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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
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RELIGION AND DISABILITIES: ADVOCACY BY RELIGIOUS SOCIAL ORGANIZATIONS Islamiyatur Rokhmah; Ellyda Rizky Ellyda Rizky
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.v15i02.9566

Abstract

Objective: This study aims to describe the concept of advocacy of religious organizations carried out by MPM PP Muhammadiyah, YAKKUM, YAKETUNIS and the role of these organizations in implementing advocacy for persons with disabilities. Methods: This study uses a qualitative method by collecting data through primary data. Data socio-religious organizations that provide assistance to persons with disabilities and using secondary data, that is documentation, literature, magazines. Informants in the research are the head of the organization and the beneficiaries of the organization. Methods: Employing a qualitative research design, data were gathered through primary sources including interviews with organizational leaders and beneficiaries. Secondary data were collected from organizational documents, literature, and periodicals related to socio-religious support for persons with disabilities. Results: Findings reveal that all studied organizations share a profound commitment to empowering vulnerable groups, particularly persons with disabilities. Conclusion: The findings of this study emphasize the importance of integrating multiple advocacy approaches for persons with disabilities, namely the medical model, the charity model, and the social model that utilizes the social relational approach. This combination enables a more comprehensive and effective advocacy to address the needs and uphold the rights of persons with disabilities in a holistic manner.
ISLAMIC ECOTHEOLOGY AND ENVIRONMENTAL SUSTAINABILITY: A SYSTEMATIC LITERATURE REVIEW OF CONCEPTUAL FRAMEWORKS, METHODOLOGICAL APPROACHES, AND RESEARCH TRAJECTORIES Much. Hasan Darojat; Sofwan Manaf; Duna Izfanna; Rokimin Rokimin
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 01 (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.v15i01.9803

Abstract

Background: The worsening global environmental crisis requires a values-based approach that goes beyond conventional policy frameworks. In this context, Islamic ecotheology offers an ethical perspective relevant to the principles of sustainability. Research Objective: To identify publication trends, dominant theoretical frameworks, and patterns of integration between religious environmental ethics and sustainability practices in Islamic ecotheology literature. The method used was a systematic literature review (SLR) following PRISMA guidelines. A search was conducted through Scopus using nine keyword combinations, resulting in 847 initial records. After applying inclusion criteria (period 2015–2025, journals indexed Q1–Q4, topic relevance), 80 full articles were analyzed using bibliometric profiles and qualitative thematic synthesis with the Watase Uake system. The research findings show a dominance of qualitative methods (75%) and a bipolar geographical distribution between Muslim-majority developing countries and Western academic institutions. Thematic concentrations fall into four main clusters: theological concepts (44%), sustainability practices (35%), environmental ethics (25%), and interpretation of religious texts (19%). This research also identified important gaps, including the limited use of quantitative methods, minimal policy-practice linkages, and a lack of cross-religious comparative studies. In conclusion, Islamic ecotheology offers a transformational ethical framework for raising environmental awareness. Future research should focus on the development of standardized measurement instruments, policy-based research, and interfaith dialogue to enhance scientific rigor and practical impact.
STRENGTHENING EARLY CHILHOOD EDUCATION QUALITY THROUGH PRINCIPAL ACADEMIC SUPERVISION WITH ISLAM VALUE Nofi Wulandari; Nurkolis Nurkolis; Muhammad Prayito
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.v15i02.10159

Abstract

Academic supervision plays a strategic role in ensuring sustainable learning quality in early childhood education. This study examines how academic supervision supports the improvement of learning quality at TK Nasima Semarang while situating the findings within the broader context of instructional leadership and child-centered pedagogy. The study is grounded in the need to ensure that supervision functions not merely as an administrative evaluative process, but evolves into reflective, collaborative, and value-oriented professional development. Using a descriptive qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis. The findings show that academic supervision is implemented as a continuous cycle involving systematic planning, direct and digital observation, reflective dialogue, and sustained professional development support. Teachers reported improvements in teaching readiness, pedagogical reflection, and their capacity to respond to children’s diverse developmental needs. Parents also observed increased enthusiasm and engagement among children during learning activities. The study further reveals that the supervision process not only enhances pedagogical competence but also strengthens value-based teaching practices, including modeling, empathy, and the cultivation of Islamic character traits relevant to early childhood moral development. The study concludes that academic supervision conducted in a structured, reflective, and collaborative manner significantly contributes to the improvement of learning quality, the strengthening of teacher professionalism, and the character development of young learners. These findings underscore the importance of technology integration, teacher collaboration, and adaptive supervision approaches within value-based early childhood education settings. Moreover, the study opens avenues for further exploration of digital supervision and long-term professional development oriented toward high-quality, character-based learning.
NEEDS ANALYSIS OF A LOCAL-WISDOM-BASED FICTION TEXT E-MODULE FROM KENDAL FOLKTALES FOR FIFTH-GRADE ELEMENTARY STUDENTS Dewi Arum Sari; Asropah Asropah; Nazla Maharani Umaya
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.v15i02.10164

Abstract

This study aims to analyze the need for a local-wisdom-based fiction text e-module adapted from Kendal folktales for fifth-grade elementary school students. The study is motivated by the limited integration of local cultural contexts and Kendal folktales in fiction text learning, resulting in learning activities that are not yet fully contextual, meaningful, or closely connected to students’ socio-cultural experiences. A descriptive qualitative approach supported by descriptive quantification was employed, focusing on the needs analysis stage within research and development, as commonly applied in educational needs assessment studies (Wanto et al., 2020; Okpatrioka, 2023). The research subjects consisted of fifth-grade teachers and students from two public elementary schools in Kendal Regency. Data were collected through textbook observation, teacher needs questionnaires, and student needs questionnaires. The findings indicate that the textbooks currently used have not integrated Kendal folktales or local wisdom values into fiction text learning. The needs analysis further reveals a demand for contextual fiction text teaching materials that incorporate Kendal folktales and local wisdom and are presented in digital form. The local wisdom values embedded in Kendal folktales also have the potential to strengthen students’ character, moral awareness, and religious values in alignment with the principles of Islamic education when integrated contextually into learning (Ibnu Sholeh et al., 2025; Najiyah et al., 2024). These findings affirm the need to develop a local-wisdom-based fiction text e-module to support contextual, literacy-oriented, and value-based Indonesian language learning in elementary schools. This study is limited to the needs analysis stage; therefore, future research is recommended to focus on the development, validation, and effectiveness testing of the proposed e-module.
INTEGRATING QUR'ANIC ECO-THEOLOGY INTO ISLAMIC EDUCATION: PROMOTING ENVIRONMENTAL AND SOCIAL JUSTICE FOR SUSTAINABLE DEVELOPMENT Waheeda Waheeda; Subaiki Ikhwan
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.v15i02.10197

Abstract

The global ecological crisis requires a holistic response that extends beyond technical and policy-based solutions to encompass ethical, spiritual, and educational dimensions. This article examines the epistemological contribution of Islamic eco-theology, particularly through a Qur’anic perspective, in shaping an educational paradigm that promotes environmental sustainability and social justice. This study employs a qualitative library research method, drawing upon Qur’anic verses, Prophetic traditions (hadith), and contemporary literature on Education for Sustainable Development (ESD). The findings reveal that the Qur’anic concepts of khalīfah (stewardship), amānah (trust), and ‘adl (justice) provide a comprehensive ethical framework for fostering ecological responsibility and social equity within Islamic education. These principles encourage a holistic understanding of the relationship between humans, society, and nature, thereby challenging anthropocentric approaches to development. Furthermore, the study demonstrates that Islamic eco-theology enriches the discourse of Education for Sustainable Development by integrating spiritual and theological dimensions that are often overlooked in contemporary sustainability frameworks. The study argues that incorporating Qur’anic eco-theological values into Islamic educational curricula can facilitate a paradigm shift from anthropocentrism toward a cosmocentric and justice-oriented worldview. This transformation has significant implications for educational practice, including the development of integrative curricula that connect environmental education, Islamic philanthropy (zakat, infaq, and waqf), and sustainability values in both formal and non-formal educational settings. Such an approach can contribute to nurturing environmentally responsible and socially conscious citizens capable of addressing contemporary ecological challenges.
TUAN GURU LEADERSHIP IN THE STRATEGIC PLANNING OF DIGITAL TRANSFORMATION IN ISLAMIC EDUCATION: A QUALITATIVE MULTI-SITE CASE STUDY Samsul Hadi
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.v15i02.10301

Abstract

This study examines the strategic planning of digital transformation in Islamic education through the leadership of Tuan Gurus in Islamic boarding schools affiliated with Nahdlatul Wathan (NW) and Nahdlatul Ulama (NU) in Lombok, Indonesia. This study addresses three main issues: the construction of the digital transformation planning concept, the strategic planning process implemented by Tuan Gurus, and the strategic planning development model for digital transformation in Islamic education. Using a qualitative multi-site case study approach, data were collected through in-depth interviews with 16 informants, participant observation, and documentation study of two Islamic boarding schools. Data were analyzed using interactive qualitative analysis that included data condensation, data display, and conclusion drawing. The findings indicate that digital transformation in Islamic boarding schools is not only interpreted as technological modernization but as a strategic effort to strengthen Islamic education, preserve Islamic boarding school traditions, and increase the effectiveness of da'wah in the digital era. Tuan Guru leadership plays a central role in legitimizing institutional transformation through visionary religious leadership, collaborative deliberation, and culturally adaptive innovation. The strategic planning process includes institutional deliberation, curriculum redesign, digital infrastructure development, human resource strengthening, and continuous evaluation. Furthermore, this study proposes a conceptual model of strategic planning for digital transformation consisting of five interrelated dimensions: visionary religious leadership, collaborative deliberation strategy, digital contextual adaptation, integrated traditional-digital learning, and continuous evaluation and innovation.
DETERMINANTS OF ONLINE MICROTEACHING EFFECTIVENESS IN TEACHER EDUCATION Muhammad Farizal Amri
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.v15i02.10353

Abstract

Despite the growing adoption of online microteaching in teacher education, limited empirical evidence exists regarding the combined influence of technological and pedagogical factors on learning effectiveness, particularly within open and distance learning environments. This study investigates the determinants of online microteaching effectiveness by examining the roles of learning management system (LMS) quality, tutor quality, webinar-based support, and peer assessment within an Islamic Education teacher education program at Universitas Terbuka, Indonesia. A quantitative approach employing a cross-sectional survey design was adopted. Data were collected from 97 pre-service teachers who had completed an online microteaching course and were analyzed using multiple linear regression. The findings revealed that LMS quality, tutor quality, and webinar-based support had significant positive effects on online microteaching effectiveness, with webinar-based support emerging as the strongest predictor (β = 0.365, p < .01). In contrast, peer assessment did not demonstrate a significant direct effect (β = 0.032, p > .05). The regression model explained a substantial proportion of variance in learning effectiveness (R² = 0.754), indicating strong explanatory power. The findings suggest that meaningful synchronous interaction plays a more influential role than technological infrastructure or peer-based evaluation in shaping students’ perceptions of online microteaching effectiveness. The study contributes to the literature by simultaneously examining technological, instructional, and interactional determinants within a single analytical framework, thereby providing a more comprehensive understanding of effective online microteaching practices. The findings also support the relevance of the Community of Inquiry framework and Social Constructivism Theory in explaining practice-based learning within online teacher education contexts. Practically, the results highlight the importance of integrating well-designed webinar sessions, high-quality LMS environments, and effective tutor support to enhance online microteaching experiences. These insights are particularly relevant for teacher education institutions operating within open and distance learning systems seeking to improve the quality of online practice-based learning.
METODA IRFĀNĪ DALAM JEJARING TRANSMISI QIRĀ’ĀT ‘ĀṢIM: Hubungan Guru dan Murid dalam Jalur ‘Āṣim Nurul Hikmah; Ibadurrahman Habib El Hakiem; Dzawata Afnanan Habib El Hakiem
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.v15i02.10361

Abstract

This study examines the epistemological and spiritual dimensions embedded in the transmission network of the Qirāʾāt of ʿĀṣim, with a particular focus on the presence of ʿirfānī elements that are rarely articulated explicitly in classical qirāʾāt literature. Although the early sources do not employ the term “ʿirfānī methodology,” the findings demonstrate that the pedagogical practices within the transmission chain—from al-Sulamī to ʿĀṣim, Ḥafṣ, and Syuʿbah—are fundamentally infused with principles of tazkiyah (spiritual purification), adab (ethical discipline), ṣuḥbah (intimate companionship), and intiḳāl al-ḥāl (transmission of spiritual states), which collectively form the essence of the ʿirfānī epistemic tradition. By analyzing primary sources such as Ghāyat al-Nihāyah, al-Nashr, and Jamāl al-Qurrāʾ, alongside contemporary academic studies, this research reveals that the authoritative strength of the ʿĀṣim tradition rests not only upon phonetic accuracy and textual conformity, but also upon the spiritual integrity of its transmitters, who safeguarded the sanad through exemplary character and sustained talaqqī–musyāfahah training. The study concludes that the methodological resilience of the ʿĀṣim reading lies in its integration of technical validity (rasm, phonetics, tawātur) and spiritual validity (presence of heart, sincerity, and ethical comportment). These findings open new perspectives for understanding qirāʾāt as a discipline rooted equally in technical mastery and spiritual formation, offering fresh contributions to contemporary Qur’anic pedagogy and the preservation of authentic sanad traditions.

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