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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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COMPARATIVE ANALYSIS OF THE MERDEKA CURRICULUM AND DEEP LEARNING IN ISLAMIC EDUCATION AND CHARACTER EDUCATION AT SMP Karima, Naila; Wirdati, Wirdati
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.v15i01.10085

Abstract

This study investigates the comparative effectiveness of the Merdeka Curriculum and the Deep Learning approach (Mindful, Meaningful, Joyful Learning) in the teaching of Islamic Religious Education (PAI) and Character Education (BP) at SMPN 1 and SMPN 2 Sungai Beremas. The comparison is significant in understanding how different pedagogical orientations within the same national curriculum framework influence learning outcomes, instructional practices, and student engagement. Using a mixed-methods design, the study involved 245 students and 12 key informants. Quantitative analysis revealed a statistically significant difference between the two schools (p-value 0.015 < 0.05), with SMPN 2 achieving a higher and more homogeneous average score. In contrast, qualitative findings provided deeper insight into the contextual factors behind these results. SMPN 1 demonstrated strengths in leveraging digital infrastructure to support learning, whereas SMPN 2 exhibited strong pedagogical resilience by applying a contextual approach rooted in local wisdom to address limited facilities. Furthermore, the study identified limited instructional time allocation (3 hours per week) as the primary inhibiting factor, particularly affecting the effectiveness of the tahfiz program and the implementation of Problem-Based Learning methods. Overall, the findings suggest that the effectiveness of Deep Learning is shaped more by the quality of instructional interaction and teacher creativity than by the availability of physical facilities.
A SYSTEMATIC REVIEW OF SELF-REGULATED LEARNING AND SELF-EFFICACY: KEY DETERMINANTS OF ACADEMIC SUCCESS IN COLLEGE Priyatna, Muhamad; Raharjo, Raharjo; Fihris, Fihris; Halim, Siti Afiah
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.v15i01.10087

Abstract

This study presents a comprehensive systematic review of the role of Self-Regulated Learning (SRL) and Self-Efficacy as primary determinants of academic success in higher education. Through an analysis of more than 120 empirical studies published over the past three decades (1990-2024), this research identifies consistent patterns indicating a positive and significant relationship between these two psychological constructs and various indicators of academic success, including Grade Point Average (GPA), retention, and metacognitive skills. Key findings indicate that self-efficacy serves as both a direct predictor and a strong mediator of academic success, with an average effect size of 0.38 (moderate to large effect). Meanwhile, SRL contributes not only to short-term academic achievement but also to the development of lifelong learning skills. Moderator analysis reveals that these relationships are influenced by cultural context, academic discipline, and learning modality (face-to-face vs. online). This study contributes theoretically by integrating various SRL models and Bandura's self-efficacy theory into a comprehensive conceptual framework. In practice, the review offers recommendations for developing evidence-based interventions to enhance SRL skills and strengthen students' academic self-belief, particularly in the context of higher education in the digital era
SOCIO-CULTURAL-BASED PAI LEARNING STRATEGIES IN FORMING ATTITUDES OF RELIGIOUS TOLERANCE AND MODERATION AT SMPN 1 PRIGEN Huda, Ahmad; Wahidmurni, Wahidmurni; Jazariyah, Ita; Aminatuz Zuhriyah, Indah
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.v15i01.8971

Abstract

This study is grounded in the importance of promoting tolerance and religious moderation values within Indonesia's pluralistic society. Islamic Religious Education (PAI) and Character Education are expected not only to deliver cognitive understanding but also to shape inclusive and respectful student character. The aim of this study is to examine socio-cultural-based instructional strategies in shaping students' tolerance and religious moderation at SMPN 1 Prigen. This research employed a qualitative approach with a case study design, involving PAI teachers, school principals, students, and vice principals as informants. Data were collected through in-depth interviews, participant observation, and document analysis. The findings reveal that teachers implemented contextual, participatory, reflective, and culturally grounded strategies. Lessons were connected to students' daily lives, encouraging critical discussions, personal reflections, and collaborative social activities. The learning process was also supported by the Pancasila Student Profile Strengthening Project (P5) and the role modeling of moderate behavior by teachers. In conclusion, the socio-cultural-based teaching strategies effectively fostered students' tolerance and religious moderation and are highly relevant to multicultural education settings in Indonesia.
TEACHER STRATEGIES IN RESPONDING TO RELIGIOUS INTOLERANCE: A Case Study in Indonesian Elementary School Sofiyyah, Sofiyyah; Fa'atin, Salmah
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.v15i01.9657

Abstract

Purpose: This study aims to analyze teachers' strategies in responding to religious intolerance among students at SD Negeri 01 Jati Kulon. Method: The study uses a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. Result: Teachers apply three main strategies, namely (1) preventive strategies based on internalization of values, (2) curative strategies based on restorative dialogue, and (3) social reinforcement strategies through school-parent-community partnerships. These three strategies are effective in building empathetic awareness and interfaith acceptance in the school environment. Conclusion: This study contributes by providing an in-depth qualitative analysis of classroom-level responses to religious intolerance, an area that remains underexplored in elementary education research. Adaptive, collaborative, and contextual teacher strategies are key to fostering a culture of tolerance in elementary schools. The researchers recommended the importance of religious digital literacy for teachers and parents, as well as the development of a tolerance education model based on local wisdom in elementary schools.
QUR'AN MEMORIZATION CURRICULUM MODEL AT BOARDING-BASED UNIVERSITIES Umi Sa'adah; Dede Rosyada; Sapiudin Sapiudin
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.v15i01.10013

Abstract

This research aims to uncover: 1). The history of boarding campuses; 2). The Qur'an memorization curriculum model at boarding-based universities (IIQ, PTIQ, and IDAQU); 3). Methods and techniques for learning and memorizing the Qur'an for boarding students; 4). Supporting and inhibiting factors for implementing the Qur'an memorization curriculum, its evaluation, and its influence on the achievement of boarding students. This research methodology uses a qualitative approach and focuses on the Al-Qur'an memorization curriculum model, namely by examining naturally occurring phenomena as a direct data source. Data collection techniques were carried out through observation, in-depth interviews, and documentation studies as supporting information. The informants in this study were the head of the tahfidz institution as a key informant, institutional staff, tahfidz instructors, Islamic boarding school/ma'had administrators, and students. Data analysis techniques were carried out using qualitative analysis, consisting of data reduction, data display, and verification or drawing conclusions. These three activities are interrelated with each other. The research found the following results: First, IIQ was founded in 1977, PTIQ in 1971, and IDAQU in 2020. Second, the three boarding-based universities have different tahfidz curriculum models: IIQ Jakarta offers 5, 10, 20, and 30 Juz programs; PTIQ offers 30 Juz (full tahfidz), 3 Juz (limited tahfidz), and 1 Juz (employee class); and IDAQU categorizes studentsas mubtadi (beginner), mutawassit (intermediate), and mahir (advanced). Third, the primary Qur'an memorization learning method at all three boarding campuses is recitation. Fourth, both supporting and inhibiting factors exist in Qur'an memorization. A gradual/tiered memorization curriculum model can assist students in fulfilling their dual obligations of Qur'an memorization and academic studies. These findings offer a replicable framework for other higher education institutions seeking to integrate Qur'an memorization into their academic programs, particularly in boarding-based settings.
STRATEGIC MANAGEMENT OF MADRASAH ALIYAH IN IMPROVING EDUCATION QUALITY: A Descriptive-Analytical Study At Man 2 Jembrana, Bali Arjiman, Arjiman
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.v15i01.10082

Abstract

This research on the strategic management of Madrasah Aliyah Negeri (MAN) 2 Jembrana examines and analyzes: (1) the formulation of strategic management, which includes: (a) the formulation of vision, mission, and objectives, and (b) the concept and implementation of the Madrasah Aliyah education system; (2) the implementation of strategic management, highlighting the leadership of the Madrasah principal based on his fundamental skills; and (3) the evaluation of strategic management in efforts to improve the quality of education. The main research problem focuses on: “How is strategic management at Madrasah Aliyah Negeri 2 Jembrana applied to improve the quality of education in Bali Province?” Meanwhile, the purpose of this study is to determine: “What constitutes effective strategic management in improving education quality through the application of a conducive strategic management system at Madrasah Aliyah Negeri 2 Jembrana.” This study employed a qualitative descriptive approach. Data collection techniques included observation, interviews, and document analysis. The findings indicate that the strategic management of Madrasah Aliyah in improving education quality at Madrasah Aliyah Negeri 2 Jembrana needs to be maintained, enhanced, and further developed in the following aspects: (1) analysis of both external and internal stakeholder needs; (2) planning, which involves: (a) the formulation of vision, mission, and objectives, and (b) the formulation of educational concepts through thorough preparation before program implementation; (3) implementation of concepts and programs carried out with sound management supported by the principal’s skills in managing Madrasah resources; strict recruitment of human resources complemented by systematic and well-planned HR development; and high-quality teachers and educational outcomes, particularly reflected in the achievements of MAN 2 Jembrana students; and (4) structured and systematic evaluation with proper management mechanisms, enabling evaluation to serve as a tool for assessing and measuring the implementation of educational programs.

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