cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Agus Mailana
Contact Email
agus@staiabogor.ac.id
Phone
+6281222202006
Journal Mail Official
admin@staiabogor.ac.id
Editorial Address
Jl. Raya Dramaga KM. 7, Kelurahan Margajaya, Kecamatan Bogor Barat, Kota Bogor
Location
Kota bogor,
Jawa barat
INDONESIA
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 2,721 Documents
 267   268   269   270   271 
BRIDGING THE KNOWING–DOING GAP IN ISLAMIC EDUCATION: AN INTEGRATIVE LITERATURE REVIEW OF MURAQABAH, MUHASABAH, MUJAHADAH, AND RIYADHAH Feri Irawan; Hajam Hajam; Didin Nurul Rosidin
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10268

Abstract

This study aims to analyze and synthesize conceptual patterns in the literature on Islamic religious education concerning the gap between knowledge and behavior (the knowing–doing gap), as well as to formulate an integrative conceptual framework based on muraqabah, muhasabah, mujahadah, and riyadhah (hereafter referred to as the 4M framework). The study employs an integrative literature review method, drawing on relevant national and international journal articles that address value internalization and behavioral transformation. Data were collected through systematic selection, information extraction, and integrative thematic analysis to identify patterns, approaches, and limitations within the existing literature. The findings indicate that most studies remain partial in nature, with a predominant focus on cognitive approaches and habituation, lacking systematic integration of spiritual awareness, self-reflection, and self-regulation dimensions. Furthermore, there is an absence of a comprehensive conceptual model capable of explaining the process of value transformation in a holistic and sustainable manner. This study reveals that the 4M framework demonstrates an interdependent relationship forming a cyclical process of behavioral transformation, although such integration has not been explicitly articulated in prior literature. In conclusion, the integrative 4M framework offers strong potential as a novel and comprehensive theoretical model for bridging the knowing–doing gap in Islamic education. This study contributes to the advancement of a more holistic theory of Islamic education and opens avenues for future empirical research.
INTERNALIZATION OF CHARACTER EDUCATION VALUES THROUGH SUFISM IN SALALIM AL-FUDHALA BY SHEIKH NAWAWI AL-BANTANI Abdurahim Abdurahim; Tumpal Daniel
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10270

Abstract

This study aims to analyze the concept of character education based on tasawuf (Islamic mysticism) as articulated in the book Salalim al-Fudhala by Sheikh Nawawi al-Bantani. The contemporary moral crisis among Indonesian youth has reignited scholarly interest in the spiritual roots of character formation found in classical Islamic literature, particularly the works of nineteenth-century Nusantara scholars. Salalim al-Fudhala, a commentary on Hidayat al-Adzkiya' ila Tariq al-Awliya' by Sayyid Zayn al-Din al-Malibari, presents a structured pathway for ethical and spiritual cultivation that remains pedagogically relevant. Employing a qualitative-descriptive approach with library research design, this study uses content analysis combined with hermeneutic interpretation, supported by descriptive and taxonomic analysis. The primary data source is the Arabic text of Salalim al-Fudhala, while secondary sources comprise scholarly works on tasawuf, character education, and the intellectual biography of Sheikh Nawawi. The findings reveal that Sheikh Nawawi al-Bantani articulates fourteen principal character values rooted in the maqamat (spiritual stations) of tasawuf, including knowledge ('ilm), repentance (tawbah), asceticism (zuhd), scrupulousness (wara'), spiritual struggle (mujahadah), trust (tawakkul), sincerity (ikhlas), patience (sabr), gratitude (shukr), and divine love (mahabbah). The methodology of character formation follows a triadic process of takhalli (purification), tahalli (adornment with virtues), and tajalli (manifestation of divine reality), supported by riyadhah (spiritual exercise), muhasabah (self-evaluation), and muraqabah (self-watchfulness). The relevance of these concepts to contemporary character education lies in the integration of cognitive, affective, and spiritual dimensions, offering a holistic alternative to predominantly behavioristic models. The study concludes that Salalim al-Fudhala constitutes a viable epistemological resource for revitalizing character education in Indonesia, particularly within pesantren and madrasah contexts.
RUANGGURU BASED SUPERVISION: ENHANCING DIGITAL LITERACY AND REFLECTIVE PRACTICE OF PAI TEACHERS Sarifudin Sarifudin; Indah Wahyuningsih; Hafizin Hafizin; Nurhayati Nurhayati; Amrullah Nasrudin
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10286

Abstract

This study aims to analyze the contribution of Ruangguru application-based supervision to improving the professionalism of Islamic Religious Education (PAI) teachers at SMAN 1 Ciomas. The study focuses on digital literacy, reflective practice, teaching strategy improvement, and the supporting and inhibiting factors in digital supervision. This research used a descriptive qualitative approach with a case study design. Five informants were selected through purposive sampling, consisting of three PAI teachers, the vice principal for curriculum affairs, and the principal or academic supervisor. Data were collected through semi-structured interviews, limited observation, and documentation. The findings show that 100% of PAI teachers (3 out of 3 teachers) improved their ability to access, select, and integrate Ruangguru digital content into PAI learning. A total of 100% of PAI teachers also showed stronger reflective practice through the evaluation of student responses, digital exercise results, and supervisor feedback. In addition, 100% of PAI teachers improved their teaching strategies by combining direct explanation, learning videos, discussion, digital exercises, formative assessment, and Islamic value reinforcement. Furthermore, 80% of informants (4 out of 5 informants) stated that school support and supervisor feedback were the main factors supporting the success of digital supervision. The main obstacles included unstable internet access, differences in teachers’ digital competence, limited time, and insufficient supervision follow-up. This study concludes that Ruangguru-based supervision can serve as a professional development model for PAI teachers when implemented in a structured, reflective, and sustainable manner.
IMPLEMENTATION OF MULTICULTURAL EDUCATION IN PESANTREN IN POLEWALI MANDAR REGENCY Sudirman Sudirman; Abdul Halik; Tobroni Tobroni; Nurzamsinar Nurzamsinar
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10308

Abstract

Islamic boarding schools (pesantren) are Islamic educational institutions with significant potential for fostering tolerance within a multicultural society. However, studies on multicultural education in pesantren remain largely normative and confined to curricular aspects, without adequate empirical grounding. This study analyzes the model of multicultural education in pesantren in Polewali Mandar Regency through three aspects: thought, content, and educational methods. A qualitative descriptive case study design was employed across three pesantren with distinct religious-organizational affiliations Pondok Pesantren Salafiyah Parappe, Pondok Pesantren DDI Al-Ihsan Kanang, and Pondok Pesantren Al-Ikhlas Lampoko. Data were collected through in-depth interviews with key informants (pesantren leaders and education-division managers), non-participant observation of student activities, documentation, and literature review over approximately six months of fieldwork. Data were analyzed using an interactive model of reduction, display, and conclusion drawing/verification, with validity established through source and method triangulation. The findings show that multicultural education in pesantren is not constructed as a separate subject but is internalized through three interrelated pathways: Islamic thought that regards diversity as a divine order (sunnatullah), curricular content that integrates pluralistic values into the teaching of creed, jurisprudence, and ethics, and classical teaching methods (sorogan, bandongan, halaqah, muqāranah) enriched by the exemplary conduct of kyai/ustadz and the collective life of students. These three aspects converge within the pesantren's social ecosystem, shaping a multicultural student character marked by tolerance, fairness, and inclusiveness. The findings affirm that the pesantren's multicultural education model is contextual and transformative, reinforcing its position as a strategic agent in strengthening religious moderation grounded in Islamic values.
CREATIVE THINKING IN ISLAMIC HISTORY LEARNING: A COMPARATIVE STUDY OF STUDENT PRODUCTS IN INDONESIA AND THAILAND Prawidya Lestari Widya; Raharjo Raharjo; Ismail Ismail; Mahaphiyi Hama
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10324

Abstract

This study aims to analyze and compare how creative thinking is manifested in student-generated Islamic History learning products in Indonesia and Thailand. The study employed a comparative descriptive qualitative design supported by descriptive quantitative scoring. Data were collected through classroom observations, semi-structured teacher interviews, and documentation of seven student-generated learning products, comprising videos, historical timelines, posters, and a historical anthology in Indonesia, and mind maps, storytelling, and historical performances in Thailand. The products were analyzed using four dimensions of creative thinking derived from Torrance: fluency, flexibility, originality, and elaboration. Each product was assessed by two expert raters using a five-point creativity rubric, and the resulting scores were used as descriptive quantitative evidence to support the qualitative interpretation. The findings reveal different patterns of creative expression across the two contexts. Indonesian products obtained mean scores of 4.00 for fluency, 3.51 for flexibility, 3.21 for originality, and 4.31 for elaboration. Thai products obtained mean scores of 4.22 for fluency, 4.28 for flexibility, 4.20 for originality, and 4.00 for elaboration. These findings indicate that Indonesian products tended to manifest creative thinking through the elaboration and detailed development of historical content, whereas Thai products demonstrated relatively stronger flexibility, originality, and fluency through conceptual, narrative, and performative forms of historical representation. The findings suggest that creative thinking in Islamic History learning is not manifested through a single form of product or expression but is closely related to the affordances of learning activities and modes of historical representation. The study contributes to comparative research on creative thinking in Islamic History education by demonstrating how student-generated products can provide tangible evidence of creative engagement and meaningful historical understanding across different educational contexts.
INTEGRATING ISLAMIC AND INDONESIAN VALUES INTO CHARACTER EDUCATION WITHIN THE MERDEKA CURRICULUM IN MADRASAHS Ashabul Kahfi; Ferdinal Lafendry; Abdul Latif; Abdul Ghofur
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10359

Abstract

This study aims to analyze character education based on Islamic values and Indonesian national values, while identifying the points of convergence between the two value systems. Character education within the Kurikulum Merdeka (Independent Curriculum) is not solely oriented toward cognitive achievement but also emphasizes the development of students who possess faith, noble character, global diversity awareness, cooperation, independence, critical thinking skills, and creativity. This research seeks to examine the implementation of Islamic-based and Indonesian-based character education within the dimensions of the Kurikulum Merdeka graduate profile and to identify the integration of these values in shaping students’ character. This study employs a qualitative approach using a literature review method through the analysis of relevant scientific articles, educational policy documents, and conceptual references. The findings indicate that Islamic values, including tauhid (faith in the oneness of God), trustworthiness (amanah), justice (‘adl), compassion (rahmah), excellence (ihsan), noble character (akhlaqul karimah), religious moderation, and the concept of rahmatan lil ‘alamin (a blessing for all creation), are substantively aligned with Indonesian values such as Pancasila, diversity, mutual cooperation (gotong royong), patriotism, and social responsibility. The integration of these values can be implemented through intracurricular learning activities, projects aimed at strengthening the student profile, school or madrasah culture, habituation of religious practices, teacher role modeling, authentic assessment, and collaboration among schools, families, and communities. Therefore, the ideal graduate profile of the Kurikulum Merdeka should not only demonstrate academic excellence but also embody religiosity, moderation, nationalism, adaptability, critical thinking, creativity, and civilized character.
DEVELOPING A QURAN- AND HADITH-BASED PRAYER LEARNING MODEL TO FOSTER STUDENT PRAYER CONSISTENCY IN NATURE SCHOOLS Muhammad Furqon; Suryani Suryani; Popi Puadah
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10374

Abstract

This research responds to the reality of the significant decline in students' prayer consistency when outside of school supervision due to a lack of self-directed orientation. The research aims to develop a prayer learning model that reconstructs students' understanding from merely procedural knowledge to internal awareness. The research method used Research and Development (R&D) with the ADDIE procedure for students at Sekolah Alam Indonesia Secondary School. Data collection techniques included observation, interviews, cognitive tests, and attitude scale questionnaires. The results showed that this model was effective in improving the quality of students' worship. Cognitive-wise, there was a significant increase in understanding of the pillars and conditions for valid prayer. Affectively, this model successfully maintained the consistency of students' attitudes in the "very good" category. Through this comprehensive approach, the model proved capable of maintaining the consistency and quality of students' prayers without relying on continuous authority supervision.
FAMILY–MADRASAH PARTNERSHIP IN ISLAMIC MORAL EDUCATION: A CASE STUDY AT MTS AL-HUDA DENDANG Siti Lativani; M Fadhil
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10388

Abstract

Moral education is an essential component of students’ character development that requires synergy between families and madrasas. This study aims to analyze the implementation of family–madrasah partnerships, the supporting and inhibiting factors, and the forms of partnership in fostering students’ moral education at MTs Al-Huda Dendang, East Tanjung Jabung Regency, Jambi Province. This study employed a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The findings indicate that family–madrasah partnerships are manifested through four interrelated forms: communication, participation, joint supervision, and role modeling. Supporting factors include effective communication, parental awareness, and support for madrasah religious programs, while inhibiting factors include parents’ busy schedules, social media influence, students’ social environment, and differences in educational patterns. This study confirms that communication, participation, joint supervision, and role modeling constitute the four key elements of family–madrasah partnerships in fostering students’ moral education.
THE ROLE OF MADRASAH PRINCIPAL INSTRUCTIONAL LEADERSHIP IN THE DEVELOPMENT OF ECOTHEOLOGY-BASED PAI TEACHING MATERIALS Maya Inayati Sari; Achmad Alfaridzih; Mohammad Firmansyah; Siti Khumairotul Lutfiyah; Lailatus Sa'adah
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10408

Abstract

This study examines the role of madrasah principal instructional leadership in the development of ecotheology-based Islamic Religious Education (PAI) teaching materials. The study is grounded in the increasing urgency of ecological crises and the need for Islamic education to respond not only normatively but also transformatively toward environmental sustainability. In many madrasahs, PAI teaching materials remain focused on ritualistic and doctrinal dimensions, while ecological values rooted in Islamic theology have not been systematically integrated into learning resources. This research employs a qualitative library research approach through conceptual analysis and literature review related to instructional leadership, ecotheology, Islamic education, and curriculum development. The findings indicate that instructional leadership plays a strategic role in directing curriculum orientation, strengthening teacher pedagogical competence, facilitating collaborative material development, and creating an ecological academic culture in madrasahs.
BIRR AL-WĀLIDAYN AS AN ISLAMIC FAMILY EDUCATION STRATEGY FOR CHILDREN’S CHARACTER FORMATION Taufik Burhanudin Azis; Chika Gianistika
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10409

Abstract

The family is the first and primary educational environment that plays a strategic role in shaping children’s personality and character. From an Islamic perspective, the family not only fulfills children’s physical needs but also serves as the primary medium for internalizing faith, noble character, and moral responsibility. In contemporary social realities, however, child education within Islamic families still faces challenges, particularly in habituating religious values and developing character based on Islamic teachings. This study aims to examine the concept of child education in Islamic families and analyze the role of parents in shaping children’s character based on Islamic values, particularly through the concept of birr al-wālidayn. This study employs a library research method with a qualitative-descriptive approach through thematic analysis of the Qur’an, Hadith, classical Islamic literature, books, journal articles, and previous studies. The findings indicate that birr al-wālidayn encompasses respect for parents, obedience in goodness, compassion, responsibility, polite communication, parental role modeling, and the habituation of Islamic values, which contribute to the development of children’s moral integrity, responsibility, respect, empathy, and consistent Islamic behavior. Islamic family education also includes strengthening ʿaqīdah, habituating worship from an early age, developing noble character, and creating a religious, harmonious, and compassionate family environment. Thus, parental role modeling, consistency, and effective communication are fundamental factors in developing children who are faithful, morally upright, responsible, and capable of contributing positively to society.

Page 269 of 273 | Total Record : 2721

 267   268   269   270   271 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam Vol 15 No 02 (2026): Edukasi Islami: Jurnal Pendidikan Islam Vol 15 No 01 (2026): Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 001 (2025): Edukasi Islami: Jurnal Pendidikan Islam (Spesial Issue) Vol 14 No 001 (2025): Edukasi Islami: Jurnal Pendidikan Islam (Spesial Issue) Vol. 14 No. 04 (2025): Edukasi Islami: Jurnal Pendidikan Islam Vol 14 No 03 (2025): Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 03 (2025): Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 02 (2025): Edukasi Islami: Jurnal Pendidikan Islam Vol. 14 No. 01 (2025): Edukasi Islami: Jurnal Pendidikan Islam Vol. 13 No. 04 (2024): Edukasi Islami: Jurnal Pendidikan Islam Vol. 13 No. 03 (2024): Edukasi Islami: Jurnal Pendidikan Islam Vol. 13 No. 02 (2024): Edukasi Islami: Jurnal Pendidikan Islam Vol. 13 No. 01 (2024): Edukasi Islami: Jurnal Pendidikan Islam Vol 13, No 01 (2024): Edukasi Islami: Jurnal Pendidikan Islam (In Press) Vol. 12 No. 001 (2023): Edukasi Islami: Jurnal Pendidikan Islam (Special Issue 2023) Vol 12, No 001 (2023): Edukasi Islami: Jurnal Pendidikan Islam (Article In Progress Special Issue 20 Vol 12, No 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 03 (2023): Edukasi Islami: Jurnal Pendidikan Islam Vol 12, No 03 (2023): Edukasi Islami: Jurnal Pendidikan Islam Vol 12, No 02 (2023): Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 02 (2023): Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 01 (2023): Edukasi Islami: Jurnal Pendidikan Islam Vol 12, No 01 (2023): Edukasi Islami: Jurnal Pendidikan Islam Vol 11, No 001 (2022): Edukasi Islami: Jurnal Pendidikan Islam (Special Issue 2022) Vol. 11 No. 001 (2022): Edukasi Islami: Jurnal Pendidikan Islam (Special Issue 2022) Vol 11, No 03 (2022): Edukasi Islami: Jurnal Pendidikan Islam Vol. 11 No. 03 (2022): Edukasi Islami: Jurnal Pendidikan Islam Vol 11, No 02 (2022): Edukasi Islami: Jurnal Pendidikan Islam Vol. 11 No. 02 (2022): Edukasi Islami: Jurnal Pendidikan Islam Vol 11, No 01 (2022): Edukasi Islami: Jurnal Pendidikan Islam Vol. 11 No. 01 (2022): Edukasi Islami: Jurnal Pendidikan Islam Edukasi Islami: Jurnal Pendidikan Islam (Special Issue 2022) Vol. 10 No. 001 (2021): Edukasi Islami: Jurnal Pendidikan Islam (Special Issue) Vol 10, No 001 (2021): Edukasi Islami: Jurnal Pendidikan Islam (Special Issue) Vol 10, No 02 (2021): Edukasi Islami: Jurnal Pendidikan Islam Vol. 10 No. 02 (2021): Edukasi Islami: Jurnal Pendidikan Islam Vol. 10 No. 01 (2021): Edukasi Islami: Jurnal Pendidikan Islam Vol 10, No 01 (2021): Edukasi Islami: Jurnal Pendidikan Islam Vol 9, No 02 (2020): Edukasi Islami: Jurnal Pendidikan Islam Vol. 9 No. 02 (2020): Edukasi Islami: Jurnal Pendidikan Islam Vol 9, No 01 (2020): Edukasi Islami: Jurnal Pendidikan Islam Vol. 9 No. 01 (2020): Edukasi Islami: Jurnal Pendidikan Islam Vol 8, No 02 (2019): Edukasi Islami: Jurnal Pendidikan Islam Vol. 8 No. 02 (2019): Edukasi Islami: Jurnal Pendidikan Islam Vol 8, No 01 (2019) Vol. 8 No. 01 (2019) Vol 7, No 02 (2018) Vol. 7 No. 02 (2018) Vol 7, No 01 (2018) Vol. 7 No. 01 (2018) Vol 6, No 11 (2017) Vol. 6 No. 11 (2017) Vol. 6 No. 02 (2017) Vol 6, No 02 (2017) Vol. 5 No. 10 (2016): Edukasi Islami: Jurnal Pendidikan Islam - Juli 2016 Vol 5, No 10 (2016): Edukasi Islami: Jurnal Pendidikan Islam - Juli 2016 Vol 5, No 09 (2016): Edukasi Islami - Jurnal Pendidikan Islam Januari 2016 Vol. 5 No. 09 (2016): Edukasi Islami - Jurnal Pendidikan Islam Januari 2016 Vol. 4 No. 08 (2015): Edukasi Islami - Jurnal Pendidikan Islami JULI 2015 Vol 4, No 08 (2015): Edukasi Islami - Jurnal Pendidikan Islami JULI 2015 Vol 4, No 07 (2015): Edukasi Islami - Jurnal Pendidikan Islami Januari 2015 Vol. 4 No. 07 (2015): Edukasi Islami - Jurnal Pendidikan Islami Januari 2015 Vol. 3 No. 06 (2014): Edukasi Islami : Jurnal Pendidikan Islam - Juli 2014 Vol 3, No 06 (2014): Edukasi Islami : Jurnal Pendidikan Islam - Juli 2014 Vol 3, No 05 (2014): Edukasi Islami : Jurnal Pendidikan Islam - Januari 2014 Vol. 3 No. 05 (2014): Edukasi Islami : Jurnal Pendidikan Islam - Januari 2014 Vol 2, No 04 (2013): Jurnal Edukasi Islami - Juli 2013 Vol. 2 No. 04 (2013): Jurnal Edukasi Islami - Juli 2013 Vol. 2 No. 03 (2013): Jurnal Edukasi Islami - Januari 2013 Vol 2, No 03 (2013): Jurnal Edukasi Islami - Januari 2013 Vol 1, No 02 (2012): Jurnal Edukasi Islami - Juli 2012 Vol. 1 No. 02 (2012): Jurnal Edukasi Islami - Juli 2012 Vol 1, No 01 (2012): Jurnal Edukasi Islami - Januari 2012 Vol. 1 No. 01 (2012): Jurnal Edukasi Islami - Januari 2012 More Issue