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
 269   270   271   272   273 
DEVELOPING AN S3-BASED BALANCED SCORECARD MODEL FOR MANAGING MUHAMMADIYAH ISLAMIC BOARDING SCHOOLS: INTEGRATING MAKASSAR LOCAL WISDOM INTO ISLAMIC EDUCATION MANAGEMENT Amirah Mawardi; Abd. Rahman; Nurhidaya M; Nur Sidrah Sariadi; M. Afdhal Isra
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.v15i03.10773

Abstract

This study aims to develop a management model for Muhammadiyah Islamic boarding schools based on Makassar local wisdom through the integration of the S3 values (sipakatau, sipakainge’, and sipakalebbi) with the Balanced Scorecard (BSC). This study addresses the challenge of transforming local cultural values that have been practiced in daily interactions into formal management strategies, standard operating procedures (SOPs), and measurable performance indicators. The research was conducted at the Hizbul Wathan Muhammadiyah Islamic Boarding School (PP HWM) in Gowa Regency using a qualitative case study approach oriented toward Design Science Research. Data were collected through document review, participatory observation, in-depth interviews with 25 informants, and Focus Group Discussions. Data were analyzed thematically and supported by gap analysis, SWOT/TOWS analysis, and logic model development. The findings indicate that S3 values have been embedded in the boarding school's daily culture but have not yet been systematically integrated into formal management systems. This research produced three main artifacts: a Value-to-Process Translation Map (VPT-Map), a mini S3-Based Balanced Scorecard (S3-BSC), and priority SOPs integrated with S3 values. The limited trial showed initial improvements, with SOP compliance increasing from 55% to 66.7% and student satisfaction scores increasing from 3.8 to 4.2. This study contributes to Islamic education management by providing a culturally grounded performance management model that integrates Makassar S3 values into organizational strategies, processes, and performance measurement mechanisms. The model demonstrates initial applicability and provides a foundation for future replication with contextual adaptation.
ELEMENTARY SCHOOL TEACHERS’ EXPERIENCES OF CONDUCTING CLASSROOM ACTION RESEARCH FOR PROFESSIONAL DEVELOPMENT AND LEARNING QUALITY IMPROVEMENT: A PHENOMENOLOGICAL STUDY Khusni Alhan; Taufiq Nur Azis; Farida Farida; Asep Kusnadi; Halim Mokhtar
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.v15i03.10776

Abstract

Classroom action research (CAR) is a strategic tool for ensuring the quality of micro-learning in the classroom, as well as a vehicle for the continuous professional development of teachers, although in practice at the elementary school level it often faces methodological obstacles and administrative burdens. This phenomenological qualitative study aims to explore in depth the essence of the lived experiences, perceptions, challenges, and management of CAI implementation by elementary school and Islamic elementary school teachers. Data were collected through in-depth interviews conducted both online and in person. The study involved 20 elementary school and Islamic elementary school teachers (participants) selected using purposive sampling from four regions: West Java, East Java, South Sumatra, and Lampung. Data were analyzed using Interpretative Phenomenological Analysis (IPA) through the stages of bracketing, phenomenological reduction, thematic mapping, and synthesis of meaning. The main findings of the study indicate that: 90% of teachers have implemented need-based PTK, such as addressing the impact of gadget use on students; 10% of teachers have not yet or are just beginning to prepare to implement PTK; The main challenges identified centered on technical and methodological difficulties; training and workshops proved to be effective solutions for overcoming these methodological obstacles; PTK is understood and utilized as an early warning system and a tool for self-evaluation that underpins continuous quality improvement; Teachers consider conducting PTK once per semester to be the most ideal, rational, and realistic target for maintaining a balance between the quality of interventions, the rhythm of daily classroom activities, and the administrative workload. This study recommends a paradigm shift in school management from sporadic administrative supervision toward continuous mentoring/coaching to build a robust research culture in schools.
GOING BEYOND CLASSROOM LEARNING: THE ROLE OF THE HIDDEN CURRICULUM IN THE FORMATION OF ISLAMIC CHARACTER IN MTS. MUHAMMADIYAH JAYAPURA Surindi Surindi; Desvita Astari Djamion
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.v15i03.10778

Abstract

The Independent Curriculum Reform places character strengthening as part of the Pancasila student profile and the student profile of rahmatan lil 'alamin (P2RA), but the practice of character formation in madrassas often takes place outside the classroom through hidden curriculum which has not been widely studied in the context of non  Islamic boarding school tsanawiyah madrassas in Muslim minority areas such as Papua. This study aims to describe the hidden form of curriculum in MTs. Muhammadiyah Jayapura and analyze its role in the formation of Islamic character of students. The research uses a descriptive qualitative approach with a case study design; data were collected through a document study of the Madrasah Operational Curriculum (KOM) for the 2024/2025 Academic Year and analyzed through condensation, presentation, and data conclusion drawing following the interactive model Miles, Huberman, and Saldáña (2020). The results of the study show that the hidden curriculum in MTs. Muhammadiyah Jayapura is manifested in thirteen daily habituation practices, Golden Habits digital character mentoring programs, mandatory extracurricular activities (Hizbul Wathan and Tapak Suci), and optional extracurriculars associated with the dimension of Pancasila student profiles. These practices work implicitly and repeatedly to instill the values of worship, morals, discipline, and religious moderation, complementing the formal curriculum of Islamic Religious Education. This study concludes that the hidden curriculum functions as a strategic instrument for the formation of Islamic character whose success depends on the consistency of educators' example and the management of madrasah culture deliberately and planned, not on the existence of a dormitory structure alone.
RECONSTRUCTING CONTEXTUAL FIQH PEDAGOGY: AN CONCEPTUAL MODEL OF FIQH EDUCATION BASED ON ABDURRAHMAN WAHID'S THOUGHT Muhammad Rafii; Fridiyanto Fridiyanto; S Sagap; Pit Arzuna; Mukhlas Nugraha
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.v15i03.10788

Abstract

Background: The study of fiqh in Indonesia remains largely dominated by a normative-textual approach, limiting its ability to address contemporary social complexities. Existing studies on Abdurrahman Wahid (Gus Dur) have not systematically examined his thought as a paradigm for contextual fiqh education. Purpose of the Study: This study aims to reconstruct a pedagogical model of contextual fiqh based on Gus Dur’s thought as an epistemological foundation for Islamic legal education in Indonesia. Method: This literature review employs a descriptive-hermeneutic approach. Data were drawn from Gus Dur’s major works on Islamic law, usul al-fiqh, adat, and Islamic thought and analyzed through discourse analysis to reconstruct a contextual fiqh pedagogical framework. Results: The study produced two main models of contextual fiqh pedagogy. First, a model of dialogue between fiqh and adat that integrates local culture, community needs, and social dynamics into learning without neglecting the fundamental principles of sharia. Second, a model of textual reinterpretation that guides students to distinguish between universal Islamic teachings (tsawābit) and contextual legal provisions (mutaghayyirāt) through the approaches of ushul al-fiqh, maqāṣid al-syarī’ah, and historical and sociological analysis. The analysis indicates that these models can support case-based learning, to foster contextual legal reasoning, the ability to derive legal rulings (istinbāṭ), and critical thinking in addressing contemporary issues. Conclusions: Gus Dur’s thought provides a strong epistemological and pedagogical foundation for reconstructing fiqh education in Indonesia. The proposed models bridge textual authority and social reality while maintaining the normative objectives of sharia, contributing to a more contextual Islamic legal education.
STRENGTHENING ENVIRONMENTAL CARE CHARACTER THROUGH THE ECO-PESANTREN PROGRAM: A CASE STUDY OF VALUE INTERNALIZATION AT MANSYAUL ULUM BOARDING SCHOOL Luqman Hakim; Lailatul Mufarrohah
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.v15i03.10789

Abstract

1) Background: The increasingly complex environmental crisis requires educational institutions not only to impart ecological understanding but also to cultivate environmentally conscious character through education for sustainability. Within the context of Islamic education, Islamic boarding schools occupy a strategic position to integrate religious values ​​with environmental conservation practices through the Eco-Pesantren Program. (2) Purpose of the Study: This study aims to analyze the implementation of the Eco Pesantren Program in strengthening environmentally conscious character based on Islamic educational values ​​at Pondok Pesantren Mansyaul Ulum Ganjaran. This study aims to analyze the implementation of the Eco Pesantren Program in strengthening environmentally conscious character based on Islamic educational values ​​at Pondok Pesantren Mansyaul Ulum Ganjaran; (3) Methods: This study employs a qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, and documentation, involving Islamic boarding school caregivers, religious teachers, Eco-Pesantren Program administrators, and students as informants. Data analysis utilized the interactive model developed by Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing.; (4) Results: Research findings indicate that the Eco-Pesantren Program has evolved from mere environmental management activities into an integral part of the pesantren educational culture, fostered through habituation, leading by example, institutional governance, and the participation of the pesantren community. Behavioral changes among the students are evidenced by habits of properly disposing of and sorting waste, more consistent involvement in communal cleanup and environmental maintenance, and the emergence of initiatives to maintain cleanliness without waiting for instructions. These changes are reinforced through the internalization of values ​​such as trustworthiness, stewardship of the earth, cleanliness, and responsibility.; and (5) Conclusions: This study concludes that the Eco-Pesantren Program can serve as a model of Islamic-based character education that integrates spiritual, moral, and ecological dimensions in fostering a sustainable culture within Islamic boarding schools.
SA’ĀDAH IN IMAM AL-GHAZĀLĪ’S THOUGHT AND ITS IMPLICATIONS FOR CONTEMPORARY ISLAMIC EDUCATION: A LIBRARY RESEARCH STUDY Imam Khoirul Ulumuddin; Muhammad Mukhsin Jamil; Ikhrom Ikhrom
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.v15i03.10793

Abstract

This study examines the concept of sa’ādah (happiness) in the thought of Imam al-Ghazālī and its relevance to contemporary Islamic education, in response to the tendency of modern educational discourse to reduce happiness to material and cognitive achievement while marginalizing spiritual and moral dimensions. It aims to elaborate the conceptual structure of sa’ādah, relate it to the soul (nafs, qalb, and reason) and soul purification (tazkiyat al-nafs), and formulate its implications for the aims of Islamic education. The study employs a library research method with a descriptive analytical and hermeneutical approach to al-Ghazālī's primary works, particularly Iḥyā' 'Ulūm al-Dīn and Kīmiyā' al-Sa’ādah. The findings show that sa’ādah for al-Ghazālī is hierarchical, culminating in ma'rifatullāh (knowledge of God), attained through soul purification and noble character. This concept is relevant for reformulating Islamic education toward a balance of knowledge, morality, and spirituality, rather than mere cognitive and material excellence.
HIDDEN CURRICULUM AND THE CONSTRUCTION OF MULTICULTURAL ISLAMIC IDENTITY IN PESANTREN-BASED HIGHER EDUCATION: AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS AND THE HCMII MODEL Sundari Sundari; M. Mas'ud Said; Muhammad Afifullah
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.v15i03.10810

Abstract

Indonesia’s cultural diversity presents both opportunities and challenges for Islamic higher education in developing students’ ability to live constructively with differences. In pesantren-based higher education, the hidden curriculum operates through institutional culture, everyday interactions, role modelling, communal living, student organizations, and religious habituation, yet its role in constructing multicultural Islamic identity remains insufficiently explored. This study aims to analyze how the hidden curriculum contributes to the construction of multicultural Islamic identity within a pesantren-based higher education environment and to reconstruct a conceptual model based on students’ lived experiences. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed at STIKK An-Nur 2 Bululawang. Data were collected through participant observation, semi-structured interviews, and documentation involving students, lecturers, institutional leaders, and student organization representatives selected through purposive sampling. The findings reveal five interrelated dimensions of the hidden curriculum: institutional culture, role modelling, communal living, student organizations, and religious habituation. Participants’ experiences of adapting to peers from diverse regional backgrounds, negotiating differences in everyday interactions, listening to differing perspectives, and participating in shared communal and religious practices indicate that multicultural Islamic identity develops through continuous lived experiences rather than through explicit classroom instruction alone. These processes foster respect for diversity, equality, mutual respect, social responsibility, intercultural competence, and an inclusive Islamic orientation. Based on these findings, the study proposes the Hidden Curriculum-Based Multicultural Islamic Identity (HCMII) Model, which conceptualizes multicultural Islamic identity as an emergent outcome of interconnected institutional, social, organizational, and religious practices. The study contributes theoretically by extending hidden curriculum scholarship beyond character formation toward the construction of multicultural Islamic identity and offers practical implications for pesantren-based higher education institutions seeking to strengthen inclusive and socially cohesive Islamic education.
INTERNALIZING QUR'ANIC NUTRITIONAL VALUES THROUGH ISLAMIC EDUCATION: A THEMATIC EXEGESIS STUDY Kathur Suhardi; Andriyani Andriyani; Syahrullah Syahrullah; Atabik Luthfi; Aminah Syafa'ah
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.v15i03.10841

Abstract

Studies on nutrition from a Quranic perspective have largely focused on normative aspects regarding halal (permissible) and tayyib (wholesome) food and health, whereas research linking Quranic nutritional values ​​to the Islamic educational framework as a process for shaping awareness and behavior remains underdeveloped. This study aims to analyze nutritional values ​​in the Quran using a thematic exegesis (tafsir maudhu’i) approach and to explain their relevance to Islamic education. Employing a qualitative, library-based research method, the study analyzes Quranic verses concerning food, consumption, balance, and bodily maintenance. The results reveal a conceptual link between Quranic values, nutritional knowledge, awareness, habituation, and healthy consumption behavior, forming an educational sequence oriented toward Islamic character building. These findings are derived from a synthesis of literature and thematic exegesis rather than empirical model testing. Unlike previous empirical studies that measured the impact of nutrition education on eating habits, this study contributes a conceptual framework explaining the role of Quranic nutritional values ​​within Islamic education. This study serves as a theoretical foundation for future research on the implementation of nutrition education based on Islamic values.
RECONSTRUCTING ADAB AL-‘ILM AS LEARNING ETHICS IN ISLAMIC EDUCATION IN THE ERA OF GENERATIVE AI: AN INTEGRATIVE LITERATURE REVIEW M. Khoir al-Kusyairi; Za’imul Umam
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.v15i03.10846

Abstract

The use of generative artificial intelligence (GenAI) in education raises a fundamental problem: gains in learning efficiency are not always accompanied by an ethical framework that preserves intellectual agency, academic integrity, knowledge verification, and learners’ relationships with scholarly authority. This study aims to reconstruct adab al-‘ilm as a conceptual framework for learning ethics in Islamic education in the GenAI era. It employs an integrative literature review combined with conceptual reconstruction. The literature was analyzed through mapping GenAI-related ethical-epistemic problems, coding principles of adab al-‘ilm, functional matching, and theoretical synthesis. The conceptual synthesis identifies seven dimensions of learning ethics: intention and purposes of learning; intellectual effort and agency; taḥqīq–tabayyun; academic trustworthiness; adab toward teachers and sources; epistemic humility; and orientation toward beneficial knowledge and action. These dimensions are proposed as a conceptual framework rather than an empirically validated model. The framework positions GenAI as an epistemic aid whose use remains subject to human reasoning, moral responsibility, and judgment. Its principal contribution is a shift from an ethics of AI use toward an ethics of learning with AI rooted in the Islamic educational tradition.
Developing Islamic Medical Aesthetic Education Based on Maqasid al-Shariah: A Preliminary Study among Muslim Women Elsa Feryani; Maemunah Sa'diyah; Hendri Tanjung; Adian Husaini
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.v15i03.10862

Abstract

The rapid development of medical aesthetic practices has transformed contemporary perceptions of beauty and created new ethical challenges for Muslim women. Although Islamic teachings provide normative guidance concerning bodily modification, halal practices, modesty, and human dignity, Muslim women increasingly encounter aesthetic decisions within a digital environment shaped by social media, influencers, commercial advertising, and consumer culture. This study aims to examine the empirical need for an Islamic medical aesthetic education framework based on Maqasid al-Shariah and to formulate an educational direction that integrates religious, medical, ethical, psychological, and digital literacy. The study employs a sequential explanatory design with qualitative dominance. The first stage consists of a descriptive preliminary survey, followed by qualitative inquiry and an integration of empirical findings with Maqasid al-Shariah and Islamic educational theory. The preliminary survey was designed to map respondents' experiences with medical aesthetics, beauty culture, social-media influence, medical-aesthetic literacy, Islamic ethical awareness, treatment experiences, and educational needs. The findings reveal two particularly significant patterns: 77.8% of respondents reported that social media influenced their perceptions or decisions concerning beauty, while 63.4% reported having experienced negative effects from aesthetic products or treatments. These findings indicate a gap between normative religious knowledge and practical ethical decision-making. The study argues that Islamic medical aesthetic education should move beyond a purely halal–haram framework toward a comprehensive educational model oriented toward maslahah, safety, human dignity, self-acceptance, tazkiyat al-nafs, critical digital literacy, and responsible decision-making. The study proposes Maqasid-based aesthetic education as a relevant contribution to contemporary Islamic education for Muslim women.

Page 272 of 273 | Total Record : 2721

 269   270   271   272   273 

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