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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 2,668 Documents
 262   263   264   265   266 
TEACHERS' ADAPTIVE RESPONSES TO THE INDEPENDENT CURRICULUM: INSIGHTS FROM TEACHER AGENCY IN MADRASAHS Novita Ramadani; Husarida Husarida
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10111

Abstract

This study explores how madrasah teachers adapt to the Independent Curriculum (Kurikulum Merdeka) through the lens of teacher agency. Using a qualitative case study with interviews, classroom observations, and document analysis, results show adaptive responses across cognitive (sense-making), affective (professional commitment and moral awareness), and behavioral (pedagogical adaptation) dimensions. Findings indicate that teacher agency in madrasahs is shaped by professional reasoning and Islamic moral-spiritual values, emphasizing that curriculum implementation is influenced by institutional culture and ethical responsibility. The study provides insights for instructional leadership and policy support in religious-based educational settings
THE ACADEMIC ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN CORRECTING WORSHIP MISCONCEPTIONS AT SMP NEGERI 14 MERANGIN Violita Rahmadani; Najmul Hayat
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10114

Abstract

This study examines the academic role of Islamic Religious Education (IRE) teachers in addressing students’ misconceptions in worship at SMP Negeri 14 Merangin. Using a qualitative descriptive approach, data were collected through observations, interviews, and documentation from teachers and students. Findings reveal students struggle with understanding obligatory (wajib) and recommended (sunnah) worship due to internal factors such as low understanding and interest, and external factors including teaching methods and limited instructional media. Teachers play a critical role in identifying misconceptions, providing re-explanations, applying varied teaching methods, guiding students, and evaluating learning. The study underscores the importance of systematic pedagogical strategies to improve students’ religious understanding.
IMPLEMENTATION OF NEUROEDUCATION IN ISLAMIC RELIGIOUS EDUCATION AND ITS IMPLICATIONS FOR SPIRITUAL REFLECTION AND CHARACTER BUILDING: - Taufik Helmi; Juni Erpida Nasution; Abdul Rahman; Afif Hamzar; Deddy Yusuf
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10123

Abstract

This study explores the implementation of neuroeducation in Islamic Religious Education (IRE) and its impact on students’ spiritual reflection and character development. The study employs a qualitative approach using a case study design. Data were collected through classroom observations, in-depth interviews with IRE teachers, school administrators, and students, as well as analysis of instructional documents and students’ written reflections. Data analysis was conducted using thematic analysis. The results indicate that neuroeducation-based PAI instruction forms a holistic learning cycle. This cycle encompasses cognitive-emotional activation, meaningful engagement, spiritual reflection, and character-based actions. Emotional activation and the learning context enhance students’ cognitive focus and engagement. This process encourages deeper reflection on values. Such reflection is then reflected in character-based behavior and actions during daily interactions in the classroom. These findings indicate that neuroeducation can transform PAI learning into a more integrated and meaningful process. For Islamic educators, this approach provides practical guidance for designing learning that focuses not only on knowledge but also on experiential values, spiritual awareness, and tangible character development.
ENTREPRENEURSHIP MANAGEMENT IN ENHANCING STUDENT CREATIVITY AT STATE VOCATIONAL HIGH SCHOOL Linda Martiyana; Tuti Indriyani; Hamdi Zas Pendi
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10127

Abstract

Creativity is a critical competency in vocational education, essential for preparing learners to become innovative and self-reliant graduates. This study examines the implementation of entrepreneurship management in enhancing student creativity at SMK Negeri 7 Muaro Jambi. Employing a qualitative descriptive design, data were collected through observation, semi-structured interviews, and documentation involving the school principal, entrepreneurship teachers, and vocational students. Data were analyzed using interactive qualitative analysis (data reduction, display, and conclusion drawing). Findings reveal that entrepreneurship management operates through four systematic stages: planning, organizing, implementation, and evaluation. Experiential activities including product development, collaborative teamwork, and digital marketing foster students’ ideation flexibility, problem-solving adaptability, and self-directed innovation. Key supporting factors encompass structured teacher mentoring, adequate learning facilities, high student motivation, and institutional policy support. Conversely, constraints such as limited startup capital, insufficient marketing experience, heterogeneous creativity levels, and restricted practical time hinder optimal outcomes. The study concludes that well-structured entrepreneurship management significantly enhances student creativity when reinforced by continuous pedagogical guidance and sustainable institutional support.
INTEGRATING LOCAL WISDOM IN ISLAMIC RELIGIOUS EDUCATION TO FOSTER RELIGIOUS MODERATION: A CASE STUDY OF SMP 6 BAYAN, NORTH LOMBOK Febi Ayu Safitri; Rasidin Rasidin
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10138

Abstract

Islamic Religious Education plays a pivotal role in shaping students' religious moderation, particularly in multicultural societies vulnerable to intolerance and extremism. Yet, the lack of culturally contextual approaches often limits its effectiveness. This study analyzes the implementation of local wisdom-based IRE and its contribution to developing religious moderation among students at SMP Negeri 6 Bayan, North Lombok. A qualitative case study was employed. Data were gathered through in-depth interviews, participatory observation, and documentation involving the school principal, Islamic Religious Education teachers, and students as purposively selected informants. Local cultural values including mutual cooperation, deliberation, and indigenous practices make Islamic Religious Education more contextual and meaningful, effectively cultivating tolerant and inclusive attitudes among students. Local wisdom-based Islamic Religious Education significantly shapes students' religious moderation character and offers a replicable model for multicultural Islamic education reform, with implications for broader educational policy and practice.
ENHANCING STUDENTS’ CRITICAL THINKING IN ISLAMIC EDUCATION THROUGH ACTIVE DEBATE: A CLASSROOM ACTION RESEARCH STUDY AT SMK NEGERI 7 MERANGIN Shinta Nurliana; Husarida Husarida
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10146

Abstract

Background: Islamic Religious Education (IRE) plays a crucial role in character development, yet classroom practices often remain one-sided. At State Vocational High School 7 Merangin, 11th-grade DKV students demonstrate low critical thinking skills and a passive attitude when evaluating complex religious materials. Research Objective: This study aims to improve students’ critical thinking skills through the implementation of the active debate method, in order to transform learning patterns from rote memorization to logical analysis. Method: This Classroom Action Research (CAR) employs the Kemmis and McTaggart model, conducted in two cycles (planning, action, observation, and reflection). The research subjects consisted of 20 students, with data collection instruments including behavioral observation, cognitive tests, and in-depth interviews. Results: Findings indicate a significant increase in critical thinking skills from 50% in Cycle I to 88% in Cycle II. Achievements of specific indicators included active participation (95%), ability to express opinions (80%), use of textual evidence (85%), ability to refute (80%), and teamwork, which achieved a perfect score (100%). Conclusion: This study demonstrates that the implementation of the active debate method is effective in enhancing critical thinking skills and creating a more dynamic, meaningful, and collaborative learning environment for Islamic Religious Education in Class XI DKV at SMK Negeri 7 Merangin. These findings are relevant as a reference for educators to apply dialectical methods to strengthen students’ intellectual resilience in confronting religious disinformation in the current era.
DIGITAL MORAL DISRUPTION IN ISLAMIC RELIGIOUS EDUCATION: CHALLENGES AND STRATEGIES IN THE AI ERA AT BLITAR REGENCY HIGH SCHOOLS: CHALLENGES AND STRATEGIES IN THE AI ERA AT BLITAR REGENCY HIGH SCHOOLS Miftakhul Rohman; Doni Saputra; Marwan Hayeemaming
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10161

Abstract

The rapid growth of digital technology and artificial intelligence has transformed the educational landscape, creating both opportunities and challenges, particularly in moral and character development. Islamic Religious Education (PAI), which aims to foster spiritual awareness and cultivate noble character, is increasingly challenged by digital culture, which is often value-neutral and sometimes misaligned with Islamic ethical principles. This study examines the phenomenon of digital moral disruption in the implementation of PAI learning in public senior high schools in Blitar Regency. This study employs a qualitative case study approach to explore the phenomenon within its real-life context. The participants include PAI teachers, students, school principals, and other relevant stakeholders. Data were collected through participatory observation, in-depth interviews, and document analysis. The data were analyzed using the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The findings indicate that digital moral disruption affects students’ attitudes and learning behaviors through excessive smartphone use, increased reliance on digital information, and reduced face-to-face interaction. These factors hinder the effective internalization of Islamic values in the learning process. This study offers important practical implications. Teachers should integrate digital literacy and ethical guidance into PAI instruction while reinforcing their role as moral exemplars. Policymakers should support curriculum development that balances technological competence with character education and provide professional development programs to help teachers address digital challenges effectively. Strengthening digital ethics and promoting responsible technology use are essential to sustain students’ moral development in the digital era.
THE ROLE OF TEACHERS IN THE IMPLEMENTATION OF THE T3Q PROGRAM FOR INTERNALIZING CHARACTER VALUES Nur Apriyani; A Marjuni; Muhammad Nur Akbar Rasyid; Baharuddin Baharuddin; Mahyuddin Mahyuddin
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10180

Abstract

Character education in early childhood is crucial for the development of personality and morals in the subsequent stages of education. However, it is often not systematically integrated into the learning process. The T3Q Program (Tahsin, Tahfidz, and Tadabbur Qur'an) at Athirah Islamic Kindergarten Bukit Baruga Makassar provides a strategic platform for internalizing Qur'an-based values from an early age, which supports the development of a strong character in children. This study aims to analyze the strategies and roles of teachers in instilling character values in children, as well as to identify the factors that support and hinder this process. The approach used in this study is qualitative phenomenology, where data was collected from the principal, T3Q teachers, classroom teachers, and students through observations, interviews, and document studies. The collected data were then analyzed through stages of data reduction, presentation, and conclusion drawing. The results of the study show that teachers play a crucial role in designing value-based learning, being moral role models, facilitating habit formation, managing emotions, interpreting Qur'anic values, evaluating the development of children's character, and linking the school with the family. The main supporting factors include the school’s commitment, program consistency, the teacher's role model, the Islamic culture present in the school, and parental involvement. However, there are also hindering factors such as variations in children's readiness and limited instructional time. The study concludes that consistent integration of character education, supported by the role model of teachers and reinforced through programs like IHF, can effectively instill character values such as honesty, discipline, responsibility, and care. Close collaboration between school and family is crucial for strengthening the development of children's character. This study emphasizes the role of the T3Q Program in Qur'anic-based character education, as well as the important role of teachers in exemplifying these values and shaping children's character. Future research could explore the long-term impact of these programs and the role of parents in supporting the internalization of character values in children.
THE ORIENTATION OF VOCATIONAL EDUCATION AT STATE ISLAMIC SENIOR HIGH SCHOOL (MAN) 2 KULON PROGO IN SPECIAL REGION OF YOGYAKARTA Muhamad Wahib Jamil; Abdul Munip; Zainal Arifin
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10191

Abstract

The background of this study is that vocational education places greater emphasis on the link and match pattern. This pattern is more oriented toward the ideology of liberalism or neoliberalism that supports capitalism. Substantially, Islamic education has an orientation to realize the concept of insan kamil. Therefore, it becomes important to conduct in-depth research on the implementation of madrasah education based on religious humanism that is integrated as a defense against the influence of liberalism, neoliberalism, and capitalism. The aim is to provide an in-depth analysis of the orientation of vocational education. The method used is a qualitative goal-free evaluation approach with data collection through documentation techniques, observation, interviews, and in-depth discussions with subject research in State Islamic Senior High School (MAN) 2 Kulon Progo in Special Region of Yogyakarta. Research Results: this study found that the implementation of education in the vocational program at Madrasah Aliyah is very good. The direction of vocational education in madrasahs is not necessarily based on liberalism-neoliberalism, capitalist domination, or market demand dominance; rather, the values of religious humanist education and the internalization of Islamic values are very dominant and become the educational values. Religious humanist education is realized through an integration-interconnection model in the educational process. Conclusion: The educational model at State Islamic Senior High School (MAN) 2 Kulon Progo, integrating religious values and skills, is an alternative for vocational education. This strategy can be a trendsetter for other vocational education institutions. Therefore, policymakers can position religious values education as a foundation in vocational education policies.
A SYSTEMATIC LITERATURE REVIEW ON THE DEVELOPMENT OF PEDAGOGICAL COMPETENCIES AMONG ISLAMIC RELIGIOUS EDUCATION TEACHERS IN THE DIGITAL AGE Dadang Dadang; Arivan Mahendra; Jumhur Jumhur; Syarip Syarip
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i02.10194

Abstract

The rapid advancement of information technology in the 21st century has significantly transformed education, including Islamic Religious Education (PAI). In this digital era, teachers are required to adapt to increasingly open access to information and dynamic learning environments. This condition demands adaptive and innovative pedagogical competencies, enabling teachers to integrate digital technology effectively while maintaining Islamic values. This study aims to examine the challenges and opportunities in strengthening PAI materials in the digital age, focusing on curriculum transformation, pedagogical innovation, technology integration, and teachers’ digital competencies. Despite growing research on digital education, a gap remains in understanding how PAI teachers can holistically integrate digital pedagogy while preserving Islamic values a gap this review specifically addresses. This study uses a systematic literature review approach based on the PRISMA framework. Relevant studies published between 2015 and 2025 were collected from Google Scholar, Scopus, and ERIC. The selection process applied clear inclusion and exclusion criteria to ensure the quality and relevance of the studies. Data were analyzed thematically to identify key patterns and trends in developing pedagogical competencies in digital-based Islamic education. The findings indicate that pedagogical competence development is influenced by flexible curriculum design, innovative teaching approaches, technology integration, and the reinforcement of Islamic values. A key trend identified is the increasing adoption of AI-based personalized learning, while a critical gap remains in empirical evidence on the long-term outcomes of technology integration in Islamic education contexts. Approaches such as discovery learning, deep learning, and gamification enhance student engagement and understanding. Digital technologies, including artificial intelligence, enable personalized and more effective learning. However, challenges such as limited infrastructure, low digital literacy, and teachers’ readiness remain significant barriers, particularly in remote and under-resourced settings. In conclusion, strengthening PAI teachers’ pedagogical competencies requires a holistic approach that integrates curriculum flexibility, pedagogical innovation, and ethical use of technology aligned with Islamic values.

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