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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 2,721 Documents
 269   270   271   272   273 
THE QUALITY OF ISLAMIC RELIGIOUS EDUCATION TEST ITEMS IN VOCATIONAL HIGH SCHOOLS Mifta Ghina Dzakiya; Tarsono Tarsono; Zahra Uswah Hasanah; Ahmad Abdul Majid; Dadan Rusmana
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.v15i03.10678

Abstract

Learning outcomes evaluation through summative assessment plays a crucial role in accurately capturing student competency achievement. However, field practices indicate that test instruments are frequently developed without meticulous psychometric testing, thereby triggering measurement distortion. This study aims to map the distribution of valid and invalid test items, as well as to identify the root causes of instrument invalidity across the dimensions of content, construction, and language readability. The research method employed is a descriptive quantitative approach integrated with qualitative content analysis. Data collection was conducted through documentation of the summative test manuscript for the Islamic Religious Education and Character (PAI-BP) subject of Class XI in the Light Vehicle Engineering (TKR) department at SMK Negeri Karangpucung, along with the response data from 35 students. The data were tabulated into a binary matrix (scores of 1 and 0) and analyzed quantitatively using Excel formulas assisted by SPSS software, then compared against an r-table value of 0.334. The results demonstrated that out of the 30 multiple-choice items tested, 14 items were declared valid and 16 items were declared invalid or discarded, including an anomaly of two test items yielding negative (minus) correlation coefficients. The root causes of invalidity were identified as non-homogeneous distractors, biased stems, typographical errors, and overly lengthy text stimuli that induced reading fatigue among vocational students. The implications of this study emphasize the urgency for educators to conduct a total reconstruction of flawed item banks and to formulate more concise, applicable questions to uphold accountability and fairness within the school assessment system.
THE DUALISM OF RELIGION AND SCIENCE IN ISLAMIC EDUCATION AT GENERAL HIGHER EDUCATION INSTITUTIONS: LECTURERS’ PARADIGMS, CURRICULUM STRUCTURE AND PEDAGOGICAL ORIENTATION M. Hasyim Mustamin; Aceng Kosasih; Syihabuddin Syihabuddin; Kama Abdul Hakam; Mikdar Rusdi
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.v15i03.10685

Abstract

The dualism between religion and science in the world of education has had serious consequences, including the fragmentation of the paradigms of thought among lecturers in religious studies and science, the emergence of dichotomies and gaps within the curriculum structure, and differences in learning orientations. This research is a case study aimed at empirically examining the dualism between religion and science in teaching practice. Data collection utilised a qualitative approach, comprising interviews, a study of curriculum documents and teaching materials (RPS), and observation at a public university in Indonesia. The research results reveal three main findings. Firstly, the paradigms of thought held by lecturers in religious studies and science regarding the integration of disciplines vary from highly dichotomous to integrative. Secondly, the dominance of science within the curriculum structure. Thirdly, differences in learning orientations, whereby religious education places greater emphasis on moral and spiritual aspects, whilst science focuses on cognitive aspects and fieldwork. The research findings indicate that the dualism between religion and science remains evident within the education system and the learning context at the public university studied. A paradigm shift and more purpose-driven curriculum reform are essential to create space for a more open and integral dialogue regarding the functional relationship between religion and science.
DEEP LEARNING MODEL BASED ON ATTENDANCE AND PARTICIPATION PATTERNS TO MEASURE STUDENT LEARNING INTEREST IN PHYSICAL EDUCATION Sidiq Arifin; Asbar Asbar; Firmansyah Dahlan
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.v15i03.10689

Abstract

Student learning interest is an important psychological factor associated with student engagement and learning experiences in Physical Education (PE). However, limited research has examined whether observable behavioural indicators, particularly attendance and classroom participation, can be integrated into predictive modelling of students’ learning interest and whether deep learning provides better predictive performance than conventional statistical approaches. This study aimed to examine the relationships of student attendance and classroom participation with learning interest in PE and to evaluate the predictive performance of a deep learning model using these behavioural indicators. A quantitative correlational-predictive research design was employed involving 150 senior high school students from North Luwu and East Luwu Regencies, Indonesia, selected through stratified random sampling. Data were collected using validated learning interest questionnaires, school attendance records, and structured classroom observations of student participation. Descriptive and structural model analyses were conducted to examine the relationships among the study constructs, followed by deep learning modelling to evaluate predictive performance on an independent test set. The findings indicated that student attendance patterns and classroom participation were significantly and positively associated with learning interest in PE. The structural model explained a substantial proportion of the variance in learning interest (R² = 0.904). In the independent test-set evaluation, the deep learning model achieved lower prediction errors (MAE = 0.194; RMSE = 0.267) and a higher R² (0.887) than the conventional statistical model (MAE = 0.286; RMSE = 0.354; R² = 0.821). These findings indicate that the deep learning model provided better predictive performance under the evaluation procedure used in this study. The study contributes to educational analytics by demonstrating how observable behavioural indicators can support predictive modelling of learning interest in PE. The findings also have potential implications for Islamic Education, where behavioural indicators such as attendance and active participation may complement teachers’ professional judgment in supporting student engagement, discipline, and character-oriented learning.
A SUFISTIC LOVE-BASED CURRICULUM MODEL FOR DEVELOPING STUDENTS' RELIGIOUS MODERATION AT MTSS AL-MA’RUF PASAR KAMBANG Zilhidayati Zilhidayati; Ahmad Rivauzi; Wirdati Wirdati; Halomoan Halomoan
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.v15i03.10714

Abstract

This research is motivated by the character crisis and religious intolerance, necessitating a transformation of the Islamic education system toward a more inclusive and humanistic direction. The purpose of this study is to analyze the philosophical, religious, psychological, pedagogical, and Sufistic foundations of the Love-Based Curriculum (LBC) and to formulate a model for internalizing the value of mahabbah to develop students' religious moderation at MTsS Al-Ma’ruf Pasar Kambang. This study employs a qualitative approach with an exploratory case study design. Data were collected through participatory observation, in-depth interviews with the principal, teachers, and students, and documentation, which were then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the LBC is built upon five integrative foundations philosophical, religious, psychological, pedagogical, and Sufistic that position the value of mahabbah as the spirit of education. The internalization process is formulated into the Sufistic Mahabbah Internalization Model (SMIM), comprising stages of receiving, understanding, experiencing, internalizing, and manifesting. The findings suggest that this internalization process may contribute to the development of students' religious moderation, encompassing the dimensions of tasamuh, tawazun, i’tidal, musawah, syura, and rahmah. The study concludes that implementing LBC with a Sufism perspective provides a contextual educational framework capable of unifying intellectual aspects with spiritual depth and serves as a preventive instrument for addressing tendencies toward intolerance.
STRENGTHENING RELIGIOUS MODERATION THROUGH DEEP-LEARNING-ASSISTED LOCAL-WISDOM LEARNING MATERIALS IN ISLAMIC BOARDING SCHOOLS Ahmad Zainuri; Mukti Ali; Muhtarom Muhtarom
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.v15i03.10721

Abstract

The rapid development of artificial intelligence (AI) offers new opportunities for educational, however, its role in value-oriented Islamic education remains insufficiently understood, particularly in relation to culturally grounded learning and religious moderation. This study examines how deep-learning-assisted local-wisdom learning materials contribute to strengthening religious moderation in Islamic boarding schools (pesantren) while preserving cultural authenticity and teacher mediation. A sequential exploratory mixed-methods design was employed across seven pesantren in South Sumatra, Indonesia. Qualitative data were collected through interviews, observations, and document analysis involving 30 teachers and 12 pesantren leaders and were thematically analyzed using NVivo 12 Plus. The quantitative phase involved a questionnaire administered to 250 students to examine moderation-related responses. The findings reveal a complementary relationship among technology, culture, pedagogy, and social experience. Deep-learning-assisted technology primarily supported the organization, contextualization, and enrichment of learning materials and facilitated conceptual understanding, while local wisdom provided cultural authenticity and contextual relevance. Teachers played a critical role in ensuring the cultural, religious, and pedagogical appropriateness of technology-assisted materials. Most importantly, direct social experiences, including group discussions, cooperation, communal religious practices, and everyday interactions, emerged as the primary context for internalizing moderation values. Quantitative responses showed positive patterns in tolerance understanding, discipline, and cooperation. The study concludes that religious moderation is strengthened not through technological intervention alone but through the integration of technological support, culturally grounded knowledge, teacher mediation, and lived social experience. These findings offer a human-centered and culturally responsive framework for integrating AI-assisted learning into pesantren education.
ETHNO-DIGITAL BLENDED LEARNING FOR STRENGTHENING TOLERANCE IN ISLAMIC HIGHER EDUCATION: A MIXED-METHODS STUDY IN SOUTH SUMATRA Asmuni Asmuni; Yecha Febrianita Putri; Izza Fitri
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.v15i03.10722

Abstract

Education in the era of the Industrial Revolution 4.0 and Society 5.0 faces significant challenges related to strengthening the character of a tolerant young generation capable of appreciating social and cultural diversity. Technological developments demand learning innovations that focus not only on academic competencies but also on the formation of tolerance values and the ability to live in a multicultural society. This study aims to analyze the implementation of blended learning assisted by digital media enriched with ETHNO content as a strategy to mitigate intolerance in universities in South Sumatra. A sequential exploratory mixed methods approach was used to gain a comprehensive understanding. Qualitative data were collected through interviews, observations, and document analysis, then reinforced with quantitative data through questionnaires processed using statistical techniques. The findings indicate that the integration of local culture in digital learning can increase student empathy, reduce prejudice, and strengthen intercultural dialogue on campus. The quantitative results also show a significant relationship between the blended learning model and student tolerance levels with a correlation value of r = 0.72. This study provides strategic recommendations, including strengthening culture-based curricula, increasing lecturers' capacity in utilizing digital technology, and developing cross-ethnic collaborative activities. The contribution of this research is expected to support the realization of inclusive, humanistic, and character-based higher education in Indonesia.
STRATEGIC MANAGEMENT OF RADICALISM PREVENTION IN PRIVATE ISLAMIC HIGHER EDUCATION INSTITUTIONS: A MULTI-SITE CASE STUDY IN JAMBI PROVINCE Romanda Aldila; Duwi Putra; Raga Aldila; Su'aidi Su'aidi; Iskandar Iskandar
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.v15i03.10729

Abstract

Radicalism in higher education has become a strategic issue requiring comprehensive and sustainable prevention through an integrated deradicalization approach. This study aims to analyze the formulation, implementation, and evaluation of strategic management for radicalism prevention through deradicalization approaches in private Islamic higher education institutions in Jambi Province, Indonesia. Employing a qualitative approach with a multi-site case study design, the study was conducted at three institutions: Institut Islam Ma'arif Jambi, IAI An-Nadwah Kuala Tungkal, and IAI Yasni Bungo. Data were collected through in-depth interviews, observations, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the three institutions have formulated strategic commitments reflected in their visions, missions, objectives, and performance indicators, particularly in promoting religious moderation and preventing radicalism. However, these commitments have not yet been translated into comprehensive, structured, and sustainable deradicalization programs. Strategy implementation remains largely general and has not specifically integrated preventive deradicalization into curricula, student activities, digital literacy, and institutional monitoring mechanisms. The evaluation further identifies four critical gaps: the absence of structured deradicalization programs, students' vulnerability to radical narratives in heterogeneous social and digital environments, inadequate technological mechanisms for preventing exposure to radical content, and limited integration of deradicalization approaches into academic and extracurricular activities. Based on these findings, this study proposes a strategic framework for strengthening radicalism prevention through an integrated deradicalization approach in Islamic higher education. The framework emphasizes institutional commitment, curriculum integration, student development, digital literacy, collaborative engagement, and continuous evaluation as interconnected components of sustainable radicalism prevention.
RECONSTRUCTING MAHABBAH EDUCATION: IBN QAYYIM AL-JAWZIYYAH'S EDUCATIONAL PHILOSOPHY FOR A CONTEMPORARY COMPASSIONATE CURRICULUM Ridwan Wirabumi Asri; Hasbi Indra; Adian Husaini; Budi Handrianto
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.v15i03.10741

Abstract

This study aims to reconstruct Ibn Qayyim al-Jawziyyah's concept of mahabbah (love) as a comprehensive educational philosophy and explores its contribution to contemporary compassionate curriculum. Employing a qualitative library research design, the study analyzes Ibn Qayyim's principal works, including Rawḍat al-Muḥibbin wa Nuzhat al-Mushtaqin, Madarij al-Salikin, Ṭariq al-Hijratayn, and Ighathat al-Lahfan, using content analysis and philosophical interpretation. The findings demonstrate that Mahabbah Education is founded upon Mahabbatullah (love of God), which functions as the ontological and ethical core of educational formation. This framework integrates tawḥid, faith, worship, Tazkiyat al-Nafs (self-purification), moral discipline, prophetic love, and compassionate social relationships into a coherent process of holistic human development. Unlike contemporary compassion-based approaches that predominantly adopt humanistic and socio-emotional perspectives, Ibn Qayyim's philosophy offers a theocentric model in which compassion emerges from spiritual consciousness and devotion to God. This study proposes Mahabbah Education as a conceptual theocentric framework for strengthening contemporary compassionate curriculum discourse, extending it by reconnecting spiritual transcendence with character formation, ethical responsibility, and social compassion. As a conceptual and theoretical contribution rather than an empirically tested model, the findings contribute to educational philosophy by demonstrating the continuing relevance of classical Islamic thought in addressing contemporary educational challenges and enriching global discussions on holistic and values-based education.
TEACHERS' INSTRUCTIONAL STRATEGIES FOR PROMOTING STUDENTS' LEARNING ENGAGEMENT IN AQIDAH AKHLAK EDUCATION: A QUALITATIVE CASE STUDY AT MADRASAH ALIYAH NURUL IMAN, JAMBI CITY Firdaus Kusumo; Neni Neni
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.v15i03.10750

Abstract

Students' learning engagement is an important indicator of effective Islamic Religious Education learning, as it is related to students' involvement, understanding, and learning outcomes. However, differences in students' academic abilities and individual characteristics often pose challenges for teachers in creating active and meaningful learning experiences. This study aims to analyze Aqidah Akhlak teachers' instructional strategies for promoting students' learning engagement at Madrasah Aliyah Nurul Iman Ulu Gedong, Jambi City, Indonesia, while also identifying supporting factors, inhibiting factors, and teachers' efforts to address learning challenges. This study employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews, and document analysis involving Aqidah Akhlak teachers, the madrasah principal, and students selected through purposive sampling. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing, while data trustworthiness was ensured through source triangulation, methodological triangulation, and member checking. The findings reveal that teachers implemented interactive lectures, question-and-answer activities, and group discussions as an integrated sequence of instructional strategies. This sequence was observed to support students' participation, communication, and critical thinking by providing conceptual scaffolding, opportunities for comprehension checking and dialogue, and collaborative knowledge construction. Supporting factors included positive teacher–student interactions and variations in instructional methods, while the main challenges were differences in students' academic abilities and individual characteristics. Teachers addressed these challenges through instructional variation, motivational support, and regular evaluation. The study concludes that students' learning engagement is supported by the systematic integration of multiple active learning strategies adapted to students' characteristics rather than by reliance on a single instructional method.
THE CONCEPT OF SEEKING KNOWLEDGE IN TA’LIM AL-MUTA’ALLIM: AN ANALYSIS OF ISLAMIC EDUCATIONAL ETHICS Abdul Ghofur; Siti Khodijah; Acep Mulyadi; Zainal Abidin Muhja; Siti Asiah
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.v15i03.10752

Abstract

Islam is a religion that highly values knowledge. As a Muslim, seeking knowledge is an obligation for both men and women. Education is not only about cognitive aspects but also ethical, moral, and behavioral aspects for those who seek it. This study aims to analyze the principles and ethics of seeking knowledge as articulated in Ta’lim al-Muta’allim and their relevance to contemporary Islamic education and traditions of students that prioritizes intellectual and spiritual aspects through ethics and moral conduct. The method used in this study is qualitative with a library research approach, collecting data through books, journals, and integrated literature. The findings of this study indicate that a student must possess personal readiness when seeking knowledge, including intelligence, curiosity, financial resources, patience, and the guidance of a teacher over an extended period.

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