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Muhammad Hambal Shafwan
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Pascasarjana Gedung Attauhid lt 3 Universitas Muhammadiyah Surabaya Sutorejo number 59 Surabaya, East Java, Indonesia 60113
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Studia Religia: Jurnal Pemikiran dan Pendidikan Islam
Published by Universitas Muhammadiyah Surabaya
ISSN : 25982834     EISSN : 26148196     DOI : http://dx.doi.org/10.30651/sr.v7i1
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Jurnal ini mempublikasikan artikel konsep pembelajaran dan luaran pembelajaran dalam konteks Pendidikan Agama Islam. Fokus dan ruang lingkup jurnal ini diantaranya: Bahan pendidikan Agama Islam Edukator dan siswa Metode pembelajaran Kurikulum Politik Edukasi Filosofi pendidikan Pendidikan sejarah Islam
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 316 Documents
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The Formation of Noble Morals Through Religious Activities of Muhammadiyah 2 Elementary School Students at GKB Gresik Zhafirah Azrin; Noor Amirudin
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 10 No 1 (2026): Juni 2026
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v10i1.30319

Abstract

Moral education is a fundamental aspect of Islamic education aimed at shaping students to be faithful, pious, and behave in accordance with the values of the Qur'an and Hadith. The phenomenon of declining manners and ethics among students toward teachers and the school environment highlights the importance of strengthening character education from an early age through structured habituation. This study aims to describe the role of daily habituation in forming akhlaq mahmudah (commendable moral character) among students at SD Muhammadiyah GKB 2 Gresik. This research employs a qualitative approach using a case study design. Data collection techniques included observation, interviews with classroom teachers and the character habituation coordinator, and documentation of school activities. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that daily habituation implemented consistently and integrated through religious activities and positive habits, such as greeting at the school gate, morning hadith reading, memorization review (murojaah), congregational dhuha prayer, collective dhikr, daily charity (infaq), Qur'anic recitation (tadarus), the 5S culture, and the Klinik Muhasabah Center (KMC) program, contributes to instilling akhlaq mahmudah values in students, particularly discipline, honesty, and responsibility. The role of teachers as role models and the non-corporal punishment approach support the effectiveness of character habituation. The constraint identified was the difference in students' family backgrounds, which affects the continuity of habituation between school and home. Thus, daily habituation plays a strategic role in the formation of students' akhlaq mahmudah and requires ongoing synergy among schools, teachers, and parents.
The Paradox of Early Childhood Qur’anic Education: A Critical Analysis of Tahfidz Practices Based on the Tabarok Method and Islamic Psychology Perspective A Case Study at Pondok El-Zahro, Lamongan Rusiyan; Ishomudin; Khozin
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 10 No 1 (2026): Juni 2026
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v10i1.31291

Abstract

This study aims to analyze the paradoxes of Qur’anic education for early childhood through the practice of Qur’an memorization (tahfidz) at El-Zahro Institute, Lamongan, with a particular focus on the implementation of the Tabarok (al-Labudi) method viewed from the perspective of Islamic psychology. The growing trend of tahfidz programs among children reflects the enthusiasm of Muslim communities toward religious education; however, it simultaneously generates pedagogical and psychological challenges. Theoretically, the age of 0–7years is a developmental stage characterized by playfulness and the formation of basic emotions, requiring educational approaches that align with children’s developmental readiness. This study employed a qualitative approach with a case study design. Data were collected through participant observation, in-depth interviews, and documentation involving teachers, parents, and institutional administrators. Data analysis was conducted thematically and reflectively to identify the gap between the ideal concept of the Tabarok method which emphasizes the blessings (tabarok) of early memorization and the psychopedagogical realities of children’s learning experiences. The findings reveal that tahfidz practice at El-Zahro tends to prioritize the quantity of memorization over students’ cognitive, emotional, and spiritual readiness. A paradox emerges when the value of tabarok shifts into academic pressure that neglects children’s psychological well-being. This study recommends a more integrative and compassion-based (rahmah) model of Qur’anic education that balances spiritual values, psychological readiness, and play-based learning approaches as an effective strategy for internalizing Qur’anic values in early childhood.
Pendidikan Anak Dalam Perspektif Hadits Nabawi Muhammad Hambal Shafwan
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 10 No 1 (2026): Juni 2026
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v10i1.31438

Abstract

This article discusses the concepts and principles of child education derived from the teachings of the Prophet Muhammad (peace be upon him) through his hadiths. This study emphasizes that child education in Islam does not only focus on intellectual aspects, but also encompasses the development of morals, spirituality, and personality as a whole. The method used is a literature review by analyzing various hadiths related to parenting and child education. The results of the study indicate that the Prophet Muhammad (peace be upon him) emphasized the importance of compassion, role models, habituating worship, and instilling moral values ​​from an early age. Furthermore, the role of parents as primary educators is strongly emphasized in shaping children's character. This article concludes that child education from the perspective of the Prophetic hadith is holistic and relevant for application in the context of modern education to shape a generation with faith, noble morals, and strong personalities.
Peran Pendidikan Islam dalam Membentuk Perubahan Sosial pada Anak Sekolah Dasar: Perspektif Sosiologi Pendidikan Islam Zainal Arifin; Muzakki; Ghofari
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 10 No 1 (2026): Juni 2026
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v10i1.31463

Abstract

Education plays a strategic role in shaping individuals and directing social change, particularly at the elementary education level as the foundational stage of children’s character development. From the perspective of Islamic sociology of education, education does not merely function as a means of transferring knowledge, but also serves as an instrument for internalizing Islamic, moral, and social values that influence behavioral changes at both individual and societal levels. This study aims to analyze the influence of education on social change among elementary school children by highlighting the role of schools, teachers, and the Islamic educational environment in shaping social awareness, character, and patterns of interaction. The research employs a literature review method with a qualitative-descriptive approach through the analysis of various relevant academic journals and books. The findings indicate that value-based Islamic education is able to promote positive social change in children, such as increased discipline, responsibility, social awareness, and adaptability to societal changes. Therefore, Islamic education at the elementary school level has a significant contribution in forming a generation that is morally grounded, knowledgeable, and actively engaged in social change within society.
Peran Literasi Keagamaan Dengan Sikap Moderasi Beragama Pada Mahasiswa Universitas Muhammadiyah Mamuju Syahril Hatta; Rachmat; Nurfadhilah
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 10 No 1 (2026): Juni 2026
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v10i1.31476

Abstract

This study aims to deeply understand how religious literacy is interpreted and its role in shaping religious moderation among students at Muhammadiyah University of Mamuju. The study used a descriptive qualitative approach, with active students who had taken Islamic Religious Education courses and were involved in religious activities and campus organizations as subjects. Data collection was conducted through in-depth interviews, observation, and documentation. Indicators of religious literacy include understanding aspects of faith, worship, and morals, while indicators of religious moderation include attitudes of tolerance, inclusiveness, and the ability to reject extremism and radicalism. The results indicate that students' religious literacy is generally in the good category. In terms of faith, students have an adequate basic understanding, although there is still variation in contextual interpretations. In terms of worship, students understand the procedures for performing worship well, but consistency and internalization of values vary. Meanwhile, in terms of morals, students have a good understanding of Islamic moral values, although their implementation is not yet fully consistent. On the other hand, students' religious moderation attitudes are also considered good, characterized by tolerance of differences, inclusiveness in social interactions, and critical thinking skills in rejecting extremism and radicalism. However, there is still variation in the level of internalization of these attitudes, influenced by social environment, academic experience, and exposure to digital media. This study concludes that religious literacy plays a crucial role in shaping students' religious moderation attitudes, necessitating reinforcement through dialogical, contextual, and ongoing learning.
Transformasi Pedagogi Guru PAI dalam Perspektif TPACK di Era Digital: Kajian Sistematis terhadap Tren dan Model Pembelajaran Hilyatul Auliya; Muhammad Fahmi
Studia Religia : Jurnal Pemikiran dan Pendidikan Islam Vol 10 No 1 (2026): Juni 2026
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/sr.v10i1.31498

Abstract

The rapid development of digital technology has significantly transformed the landscape of education, including Islamic Religious Education (PAI), requiring teachers to integrate technology meaningfully into pedagogical practices. This study aims to analyze the transformation of PAI pedagogy through the Technological Pedagogical Content Knowledge (TPACK) framework in the digital era. Employing a Systematic Literature Review (SLR) approach, this research synthesizes findings from selected national and international scholarly articles to identify trends, integration models, as well as challenges and implications of TPACK implementation in PAI learning. The results reveal that although there has been a shift from conventional to technology-integrated pedagogy, most practices remain at an adaptive rather than transformative level. The study also finds that TPACK integration contributes positively to student engagement, digital literacy, and higher-order thinking skills, yet its implementation is often instrumental and highly dependent on teachers’ reflective and integrative competencies. Furthermore, this study proposes a typology of pedagogical transformation and TPACK integration models, while critically highlighting the limitations of TPACK in addressing the value-based nature of Islamic education. As a result, the concept of Islamic-TPACK (i-TPACK) is introduced as a contextual framework that incorporates Islamic values into digital pedagogy. This study contributes theoretically by offering a comprehensive synthesis and conceptual refinement, although it is limited by its reliance on secondary data. Future research is recommended to empirically test the i-TPACK model and explore value-integrated digital learning practices in Islamic education contexts.

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