation—face the challenge of integrating modern tools without compromising their core traditions. This study aims to explore how student-led video content creation fosters character development and digital literacy among elementary-aged students at Pesantren Anak-anak Tahfidzul Qur’an Raudlatul Falah (PPATQ RF), Central Java, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, non-participant observations, and document analysis. Thematic analysis revealed that video production activities actively fostered values aligned with Islamic ethics, including discipline, responsibility, collaboration, and creativity. Students engaged not only with digital tools but also internalized moral lessons through scripting, directing, and reflecting on religious themes, such as honesty, patience, and communal accountability. While the initiative enhanced student engagement and self-confidence, it also encountered pesantren-specific challenges, such as time constraints due to tahfidz schedules, limited equipment, and the need for teacher training in media literacy. These findings highlight that integrating digital storytelling within pesantren pedagogy can serve as a transformative method for nurturing akhlāq al-karīmah (noble character) in line with Islamic educational ideals. This model offers new pathways for reimagining pesantren as centers of both religious integrity and technological adaptability.
A Comparative Analysis of Critical Thinking in Western And Islamic Education: Implications for Contemporary Islamic Pedagogy Adawiah, Rabiatul; Sakdiah, Halimatus
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.10570

Abstract

Critical thinking is an important skill in education, but its conceptualization varies across Western and Islamic paradigms. This study aims to compare the concepts, criteria, and objectives of critical thinking in Western and Islamic education. The research method used is a qualitative literature study by examining primary and secondary sources from Western and Islamic studies, and analyzing them systematically thematic. The main findings reveal that Islamic critical thinking "tafakkur" and "ulul albab” integrating reflection “rational-religious (al-Diny al-Aqlany)” because in it there is tadabbur and tadzakkur, while Western critical thinking emphasizes “rationality-progressivism”. Critical thinking aims to enable a person to understand themselves, their environment, and their world, so they can make good decisions, solve problems, and produce something new. Meanwhile, in Islam, purpose tafakkur and ulul albab is "ma’rifat”. Ma’rifat is the knowledge of knowing Allah, knowing oneself, knowing the world, and knowing the afterlife. In Islam critical thinking is not only sharp mind, but also sharp awareness of the heart so that it becomes wiser. Although critical thinking from a Western and Islamic perspective tends to differ in concepts, criteria, and objectives, integration between the two is very important. Synergy between Western and Islamic education is needed to design a holistic curriculum that is responsive to the challenges of contemporary Islamic pedagogy.
Islamic Education and Religious Moderation: A Case Study of the Pancasila Student Project Ahmad, Nur; Pratama, Farandika Nanda; Nusaibah, Nusaibah; Jannah, Miftakhul
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.10765

Abstract

The high number of intolerance cases in the school environment, especially junior high school students, shows the urgency of internalizing religious moderation in education. This has made the Ministry of Religious Affairs of the Republic of Indonesia make efforts to internalize religious moderation policies through P5 “Projek Penguatan Profil Pelajar Pancasila”. Researchers found one school, SMP 1 Undaan, which integrates moderation values through P5 with the project “Outingclass Tempat Ibadah” so that this study aims to describe the concrete form of integration of religious moderation in P5, analyze the implementation of internalization of moderation values through the project, and explore the role of religion teachers in strengthening religious moderation in schools. This research uses the type of field research with data collection methods through observation, interviews, and documentation and analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results showed that the “Outingclass Places of Worship” project became a bridge in building harmony of religious diversity in schools. This visit not only enriches students' insights but also strengthens the moderation values of tasamuh (tolerance), tahadhdhur (civilized), and musawah (equality). In addition, the role of religious teachers is inseparable in guiding students, providing role models, and ensuring the sustainability of moderation values in the project so that this research can be a reference for other schools in implementing religious moderation policies through the P5 program to create an inclusive, harmonious and tolerant school climate.
Empowering Islamic Education Teachers as Special Assistants to Support Inclusive Elementary Schools Hermina, Dina; Sabirin, Muhamad; Afifah, Apriana; Tuah, Dilah bin
SYAMIL: Journal of Islamic Education Vol 13 No 2 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i2.11397

Abstract

The importance of inclusive Islamic education is increasingly recognized in ensuring educational quality for students with special needs. This study sought to answer how training for Islamic Education teachers as special assistants is planned, implemented, evaluated, and followed up in inclusive elementary schools in Tapin Regency, Indonesia. Methods: This qualitative exploratory study was conducted in four elementary schools (Mandurian Public Elementary School, Pematang Karangan Hulu Public Elementary School, Rantau Kanan 2 Public Elementary School, Pebaungan Hulu Public Elementary School) involving eight Islamic Education teachers as special assistants. Data were collected through in-depth interviews, focus group discussions, and observations, and analyzed using data reduction, presentation, and conclusion. Results: The training played a significant role in improving teachers' competencies and fostering collaborative practices, involving systematic planning through meetings with principals and work teams, workshops, training sessions, ongoing supervision, comprehensive performance evaluation. Follow-up activities included reflection, continuous training, and collaboration between assistant and regular teachers to optimize inclusive education, though hampered by resource constraints. Conclusion: Systematic and comprehensive training of Islamic Education teachers as special assistants plays a significant role in supporting the success of inclusive education for students with special needs and provides valuable insights for developing effective inclusive Islamic education programs.

Page 30 of 31 | Total Record : 306

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