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JPPI | Jurnal Penelitian Pendidikan Islam
Published by Institut Agama Islam Darussalam Ciamis
ISSN : 23391413     EISSN : 26218275     DOI : -
Core Subject : Education,
Education
JPPI: Jurnal Penelitian Pendidikan Islam (print ISSN: 2339-1413; online ISSN: 2621-8275) adalah media komunikasi ilmiah bidang pendidikan Islam yang diterbitkan oleh Program Pascasarjana, Institut Agama Islam Darussalam (IAID) Ciamis Jawa Barat Indonesia. JPPI terbit dua kali dalam satu tahun, memuat artikel-artikel hasil penelitian bidang pendidikan Islam.
Arjuna Subject : -
Articles 160 Documents
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Applying the Merdeka Curriculum: Development of Aqidah Akhlak Learning at State Madrasah Aliyah Febriansyah, Riza; Achadi, Muh. Wasith
Jurnal Penelitian Pendidikan Islam Vol 13 No 1 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i1.2062

Abstract

This study aims to determine the process of implementing the independent learning curriculum regarding moral beliefs in MAN 2 Sleman. This research is important to describe the independent curriculum in the learning process. The independent curriculum introduced by the Ministry of Education and Culture of the Republic of Indonesia aims to give students the freedom to develop their potential and interests. In the context of the Akidah Akhlak lesson, this curriculum directs teachers to focus on developing religious character and values in a contextual, project-based manner that focuses on real experiences. The research method used is qualitative with a case study approach. Data was obtained through observation and interviews at MAN 2 Sleman, which implemented the Merdeka Curriculum in the subject of moral faith. The results of the study show that implementing the Independent Curriculum in the subject of Moral Beliefs can increase active involvement in students, deepen their understanding of noble moral values, and encourage teachers to be more creative in designing learning materials relevant to daily life.
The Role of Pesantren in Maintaining National Resilience in the Modern Era Fauzi Majid, Nurazmi; Nurwahidin, Nurwahidin
Jurnal Penelitian Pendidikan Islam Vol 13 No 1 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i1.2173

Abstract

This article explores how pesantren, as a traditional Indonesian Islamic educational institution, plays a significant role in safeguarding the nation's resilience amidst the challenges brought by modernization and globalization. The study employs a qualitative method, utilizing literature review as the data collection technique, and presents its findings through descriptive analysis. The research reveals that pesantren contributes to national resilience by nurturing spiritual values, discipline, and character development in santri, which equips them to address complex modern issues. It emphasizes the relevance of pesantren in preserving cultural and social values while adapting to technological advancements. The paper concludes that pesantren remains a crucial institution for maintaining national stability by promoting education, societal cooperation, and economic empowerment within local communities. The implications of these findings suggest that pesantren's unique educational approach continues to offer valuable strategies for navigating modern societal challenges.
Breaking Old Boundaries: Strengthening the Competence of Al-Qur'an Hadith Teachers in the Era of Merdeka Curriculum Hasibuan, Putri Anggita Sari; Darlis, Ahmad
Jurnal Penelitian Pendidikan Islam Vol 13 No 1 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i1.1952

Abstract

This qualitative study aims to examine the strengthening of pedagogical competence among Al-Qur’an Hadith teachers in implementing the Merdeka Curriculum at MAN 2 Model Medan. The research focuses on the efforts made by teachers, the strategies adopted by the school, and the challenges encountered during the process of competence development. The study involved Al-Qur’an Hadith teachers, the vice principal for curriculum affairs, and students as supporting informants. Data were collected through in-depth interviews, participatory observations, and document analysis. The data analysis followed a systematic procedure, including data reduction, data display, and conclusion drawing. The findings indicate that the pedagogical competence of Al-Qur’an Hadith teachers at MAN 2 Model Medan is generally good but has not yet reached an optimal level, particularly in relation to the demands of the Merdeka Curriculum, which emphasizes differentiated, student-centered learning. Efforts to enhance pedagogical competence include participating in seminars and training programs, being actively involved in subject teacher forums (MGMP), listening to scholarly lectures, and increasing literacy through relevant reading materials. Simultaneously, the school administration plays a strategic role by organizing technical guidance and training sessions, conducting internal workshops, fostering collaboration with external stakeholders, and implementing regular academic supervision. These findings highlight the importance of synergy between individual teacher initiatives and institutional support in enhancing pedagogical quality to effectively meet the challenges of Merdeka Curriculum implementation in Islamic schools.
Islamic Religious Education in the Post-Human Era: Embracing Artificial Intelligence through Transformative Spirituality Nasution, Suryadi; Pohan, Ali Jusri; Hayati, Nelmi; Khairurrijal, Khairurrijal; Nur, Kholidah
Jurnal Penelitian Pendidikan Islam Vol 13 No 1 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i1.2170

Abstract

This research explores the implications of integrating artificial intelligence (AI) into Islamic Religious Education (PAI) in the post-human era, focusing on the transformation of spirituality and pedagogical approaches. Using a qualitative phenomenological approach, data were collected through in-depth interviews, participant observation, and digital content analysis involving 15 students, 10 PAI teachers, and 5 IT teachers from three Islamic high schools in North Sumatra. The findings indicate that AI enhances access to religious knowledge and stimulates critical reflection, but also creates emotional distance, spiritual narrative fragmentation, and theological oversimplification. Students experience religious hybridity, integrating technological logic with Islamic values, while teachers are polarized between adaptation and resistance. Ontologically, AI emerges as a new mediator in humanity's relationship with the transcendent, challenging the authenticity of spirituality. Pedagogically, AI offers the potential for modern relevance but demands curriculum revisions and teacher training. This study concludes that post-human PAI can enrich transformative spirituality through a synthesis of tradition and innovation, provided it is supported by contextually designed technology and theological collaboration, recommending a balanced learning approach for the future of PAI in the AI era
Reframing Patience in Islamic Character Education: An Ethical Reading of Sūrat al-‘Aṣr Ainusyamsi, Fadlil Yani
Jurnal Penelitian Pendidikan Islam Vol 13 No 2 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i2.2035

Abstract

This article examines the concept of patience, or ṣabr, in Sūrat al-‘Aṣr and its relevance for Islamic character education. While patience is often treated as a personal virtue of endurance, this study argues that Sūrat al-‘Aṣr offers a broader ethical framework in which patience is inseparable from faith, righteous action, truthfulness, and collective moral responsibility. Using a qualitative library-based method and ethical-hermeneutical analysis, the article engages classical and contemporary interpretations of ṣabr and connects them with current debates on character education, moral resilience, and Islamic pedagogy. The findings suggest that patience should be reframed as an active ethical disposition that cultivates moral agency, spiritual discipline, emotional resilience, and social responsibility. The article further proposes that Islamic character education requires pedagogical models that integrate Qur’anic ethics, teacher role modelling, habituation, reflective learning, and narrative-based moral formation. This study contributes to the development of a more integrative framework for Islamic character education rooted in Qur’anic moral reasoning.
Islamization of Knowledge: Theoretical Foundations, Contexts, and Contemporary Debates on Ismail Raji al-Faruqi’s Project Fitri, Sofia Ratna Awaliyah
Jurnal Penelitian Pendidikan Islam Vol 13 No 2 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i2.2107

Abstract

This article revisits Ismail Raji al-Faruqi’s Islamization of Knowledge as one of the most influential epistemological projects in modern Islamic thought. The study aims to examine its theoretical foundations, historical and postcolonial contexts, major scholarly debates, and contemporary relevance for Islamic education and higher education. Using a qualitative library-based method with a conceptual-critical and hermeneutical approach, the article analyzes scholarly works on Islamic epistemology, knowledge integration, educational dualism, secular modernity, and postcolonial Muslim thought. The findings show that al-Faruqi’s project should not be understood as a rejection of modern knowledge, but as an attempt to reconstruct the foundations, purposes, and ethical orientation of knowledge through tawhid, revelation, reason, empirical inquiry, and moral responsibility. However, the project remains contested due to methodological ambiguity, institutional barriers, and the risk of ideological reduction. This article argues that the Islamization of Knowledge remains relevant when reinterpreted as an ethical-epistemic framework that is plural, dialogical, interdisciplinary, and responsive to contemporary challenges such as globalization, digital transformation, and the changing landscape of Islamic higher education.
Self-Concept, Self-Efficacy, and Critical Thinking Skills among Islamic Senior High School Students in Indonesia Nurteti, Lilis
Jurnal Penelitian Pendidikan Islam Vol 13 No 2 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i2.2052

Abstract

This study examines the relationship between self-concept, self-efficacy, and critical thinking skills among Islamic senior high school students in Indonesia. Using a quantitative survey design, the study involved 64 students of Madrasah Aliyah Negeri 1 Darussalam, Ciamis, Indonesia. Data were collected through questionnaires measuring self-concept and self-efficacy, while students’ critical thinking skills were measured using a test instrument. The data were analyzed through correlational statistics to determine the relationship between each independent variable and critical thinking skills, as well as their simultaneous relationship. The findings show that self-concept has a positive correlation with critical thinking skills, with a correlation coefficient of 0.681. Self-efficacy also shows a positive correlation with critical thinking skills, with a coefficient of 0.574. When analyzed simultaneously, self-concept and self-efficacy have a stronger relationship with critical thinking skills, indicated by a multiple correlation coefficient of 0.736. These findings suggest that students’ critical thinking skills are not merely shaped by cognitive instruction, but also by how students perceive themselves and how strongly they believe in their academic capacity. The study highlights the importance of integrating psychological support, active learning, Islamic values, and reflective pedagogy in Islamic senior high school education.
Decolonizing Islamic Education: Ibn Khaldun’s ‘Ilm al-‘Umran as a Critical Alternative to Eurocentric Educational Paradigms Husni, Husni
Jurnal Penelitian Pendidikan Islam Vol 13 No 2 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i2.2061

Abstract

This article examines Ibn Khaldun’s ‘Ilm al-‘Umran as a critical framework for decolonizing Islamic education and challenging the dominance of Eurocentric educational paradigms. While modern educational systems in many Muslim and Global South contexts remain shaped by Western epistemological assumptions, standardized rationalities, and secular models of knowledge, Ibn Khaldun’s civilizational thought offers an alternative grounded in Islamic metaphysics, historical consciousness, empirical observation, social cohesion, and ethical formation. Using a qualitative library-based method and conceptual-critical analysis, this article explores the philosophical foundations of ‘Ilm al-‘Umran, its relevance to contemporary Islamic education, and its potential contribution to curriculum reform, critical consciousness, and epistemic justice. The discussion argues that ‘Ilm al-‘Umran should not be treated merely as a historical theory of civilization, but as a dynamic epistemological framework capable of reconstructing Islamic education in more contextual, ethical, and socially responsive ways. The article concludes that a Khaldunian approach can enrich decolonial education by integrating Islamic epistemology, local knowledge traditions, critical pedagogy, and civilizational awareness.
Predicting Problem-Solving Ability through Self-Confidence and Thinking Styles among Indonesian Islamic Senior High School Students Ahmad, Ismail; Permana, Andi
Jurnal Penelitian Pendidikan Islam Vol 13 No 2 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i2.2064

Abstract

This study examines the extent to which self-confidence and thinking styles predict problem-solving ability among students in Indonesian Islamic senior high schools. Using a quantitative predictive-correlational design, the study involved 73 students from three state Islamic senior high schools in Ciamis, West Java, Indonesia, namely Madrasah Aliyah Negeri 2 Ciamis, Madrasah Aliyah Negeri 3 Ciamis, and Madrasah Aliyah Negeri 6 Ciamis. Data were collected using questionnaires to measure self-confidence and thinking styles, while students’ problem-solving ability was assessed through an observation checklist. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. The findings show that self-confidence has a positive relationship with problem-solving ability, with a correlation coefficient of r = 0.573. Thinking styles also show a positive relationship with problem-solving ability, with r = 0.615. Simultaneously, self-confidence and thinking styles have a stronger relationship with problem-solving ability, with r = 0.749. These findings suggest that problem-solving ability is shaped by both affective and cognitive dimensions. The study implies that Islamic senior high schools need to strengthen students’ confidence and develop flexible thinking through reflective, collaborative, problem-based, and value-oriented learning.
Islamic Values-Based Scout Extracurricular Activities and the Development of Students’ Self-Control Ability Nurhidayani, Nina; Aisyah, Nurul Fitri; Melani, Sri Dewi
Jurnal Penelitian Pendidikan Islam Vol 13 No 2 (2025): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v13i2.2073

Abstract

This study examines how Islamic values-based scout extracurricular activities contribute to the development of students’ self-control ability at Senior High School 1 Purworejo, Central Java, Indonesia. The study is based on a qualitative field approach involving two scout advisor teachers and fifteen students who actively participated in scout activities. Data were collected through in-depth interviews and observation, then analyzed thematically through data reduction, coding, categorization, and interpretive theme development. The findings show that scout activities function as an experiential space for internalizing Islamic values such as discipline, honesty, responsibility, patience, cooperation, respect, and brotherhood. These values are not only taught verbally, but are practiced through routines, group assignments, ceremonies, mentoring, leadership exercises, and reflective guidance. The study also reveals that students’ self-control develops gradually through repeated experiences of obeying rules, managing time, regulating emotions, completing responsibilities, respecting group decisions, and cooperating with peers. Self-control in this context is not merely a psychological ability, but also a moral and spiritual disposition rooted in Islamic character formation. The study implies that Islamic education should give greater attention to extracurricular activities as practical arenas for strengthening students’ character and self-regulation.

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