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Ta`Limuna : Jurnal Pendidikan Islam
Published by STAI Ma'had Aly Al-Hikam Malang
ISSN : 20852975     EISSN : 26229889     DOI : -
Core Subject : Education,
Education
TA`LIMUNA Journal of Islamic Education ISSN 2622-9889 (Print) and ISSN 2085-2975 (Online) is a journal published twice a year by STAI Ma’had Aly Al Hikam Malang. This journal emphasizes aspects related to Islamic Education, with special reference to applied research in Islamic education that can be focused on the components of learning including curriculum, methods, models, psychology, thought and several issues of Islamic education and its problems.
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Search results for , issue "vol. 15 no. 1 (2026): maret" : 20 Documents clear
PENDIDIKAN KARAKTER BERBASIS KEARIFAN LOKAL: Character Edication Based on Local Wisdom Nur’aini; Syamsul Aripin
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/xg1dee38

Abstract

Character education is an essential part of sustainable national development. Local wisdom, as part of the nation's culture, embodies noble values that shape future generations' character. This article examines integrating local wisdom values into character education within the national education system. Using a qualitative approach and literature review, it was found that values such as Gotong Royong (Javanese, Sundanese), Siri' na Pacce (South Sulawesi), Adat Basandi Syarak, Syarak Basandi Kitabullah (West Sumatra), Pela Gandong (Maluku), Tepa Selira (East Nusa Tenggara), and Tri Hita Karana (Bali) can be incorporated into the curriculum. These values help shape traits such as Cooperation, Care, Empathy, Deliberation, Brotherhood, Tolerance, and Forbearance. Integrating local wisdom requires collaboration among families, schools, and communities. Educators, policymakers, and community leaders are urged to collaborate on a national curriculum based on local wisdom. By doing so, Indonesia can equip its future generations for the challenges of the global and digital era. Pendidikan karakter merupakan bagian esensial pembangunan bangsa yang berkelanjutan. Sebagai bagian budaya bangsa, kearifan lokal menyimpan nilai-nilai luhur yang dapat dijadikan dasar dalam pembentukan karakter generasi bangsa. Artikel ini bertujuan mengkaji integrasi nilai-nilai kearifan lokal ke dalam pendidikan karakter dalam sistem pendidikan nasional. Dengan pendekatan kualitatif dan jenis studi pustaka, ditemukan bahwa nilai-nilai kearifan lokal seperti Gotong Royong (Jawa, Sunda), Siri' na Pacce (Sulawesi Selatan), Adat Basandi Syarak, Syarak Basandi Kitabullah (Sumatera Barat), Pela Gandong (Maluku), Tepa Selira (Nusa Tenggara Timur) hingga Tri Hita Karana (Bali), dapat diintegrasikan ke dalam kurikulum pendidikan nasional untuk membentuk karakter terpuji seperti Kerjasama, Kepedulian, Empati, Musyawarah, Persaudaraan, Tenggang Rasa dan Toleransi. Namun, integrasi nilai-nilai kearifan lokal ke dalam kurikulum nasional, membutuhkan kolaborasi antara komponen keluarga, sekolah dan masyarakat. Implikasi artikel adalah rekomendasi penyusunan kurikulum nasional berbasis kearifan lokal secara kontekstual, agar mampu menjawab tantangan pendidikan karakter di era global dan digital. Kata Kunci : Budaya Bangsa; Kearifan Lokal; Kurikulum Merdeka; Kurikulum Nasional; Pendidikan Karakter.
INTEGRASI TEKNOLOGI PENDIDIKAN DALAM KURIKULUM PENDIDIKAN AGAMA ISLAM: Integration Of Educational Technology In The Islamic Religious Education Curriculum Khoirul Anas Abror; Ary Asyari
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/f8jnmg11

Abstract

article aims to examine the integration of educational technology into the Islamic Religious Education (IRE) curriculum through a qualitative literature review. Data were obtained from various sources, such as academic articles and books, which were retrieved online. Content analysis was used to identify the concept of educational technology integration within the PAI curriculum. The findings indicate that technology serves not only as an innovation in learning but also as a means to reinforce Islamic spiritual values in the digital age. Through the Humanistic–Religious Constructivism paradigm, PAI functions not merely as an instrument for transferring dogma or knowledge but as a catalyst for digital spiritual transformation through dialogic, reflective, and contextual learning. To support digital integration in the PAI curriculum, teachers need to be equipped with technological, pedagogical, and spiritual-reflective skills. Artikel ini bertujuan mengkaji integrasi teknologi pendidikan ke dalam kurikulum Pendidikan Agama Islam (PAI) melalui pendekatan kualitatif dan jenis studi literatur. Data diperoleh dari berbagai sumber seperti artikel ilmiah dan buku yang ditelusuri secara daring. Teknik analisis isi digunakan mengidentifikasi konsep integrasi teknologi pendidikan dalam kurikulum PAI. Hasil kajian menunjukkan bahwa teknologi tidak hanya berfungsi sebagai inovasi pembelajaran, tetapi juga sebagai sarana untuk memperkuat nilai-nilai spiritual Islam di era digital. Dengan paradigma Humanistic–Religious Constructivism, PAI tidak hanya berfungsi sebagai instrumen transfer dogma atau ilmu, melainkan transformasi spiritual digital melalui pembelajaran yang dialogis, reflektif, dan kontekstual. Untuk mendukung integrasi digital dalam kurikulum PAI, maka para guru perlu dibekali keterampilan teknologi, pedagogik dan spiritual-reflektif. Kata Kunci : Integrasi Teknologi; Kurikulum PAI; Pendidikan Agama Islam; Teknologi Pendidikan.
KURIKULUM KULLIYATUL MU’ALLIMIN AL-ISLAMIYAH (KMI) GONTOR SEBAGAI MODEL INOVASI KURIKULUM DI TENGAH ARUS MODERNISASI PENDIDIKAN: The Curriculum of Kulliyatul Mu’allimin Al-Islamiyah (KMI) Gontor as a Model of Curriculum Innovation Amidst the Trend Toward the Modernization of Education Mardiyah; Najwa Sajida El Yunusi; Nasruddin
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/2097k645

Abstract

This article aims to explore curriculum innovation amid the trend of educational modernization based on the curriculum of Kulliyatul Mu’allimin Al-Islamiyah (KMI) at the Gontor Islamic Boarding School in Ponorogo, East Java. The method employed is a historical approach (historiography) through a literature review. The primary data source is a book by Kiai Dr. A. Syukri Zarkasyi titled Gontor and the Renewal of Pesantren Education. Secondary data sources come from various relevant references. The data is then analyzed and described to form an innovative curriculum concept. From the time Indonesia was still in a state of chaos before independence, up to the post-independence era today, the Gontor Islamic Boarding School has participated in revitalizing the Educational Renaissance in Indonesia through the innovation of the KMI curriculum, whose graduation certificates were recognized by Egypt, Malaysia, and Pakistan before being officially recognized by the Indonesian government. Artikel ini bertujuan mengembangkan inovasi kurikulum di tengah arus modernisasi pendidikan berdasarkan Kurikukum Kulliyatul Mu’allimin Al-Islamiyah (KMI) Pesantren Gontor Ponorogo Jawa Timur. Metode yang digunakan adalah pendekatan sejarah (historiografi) melalui studi pustaka. Sumber data primernya adalah buku karya Kiai Dr. A. Syukri Zarkasyi yang berjudul Gontor dan Pembaruan Pendidikan Pesantren. Sumber data sekundernya dari berbagai referensi yang relevan. Lalu data dianalisis dan dideskripsikan menjadi konsep kurikulum inovatif. Sejak Indonesia masih dalam kondisi carut-marut sebelum masa kemerdekaan, hingga pasca kemerdekaan saat ini, Pesantren Gontor telah berpartisipasi dalam menyemarakkan Kebangkitan Pendidikan di Indonesia melalui inovasi kurikulum KMI yang ijazah lulusnya diakui oleh negara Mesir, Malaysia dan Pakistan, sebelum diakui secara resmi oleh negara Indonesia.  Kata Kunci : KMI Gontor; Kurikulum; Modernisasi; Pesantren.
LEGITIMASI DAN KEBERLANJUTAN SANAD ILMU TAHFIZH AL-QUR'AN PADA PONDOK PESANTREN DAR 'ALI AL-BANJARY BANJARMASIN: Legitimacy and Sustainability of the Chain of Knowledge in Quranic Tahfidh at Dar 'Ali Al-Banjary Islamic Boarding School Banjarmasin Ghina Sofia Mahfuzah; Nuril Huda
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/rvk02v24

Abstract

The phenomenon of rapid growth in Al-Qur'an memorization institutions raises concerns about the strength of their knowledge transmission chains as a guarantee of academic legitimacy. This study examines the sanad (knowledge transmission chain) possessed by the leadership of Pondok Pesantren Al-Qur'an Dar 'Ali Al-Banjary in Banjarmasin and explores the factors supporting its continuity. Using a qualitative approach with data collected through observation, interviews, and documentation, the research focuses on the sanad maintained by the leaders of the institution. The findings indicate that the sanad is authentically linked to the Prophet Muhammad through trusted teachers, thus considered mu'tabar (valid) within the scholarly community. Key factors supporting the sanad’s continuity include educational background, awareness of its importance, and institutional responsibility in tahfizh education. These results affirm that sanad is fundamental in preserving the authenticity and quality of Al-Qur'an memorization education. Strengthening the sanad is recommended to maintain the academic quality and legitimacy of tahfizh institutions. Fenomena pendirian lembaga tahfizh Al-Qur'an berkembang pesat, namun belum semua lembaga memiliki sanad ilmu yang kuat sebagai jaminan legitimasi keilmuan. Penelitian ini bertujuan mengkaji jaringan sanad ilmu tahfizh yang dimiliki pimpinan Pondok Pesantren Al-Qur'an Dar 'Ali Al-Banjary Banjarmasin serta faktor pendukung keberlanjutan sanad tersebut. Metode penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian adalah pimpinan pesantren, sedangkan objeknya adalah sanad ilmu tahfizh yang dimiliki. Hasil penelitian mengungkapkan bahwa sanad ilmu pimpinan lembaga tersebut bersambung secara sah hingga Rasulullah SAW melalui guru-guru terpercaya, sehingga sanad tersebut dapat dinilai mu'tabar (valid). Faktor pendukung utama keberlangsungan sanad meliputi latar belakang pendidikan, kesadaran akan pentingnya sanad, dan tanggung jawab institusional dalam pengajaran tahfizh. Temuan ini menguatkan bahwa sanad ilmu adalah aspek fundamental dalam menjaga keautentikan dan kualitas pendidikan tahfizh Al-Qur'an. Rekomendasi penelitian adalah pentingnya penguatan sanad dalam pengembangan lembaga tahfizh untuk mempertahankan kualitas keilmuan dan legitimasi institusional. Kata Kunci : Pondok Pesantren; Sanad Ilmu; Tahfizh Al-Qur’an.
PERAN GURU DALAM MENANAMKAN KARAKTER DISIPLIN SISWA DI SMAN 1 TONGAS PROBOLINGGO: The Role of Teachers in Fostering Discipline among Students at SMAN 1 Tongas Probolinggo Sinta Ma'sumah; Khoridatul Husnia; Lailatul Izzah; Lailatun Ni'mah; Istifaur Rosidah; Khoiriyah
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/zsxgyg51

Abstract

This article aims to examine the role of teachers, particularly teachers of Islamic Religious Education (PAI), Guidance and Counseling (BK) and student affairs, in instilling discipline in students at State Senior High School (SMAN) 1 Tongas, Probolinggo Regency. This article employs a qualitative and descriptive approach. Data were collected through observation, interviews, and documentation. Data analysis utilized the Miles and Huberman interactive model. The research findings indicate that all teachers at SMAN 1 Tongas serve as role models in fostering students’ disciplined character. PAI teachers play a role in internalizing student discipline through classroom and extracurricular learning. BK  teachers play a role in helping students understand positive discipline rules and providing support when violations occur. In addition to the teachers’ roles, the instillation of student discipline is carried out through verbal and written media such as posters, as well as through the school’s positive culture. Artikel ini bertujuan menelaah peran guru, khusus Guru Pendidikan Agama Islam (PAI) serta Guru Bimbingan dan Konseling (BK) dan Kesiswaan dalam menanamkan karakter disiplin siswa di Sekolah Menengah Atas Negeri (SMAN) 1 Tongas Kabupaten Probolinggo. Artikel ini menggunakan pendekatan kualitatif dan jenis deskriptif. Data dikumpulkan melalui teknik observasi, wawancara dan dokumentasi. Analisis data menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa semua guru di SMAN 1 Tongas berperan sebagai teladan dalam penanaman karakter disiplin siswa. Guru PAI berperan menginternalisasikan disiplin siswa melalui pembelajaran di kelas dan di luar kelas. Guru BK dan Kesiswaan berperan membantu siswa memahami aturan disiplin positif dan mendampingi ketika terjadi pelanggaran. Selain peran guru, penanaman karakter disiplin siswa melalui media lisan dan tulisan seperti poster, serta melalui budaya positif sekolah. Kata Kunci : Disiplin Siswa; Pendidikan Karakter; Peran Guru.
KONTRIBUSI ALUMNI TERHADAP PENGEMBANGAN PENDIDIKAN DI YAYASAN PENDIDIKAN ISLAM MAMBAUL ULUM MADURA: Alumni Contributions to Education Development at Yayasan Pendidikan Islam Mambaul Ulum Madura Moh. Toyyib; Agus Nurhadi; Luluk Alfiya; Abd. Azis
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/4xf93507

Abstract

This article aims to analyze the contribution of the alumni forum to the development of education at the Mambaul Ulum Islamic Education Foundation (YPIMU) in Galis, Bangkalan, Madura. This article employs a qualitative approach with a field study design to understand the dynamics of the relationship between alumni and foundation authorities. Data were collected through field observations, in-depth interviews, and documentation. Data analysis employs the Miles and Huberman interactive model, which consists of data reduction, data presentation, and drawing conclusions. The research findings indicate that policy-making at YPIMU remains under the authority of the foundation’s leadership. However, the existence of the alumni forum provides alumni with an opportunity to contribute to educational development at YPIMU through constructive criticism and suggestions, even though the final decision remains with the foundation. This article emphasizes that the alumni forum serves as an effective platform for fostering harmonious relationships between the foundation’s internal stakeholders and external alumni. Artikel ini bertujuan menganalisis kontribusi forum alumni terhadap pengembangan pendidikan di Yayasan Pendidikan Islam Mambaul Ulum (YPIMU) Galis Bangkalan, Madura. Artikel ini menggunakan pendekatan kualitatif dengan desain studi lapangan untuk memahami dinamika relasi antara alumni dan otoritas yayasan. Data diperoleh observasi lapangan, wawancara mendalam, dan dokumentasi. Teknik analisis data memakai model interaktif Miles dan Huberman yang terdiri dari reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kebijakan di YPIMU masih berada pada otoritas pimpinan yayasan. Namun, adanya forum alumni memberi kesempatan kepada para alumni untuk berkontribusi terhadap pengembangan pendidikan di YPIMU melalui kritik dan saran yang konstruktif, sekalipun keputusan akhir tetap berada pada pihak yayasan. Artikel ini menegaskan bahwa forum alumni merupakan wadah yang efektif untuk menjalin hubungan yang harmonis antara pihak internal yayasan dengan pihak eksternal alumni.  Kata Kunci : Alumni Pesantren; Forum Alumni; Kontribusi Alumni; Pengembangan Pendidikan; Yayasan Pendidikan Islam.
DAKWAH ISLAM SEBAGAI WAHANA PENDIDIKAN MODERASI BAGI MUSLIMAH: Islamic Da'wah As A Vehicle For Moderation Education For Muslimah Nadiah Yusfi Nabilah; Devy Habibi Muhammad
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/6xphh585

Abstract

This article examines Islamic da'wah as an educational tool to promote religious moderation among Muslim women. This article employs a literature review research method. Data was collected using documentation techniques. The data was then analyzed using content analysis. The results of the study reveal three forms of religious moderation among Muslim women in Indonesia. First, religious moderation in creed is manifested by adhering to a sound and unified concept of tawhid. Second, religious moderation in ethics is manifested by fostering harmonious social relationships with fellow human beings. Third, religious moderation in culture is manifested through mutual cooperation among members of Indonesia’s multicultural society.  Artikel ini menelaah dakwah Islam sebagai sarana pendidikan untuk mendorong moderasi beragama di kalangan wanita Muslim. Artikel ini menggunakan metode penelitian studi pustaka. Pengumpulan data dengan teknik dokumentasi. Lalu data dianalisis dengan teknik analisis isi. Hasil penelitian menunjukkan tiga bentuk moderasi beragama bagi Muslimah di Indonesia. Pertama, moderasi beragama dalam akidah diwujudkan dengan mengikuti tauhid yang lurus dan tidak bercerai-berai. Kedua, moderasi beragama dalam akhlak diwujudkan dengan menjalin hubungan sosial yang harmonis dengan sesama manusia. Ketiga, moderasi beragama dalam budaya diwujudkan dengan gerakan gotong royong dalam anggota masyarakat Indonesia yang multikultural.    Kata Kunci : Dakwah Islam; Moderasi Beragama; Muslimah.
PENERAPAN METODE AL-MIFTAH LIL ULUM DALAM MENUMBUHKAN PEMAHAMAN NAHWU SHARAF PADA SANTRI PEMULA DI PONDOK PESANTREN GUNUNG PANDAK MALANG: The Implementation of the Al-Miftah Lil Ulum Method in Fostering the Understanding of Nahw and Saraf among Beginner Students at Gunung Pandak Islamic Boarding School Malang Riki Candra; Zainuddin Fanani
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/2d86he87

Abstract

The teaching of Nahwu and Sharaf to beginner students at Islamic boarding schools (pesantren) still faces challenges, such as low student engagement and a predominance of theoretical teaching methods. This article examines the application of the Al-Miftah Lil Ulum Method and its contribution to fostering grammatical understanding among beginner students at the Pondok Pesantren Gunung Pandak in Malang. This article employs a descriptive qualitative approach using data collection techniques such as observation, in-depth interviews, and documentation. Data analysis was conducted using the interactive model by Miles, Huberman, and Saldana. The findings reveal that applying the Al-Miftah Method helps students systematically identify word categories, determine syntactic functions (i’rab), and analyze basic sentence structures. In addition to cognitive aspects, the application of the Al-Miftah Method increases students’ motivation and self-confidence in reading Arabic texts without vowel marks independently. Thus, the Al-Miftah Method is relevant for use as an introduction to the study of Nahwu and Sharaf in the pesantren context. Pembelajaran Nahwu dan Sharaf bagi santri pemula di pesantren masih menghadapi kendala, seperti rendahnya keterlibatan belajar dan dominasi metode yang bersifat teoretis. Artikel ini bertujuan mengkaji penerapan Metode Al-Miftah Lil Ulum dan kontribusinya dalam menumbuhkan pemahaman gramatikal santri pemula di Pondok Pesantren Gunung Pandak Malang. Artikel ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Analisis data melalui model interaktif Miles, Huberman, dan Saldana. Hasil penelitian menunjukkan bahwa penerapan Metode Al-Miftah membantu santri memahami identifikasi jenis kata, penentuan i’rab dan analisis struktur kalimat secara lebih sistematis. Selain aspek kognitif, penerapan Metode Al-Miftah berdampak pada meningkatnya motivasi dan kepercayaan diri santri dalam membaca teks Arab tanpa harakat secara mandiri. Jadi, Metode Al-Miftah relevan untuk dijadikan sebagai pengantar pembelajaran Nahwu dan Sharaf di pesantren. Kata Kunci : Al-Miftah Lil Ulum; Nahwu; Pembelajaran Bahasa Arab; Santri Pemula; Sharaf.
CHARACTER EDUCATION OF SANTRI FROM THE PERSPECTIVE OF QADIRIYYAH WA NAQSYABANDIYYAH AL UTSMANIYYAH SUFISM: Pendidikan Karakter Santri Perspektif Tasawuf Qadiriyyah Wa Naqsyabandiyyah Al Utsmaniyyah Aminatul Fattachil ‘Izza; Mufidah Ch; Mokhamad Yahya
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/f7rvg589

Abstract

Karakter mejadi parameter individu dalam berpikir, berkata, serta berperilaku digadang sebagai solusi dari segala permasalahan sosial lingkungan melalui integritas kuat dalam reputasi setiap individu. Eksistensi pesantren digadang sebagai institusi pendidikan tradisional Indonesia yang adaptif dengan tantangan perubahan zaman, salah satunya melalui pendidikan karakter profetik-sufistik. Penelitian ini dikategorikan sebagai studi pustaka. Hasil penelitian menunjukkan bahwa langkah-langkah strategis pendidikan karakter santri, yaitu menanamkan pemahaman moral (pengetahuan moral) yang membedakan antara yang baik dan yang buruk, memperkuat kesadaran dan kepekaan moral (perasaan moral), serta kebiasaan perilaku nyata (tindakan moral) berdasarkan motivasi internal dan keyakinan yang kuat. Proses ini diperkuat melalui praktik-praktik Sufi yang dapat diterapkan seperti muhasabah, mu'aqabah, mu’ahadah, dan mujahadah sebagai siklus perbaikan diri, serta riyadhah dan kebiasaan ibadah terstruktur dalam kehidupan pesantren. Character, as an individual’s guiding principle in thought, speech and behaviour, is touted as the solution to all social and environmental problems through the strong integrity reflected in each individual’s reputation. Islamic boarding schools (pesantren) are regarded as traditional Indonesian educational institutions that have adapted to the challenges of changing times, one example being the prophetic-Sufi character education of the students. This research is categorised as a literature review. The results indicate that strategic steps in character education for students include instilling moral understanding (moral knowledge) that distinguishes between right and wrong, strengthening moral awareness and sensitivity (moral feelings), and fostering actual behavioural habits (moral actions) based on internal motivation and strong conviction. This process is reinforced through applicable Sufi practices such as muhasabah (reflection), mu’aqabah (punishment), mu’ahadah (commitment), and mujahadah (striving) as a cycle of self-improvement, as well as riyadah (spiritual discipline) and structured worship practices within the life of the Islamic boarding schools. Keywords: Asrori al-Ishaqi; Character Education; Qadiriyyah wa Naqsyabandiyyah; Sufism.
PENGGUNAAN TEKNOLOGI DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM KELAS VIII DI SMP ISLAM TELUKJAMBE KARAWANG: The Use of Technology in Islamic Religious Education Learning for Grade VIII Students at Islamic Junior High School Telukjambe Karawang Dini Nurbaiti; Iqbal Amar Muzaki; Taufik Mustofa
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/mr2xyp10

Abstract

This article examines the use of gadgets as a source of information literacy for eighth-grade students in Islamic Religious Education (PAI) classes at SMP Islam Telukjambe Barat in Karawang Regency. The article employs a qualitative approach. The research subjects were eighth-grade students, PAI teachers, and the school principal. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive method, which consists of data reduction, data presentation, and conclusion drawing. The results of the study indicate that students utilize gadgets as a source of information literacy regarding PAI learning, although they are still often distracted by digital entertainment. Students’ ability to evaluate and select religious information using gadgets is moderate. That is, some students can distinguish relevant and appropriate information for PAI learning, but they are not yet fully critical in assessing the credibility of sources. The availability of devices, school internet access, and teacher guidance serve as supporting factors. Meanwhile, social media distractions, a lack of supervision, and low religious digital literacy act as inhibiting factors. Artikel ini bertujuan mengkaji pemanfaatan Gadget sebagai sumber literasi informasi siswa kelas VIII dalam pembelajaran Pendidikan Agama Islam (PAI) di Sekolah Menengah Pertama (SMP) Islam Telukjambe Barat Kabupaten Karawang. Artikel menggunakan pendekatan kualitatif. Subjek penelitian adalah siswa kelas VIII, guru PAI, dan Kepala Sekolah. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis dengan metode interaktif Miles dan Huberman yang terdiri dari reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Gadget dimanfaatkan siswa sebagai sumber literasi informasi tentang pembelajaran PAI, meskipun masih sering terdistraksi oleh hiburan digital. Kemampuan siswa dalam mengevaluasi dan memilih informasi keagamaan melalui Gadget berada pada tingkat sedang. Yaitu sebagian siswa mampu membedakan informasi yang relevan dan sesuai dengan pembelajaran PAI, tetapi belum sepenuhnya kritis dalam menilai kredibilitas sumber. Ketersediaan perangkat, akses internet sekolah, dan arahan guru menjadi faktor pendukung. Sedangkan distraksi media sosial, kurangnya pengawasan, dan rendahnya literasi digital keagamaan menjadi faktor penghambat. Kata Kunci :  Gadget; Pembelajaran PAI; Pendidikan Agama Islam; Teknologi Pendidikan.

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