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Edukasi Islami: Jurnal Pendidikan Islam
Published by Sekolah Tinggi Agama Islam Al Hidayah Bogor
ISSN : 25811754     EISSN : 22528970     DOI : https://doi.org/10.30868
Core Subject : Education,
Education
Edukasi Islami: Jurnal Pendidikan Islam focuses on publishing articles that contain ideas, research results, and literature studies in the field of Islamic Education. Edukasi Islami: Jurnal Pendidikan Islam Scope are: Al Quran and Hadith-based Islamic Education, Media and Learning Resources in Islamic Education, Study of Islamic Education Figures, Islamic Religion Education Curriculum, History of Islamic Education, Philosophy of Islamic Education, Research on Islamic Religion Education, Issues about Islamic Religion Education, Psychology of Islamic Religion Education, Management of Islamic Religion Education, Islamic Religious Education Guidance and Counseling
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,616 Documents
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ISLAMIC RELIGIOUS EDUCATION TEACHER STRATEGIES IN INFLUENCED ISLAMIC VALUES THROUGH FIQH MATERIALS IN STUDENTS OF SDIT MIFTAHUL ULUM SUBANG Hasan, Muhammad Zaki Akhbar; Khairunnida, Laila; Parid, Miptah; Amaliya, N. Fitri; Mohamed Shendi, Hebaallah Ahmed Abdel Halim
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9327

Abstract

The background of this research is the important role of Islamic religious education teachers in instilling Islamic values to students, especially through the learning of Fiqh material at SDIT Miftahul Ulum Subang. In elementary education, Islamic religious education teachers play a strategic role in shaping the religious character of students so that they are able to understand, appreciate, and practice Islamic teachings comprehensively. The purpose of this research is to describe the strategies of Islamic religious education teachers in instilling Islamic values through Fiqh material and to analyze the effectiveness of implementing these strategies on the formation of student character. This research method uses a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation which were then analyzed interactively through data reduction, data presentation, and drawing conclusions. The results show that Islamic religious education teachers at SDIT Miftahul Ulum Subang apply an integrative learning strategy by combining lectures, discussions, role models, and habits in school religious activities. This strategy has proven effective in fostering Islamic values such as religious discipline, honesty, responsibility, and social awareness among students. In conclusion, the Islamic religious education teachers' strategy in instilling Islamic values through Fiqh (Islamic jurisprudence) material at SDIT Miftahul Ulum Subang is effective and sustainable. Teachers act as educators and role models, integrating Islamic values through role models, fostering worship practices, and reflecting on values in learning.
TOWARD AN ADAB-BASED CONCEPTUAL CHARACTER EDUCATION MODEL: INTEGRATING LICKONA AND AL-ATTAS IN PROJECT-BASED LEARNING FOR ISLAMIC ELEMENTARY SCHOOLS Parina, Parina; Syihabuddin, Syihabuddin; Somad, Momod Abdul; Kosasih, Aceng
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9338

Abstract

Background: Character education in Islamic schools faces the challenge of integrating universal moral values with spiritual principles derived from Islamic teachings. However, many existing character education models tend to separate Western moral frameworks from Islamic epistemological foundations, particularly the concept of adab as the core of holistic human formation. Purpose: This study aims to develop a conceptual character education model through the integration of Thomas Lickona’s character education framework and Syed Muhammad Naquib al-Attas’s concept of adab within the context of Project-Based Learning (PBL) in Islamic elementary schools. Method: The research employs a library research approach using thematic analysis and conceptual synthesis of relevant primary and secondary literature. Result: The findings indicate that Lickona’s three dimensions of character education—moral knowing, moral feeling, and moral action—can be harmonized with the principles of knowledge (‘ilm), adab, and righteous action (‘amal) in Al-Attas’s thought to construct a comprehensive Islamic character education model. This integration strengthens the spiritual and epistemological foundations of character education while providing a systematic pedagogical structure through PBL, which emphasizes reflective, collaborative, and contextual learning. Implication: This study offers a novel conceptual framework that positions adabas the ontological foundation of character education within project-based pedagogy. The proposed model also provides practical implications for curriculum design and instructional planning in Islamic elementary education.
ROLE OF ISLAMIC EDUCATION AND COMMUNITY VALUES AMONG INTERNATIONAL STUDENTS AT MUHAMMADIYAH UNIVERSITY SURAKARTA Barry, Aboubacar; Salim, Hakimuddin; Azani, Mohammad Zakki
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9349

Abstract

Internationalizing Islamic higher education requires universities to cultivate enduring community values alongside academic excellence. This study examines the role of Islamic education in promoting community values among international students at Muhammadiyah University Surakarta, addressing what forms enact these values, which factors shape them, and what implications follow for belonging and participation. Using a qualitative descriptive design, we analysed interviews, focus group discussions, non-participant observations, and institutional documents. Participants were purposively selected to reflect diverse nationalities. Data were coded iteratively and thematically, with triangulation, peer debriefing, and reflections supporting trustworthiness. Findings show a three-channel ecosystem: formal curriculum linking theology, ethics, and jurisprudence to daily practice; extracurricular platforms (study circles and service) translating principles into action; and institutional culture embedding value-bearing routines. Four conditions influenced value formation: cultural diversity and peer interaction, dialogic pedagogy, institutional support systems, and language proficiency. These dynamics yielded transformative outcomes moral resilience in addressing dilemmas, social cohesion through a shared moral vocabulary of justice, compassion, and responsibility, and intercultural competence oriented to global citizenship. The study refines an integrative framework connecting curricular, co-curricular, and cultural channels to value internalization and identifies practical levers for inclusive design. Future research should test these pathways longitudinally and across Islamic university traditions.
PERSEPSI GURU PENDIDIKAN MENENGAH DI KABUPATEN GARUT TERHADAP KURIKULUM MERDEKA: SEBUAH PENELITIAN CROSS SECTIONAL DESIGN Asyari, Lutfi
Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 001 (2025): Edukasi Islami: Jurnal Pendidikan Islam (Spesial Issue)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v14i001.9380

Abstract

Studi ini meneliti bagaimana guru sekolah menengah di Kabupaten Garut memandang implementasi Kurikulum Merdeka dan mengidentifikasi faktor-faktor kunci yang membentuk persepsi tersebut. Temuan menunjukkan bahwa guru umumnya memiliki pandangan positif terhadap Kurikulum Merdeka, khususnya dalam hal pemahaman konseptual, sikap terhadap implementasi, dan kesiapan untuk penerapan di kelas. Namun, perbedaan signifikan muncul di berbagai jenis sekolah, dengan guru sekolah kejuruan menunjukkan tingkat kesiapan yang lebih rendah dibandingkan dengan guru sekolah menengah atas dan sekolah menengah atas Islam. Selain itu, frekuensi pelatihan terkait kurikulum menunjukkan hubungan positif sedang dengan persepsi guru, menyoroti pengembangan profesional sebagai faktor pendukung yang penting. Secara keseluruhan, hasil penelitian menggarisbawahi bahwa meskipun guru secara umum mendukung Kurikulum Merdeka, kesenjangan dalam kesiapan dan akses terhadap pelatihan tetap menjadi tantangan kritis. Temuan ini menekankan pentingnya kesempatan belajar profesional yang berkelanjutan dan dukungan kelembagaan untuk memastikan implementasi Kurikulum Merdeka yang efektif dan adil di berbagai konteks sekolah.
SUFISTIC NAHW PEDAGOGY: INTEGRATING ARABIC GRAMMAR AND TASAWWUF IN MORAL EDUCATION IN PESANTREN Rohman, Abdul; Maksum, Ali; Wargadinata, Wildana; Taufiq, Ahmad
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9434

Abstract

This study addresses the epistemological gap between exoteric knowledge (‘ilm al-lisān) and esoteric knowledge (‘ilm al-qalb) in pesantren education, which often results in a dichotomy between linguistic competence and ethical conduct. The study offers a new pedagogical model by integrating Sufistic elements into Nahw (Arabic grammar) education, thus contributing to the moral and spiritual formation of students. Using a qualitative approach with an Interpretive Phenomenological Analysis (IPA) design at Pesantren Babussalam Pagelaran, data were collected through in-depth interviews and participant observation with teachers and senior students. The findings reveal that Sufistic Nahw pedagogy transforms Nahw from a mere linguistic tool into a medium for tazkiyat al-nafs. By reviving symbolic interpretations of grammatical structures within the Sufi tradition and applying the takhallī–taḥallī–tajallī framework, this integration effectively fosters moral awareness, modesty (al-ḥayā’), and self-control among students. This research provides a significant pedagogical innovation by positioning linguistic education as a core component of spiritual development in Islamic educational institutions.
INTEGRATING FAITH WITH GLOBAL COMPETENCE IN PESANTREN ENGLISH EDUCATION: CHALLENGES AND STRATEGIES Sari, Dhian Marita; Alsulami, Naif Daifullah
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9514

Abstract

The integration of English language education into Islamic boarding schools presents both pedagogical opportunities and ideological tensions. While English enables access to global knowledge and intercultural engagement, its incorporation into faith-based institutions raises concerns regarding identity preservation and cultural authenticity. This qualitative study investigates how English education is conceptualized, implemented, and experienced within a pesantren context. Drawing on interviews with leaders, teachers, and students, classroom observations, and document analysis, the study reveals an emerging integrative model in which English is reframed as a vehicle for da’wah, intellectual expansion, and global participation. Findings indicate that English is not positioned as a secular intrusion but as a strategic instrument embedded within Islamic epistemology. However, structural constraints including limited instructional time, technological resources, and curriculum coherencecomplicate sustainable implementation. The study proposes a Faith-Integrated Global Competence Model, demonstrating how religious identity, pedagogical practice, and institutional adaptation interact dynamically. This study contributes to the discourse on integrating global competencies with faith-based education, offering a contextual model for English language education that blends Islamic principles with global engagement.  
ONE HADITH ONE PRESENTATION AS A HADITH LITERACY MODEL IN A MODERN PESANTREN Istifarin, Nur Annisa; Idri, Idri
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9524

Abstract

Hadith learning in traditional Islamic boarding schools (pesantren) tends to rely on the sorogan and bandongan methods. While these have limitations in developing students' critical analysis skills and digital literacy. IBS PKMKK addresses this challenge through the One Hadith One Presentation program, which integrates traditional approaches with modern learning methods. This study aims to analyze the implementation of the One Hadith One Presentation program at IBS PKMKK, focusing on the curriculum design, the resulting learning model, and its contribution to strengthening students' hadith literacy competence. The research uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews with the IBS PKMKK leadership and teaching staff, and documentation studies. The findings indicate that this program not only enhances students' comprehensive understanding of hadith but also provides a distinct learning experience, strengthens academic literacy skills, trains scientific communication skills, and facilitates the integrative character building of the students. Overall, the One Hadith One Presentation program can be an effective, integrative, and relevant model for hadith learning in the context of modern pesantren. The program successfully developed an integrative hadith learning model through seven educational pillars, encompassing digital presentation activities, creative visualization, and thematic studies. The program represents an effective pedagogical innovation in transforming hadith learning from a memorization-based approach towards independent knowledge construction. It not only strengthens students' multiliteracy competencies but also serves as a model for the convergence between pesantren traditions and the demands of modern education.
THE IMPACT OF GROWTH MINDSET AND INTRINSIC MOTIVATION ON SELF-REGULATED LEARNING: A STUDY OF MAHASANTRI AT MA'HAD AL-JAMI'AH Tarsono, Tarsono; Rachman, Dicky Alfian Nur; Mafaizah, Sheila; Ahmad Akbar, Paisal; Haq, Rijalul; Haedarullah, Haedarullah; Syahruramadhan, Syahruramadhan
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9578

Abstract

Self-Regulated Learning (SRL) is crucial aspect for Mahasantri at Ma'had Al-Jami'ah who manage dual academic workloads. Preliminary findings indicate suboptimal SRL levels, evicended by low initiative in congregational prayers and a reliance on external supervision. This study emipirically analyzes the simultaneous impact of growth mindset and intrinsic motivation on SRL theoretically the primary psychological drivers of learning independence. Employing a quantitative correlational method with 51 respondents through incidental sampling, data were analyzed using Spearman's rho, Pearson correlation tests, and multiple linear regression analysis, following rigorous validity and reliability testing (Alpha Cronbach 0.933). Result demonstrate that both variables had a significant and strong positive relationship with SRL (Growth Mindset: r = 0.681; Intrinsic Motivation: r = 0.803). Simultaneously, growth mindset and intrinsic motivation contributed 67.6% to the variation in SRL of students (F = 49.976, p < 0.05), with intrinsic motivation being the most dominant predictor (B = 0.527). This finding provides implications for the urgency of strengthening the growth mindset and intrinsic motivation in the design of student development at Ma'had Al-Jami'ah on the basis of self-regulated learning. These finding highlight the urgency of fostering a growth mindset and internalizing motivation within mahasantri development programs to enhance effective self-regulated learning.
ISLAMIC EDUCATION IN THE DIGITAL ERA: AN INTEGRATIVE CONCEPTUAL STUDY OF THE TECH–TOUCH–TEACH PARADIGM Intania, Naila; Ruwandi, Ruwandi; Saerozi, Saerozi
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9627

Abstract

The rapid digital transformation of education presents both opportunities and challenges for Islamic Religious Education (IRE). While technological integration expands access and pedagogical innovation, it also risks ethical disorientation and spiritual detachment if not grounded in Islamic educational philosophy. This study aims to develop an integrative conceptual framework for reconstructing IRE in the digital era through the Tech–Touch–Teach model. Employing a qualitative library research design, this study analyzes classical Islamic educational thought and contemporary digital pedagogy literature to formulate a tauhidic integrative approach. The findings indicate that effective digital transformation in Islamic education must operate dialectically rather than additively: Tech expands epistemic possibilities, Touch ensures spiritual-humanistic depth, and Teach provides pedagogical intentionality. The synthesis of these three dimensions generates a Humanistic-Transcendental Learning Model oriented toward the formation of insan kamil—individuals who are intellectually competent, spiritually grounded, and ethically responsible. The study contributes theoretically by articulating a normative framework that reconciles technological modernity with Islamic educational philosophy, moving beyond technocentric adaptation and traditionalist resistance. Practically, the model implies the need for ethical digital governance, spiritually grounded digital literacy, and holistic assessment systems that integrate cognitive, affective, and moral dimensions. Future empirical research is recommended to validate and operationalize this framework across diverse Islamic educational contexts.
TEACHERS’ STRATEGIES IN ADDRESSING LOW LITERACY TO STRENGTHEN STUDENTS’ CHARACTER VALUES: A QUALITATIVE STUDY Zuhri, Zuhri
Edukasi Islami: Jurnal Pendidikan Islam Vol. 15 No. 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam (Article On Progress)
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i01.9682

Abstract

This study aims to analyze teachers' strategies in overcoming low student literacy and their contribution to strengthening character values at Takhassus al-Qur'an Bonang Demak Junior High School. The phenomena of low reading interest, gaps in basic literacy skills, and the influence of socioeconomic factors and family parenting patterns are the main background of this study. The research uses a qualitative approach with a descriptive case study design. Data were collected through in-depth interviews, participatory observation, and documentation of 26 participants consisting of six teachers, one principal, one librarian, and eighteen students. Data analysis was conducted interactively through data reduction, categorization, thematic presentation, and verification to identify emerging patterns and meanings. The results of the study show that low literacy is not only influenced by limited facilities, but also by low intrinsic motivation, weak basic reading skills, family economic constraints, and changes in parenting patterns in the digital age. Teacher strategies such as learning variety, utilizing libraries as alternative learning spaces, book and gadget wakaf programs, and the application of peer teaching have been proven to contribute to increasing student engagement while strengthening character traits such as responsibility, empathy, polite communication, and critical thinking. This study confirms that literacy is a social practice that functions as an integrative medium between cognitive development and character building. The implication is that strengthening literacy requires an ecosystem approach that involves schools, families, and sustainable education policies. Further research is recommended to expand the context and use a longitudinal design to examine the long-term impact of character-based literacy strategies.

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