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Fathor Rozi
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EduReligia : Jurnal Pendidikan Agama Islam
Published by Universitas Nurul Jadid
ISSN : 25494821     EISSN : 25795694     DOI : https://doi.org/10.33650/edureligia.v6i1
Core Subject : Education, Social,
Education Social Sciences
Edureligia : Jurnal Pendidikan Agama Islam is published by Islamic Faculty of Nurul Jadid University, with its main aim to spread critical and original analysis from researchers and academic practitioners on various contemporary educational issues. This journal encompasses research articles, original research report, reviews in Islamic education in any fields including: 1) Islamic Education, 2) Teaching and Learning Strategy, 3) Curriculum, 4) Learning Method, 5) Instructional Technology, 6) Strengthening education science, 7) Learning Environment, 8) Teacher Education, 9) Educational Technology, 10) Learning Assessment, 11) Education Development, etc. This journal focused on various contemporary educational issues such as learning discourse and contemporary educational issues
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Search results for , issue "Vol 10, No 1 (2026)" : 14 Documents clear
DEVELOPING STUDENTS' SPIRITUALITY: ANALYSIS OF THE VALUES OF BELIEF AND MORALITY IN THE BOOK OF AL-HIKAM Ansori, Muhamad Ansori; Zulfamanna, Zulfamanna; S, Muh. Dzihab Aminudin; Azmi, Muhamad; Suhadi, Suhadi
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.12497

Abstract

This study aimed to explore the values of aqidah (Islamic creed) and akhlaq (morality) in Ibn 'Athaillah Assakandari’s Al-Hikam and their role in the spiritual and moral development of contemporary adolescents. Using a qualitative descriptive-analytical approach, data were collected through in-depth interviews with ten purposively selected students actively engaged in Islamic spiritual activities. The findings indicated that key teachings from Al-Hikam including tawhid (divine unity), sincerity, self-reflection (muhasabah), patience, and ma‘rifatullah (gnosis of God) facilitate spiritual transformation by enhancing emotional resilience, moral stability, and a deeper sense of purpose. The study indicated that Sufi-based soul development, as presented in Al-Hikam, offered a relevant and effective pedagogical framework for addressing the psychological and moral challenges of youth in a globalized, digital era. The implications of this study highlight that integrating classical Sufi teachings into formal and non-formal education can enhance not only religious understanding but also emotional resilience, social responsibility, and ethical decision-making among adolescents.
DETERMINANTS OF GRADUATES’ COMPETITIVENESS: RELIGIOUS CHARACTER, DUAL EDUCATION, AND ICT COMPETENCE Enggal, Dwi; Haris, Abd.; Shonhadji, Shonhadji
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.13209

Abstract

This study aimed to analyze the influence of religious character education, dual system education, and ICT mastery on the competitiveness of vocational high school graduates. The approach used was a mixed methods with an Explanatory Sequential Design. The quantitative stage was conducted on a sample of 120 graduates from a population of 250 people, analyzed using SEM-PLS. The qualitative stage was conducted through in-depth interviews with productive teachers, graduates, and IDUKA. Data were analyzed thematically using the Miles, Huberman, and Saldana approach, and assisted by NVivo 15 through Project Map, Treemap, Sunburst, and Word Cloud visualizations to strengthen meta-inference. The quantitative results showed that all variables have a significant effect on competitiveness. PSG had the largest direct effect (β = 0.209), as well as an indirect effect through ICT mastery (β = 0.112). ICT mastery also acted as a strong mediating variable (β = 0.288), while religious character education also had a significant influence (β = 0.243). These findings confirmed that religious values such as honesty and responsibility are the foundation of a professional work ethic; PSG served as a medium for shaping work attitudes through direct experience; and ICT mastery was considered a key adaptive skill in the digital era. This study demonstrated the implications of the competitiveness of graduates formed from the synergy between moral values, vocational experience, and digital skills. This study provided theoretical and practical contributions by expanding the theories of character education (Lickona), experiential learning (Kolb), and digital literacy (Gilster and UNESCO ICT-CFT) towards the profile of 21st-century graduates who were religious, productive, and adaptive.
CURRICULUM RECONSTRUCTION FOR AI-BASED ISLAMIC RELIGIOUS EDUCATION IN THE SOCIETY 5.0 ERA AT MADRASAH Mukhsin, Mukhsin; Mutaqin, Ade Zaenul; Saway, Muhammad Hijrah M; Kiki, Kiki; Hamid, Abdul
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.12012

Abstract

This study aims to address the urgency of reconstructing the Islamic Religious Education (IRE) curriculum based on Artificial Intelligence (AI) and aims to develop a comprehensive framework that aligns with the digital needs of students in the era of Society 5.0. This study uses a qualitative approach with a case study type involving 19 informants consisting of IRE teachers, students, Deputy Heads of Curriculum, and Madrasah Principals. Data were collected through semi-structured interviews, classroom observations, and document analysis, then analyzed using the Braun and Clarke thematic analysis framework with validation through triangulation and member checking. The results of the study indicate that the previous IRE curriculum, which focused on memorization and teacher-centered teaching, created a significant gap between students' cognitive knowledge and their ability to apply Islamic values in a digital context. The proposed AI-based curriculum reconstruction includes three interrelated components: Basic Analysis (evaluating the previous curriculum gaps and AI resource needs), Pedagogical Transformation (redesigning methods through a blended learning model), and Systemic Integration (AI-based implementation strategies and evaluation systems). Ongoing challenges include teachers' limited AI competency, inadequate infrastructure, and ethical concerns regarding the preservation of Islamic values. This model offers a scalable blueprint for madrasas navigating digital transformation while preserving the spiritual essence of Islamic education in the era of Society 5.0.
ISLAMIC MORAL HABITUATION AND ITS EFFECT ON SELF-CONTROL AND MORAL RESPONSIBILITY AMONG PRIMARY STUDENTS Putra, Purniadi; Salim, Nur Agus; Rais, Rinovian; Karmila, Wati; Firmansyah, Firmansyah
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14636

Abstract

This study aimed to examine the effect of Islamic moral habituation programs on the development of self-control and moral responsibility among primary school students in Sambas Regency, West Kalimantan, Indonesia. This study employed a quantitative survey design. Data analysis used Structural Equation Modeling with Partial Least Squares (PLS-SEM) through SmartPLS 4. The study involved 200 students from Grades 4 and 5 across six Islamic primary schools. Three latent variables consisted of Islamic moral habituation (exogenous; 7 dimensions, 24 items), self-control (first endogenous; 5 dimensions, 20 items), and moral responsibility (second endogenous; 5 dimensions, 25 items). The structural model revealed that Islamic moral habituation had a significant positive effect on self-control (β = 0.469, t = 7.44, p < 0.001) and on moral responsibility (β = 0.542, t = 7.953, p < 0.001). The model demonstrated predictive relevance (Q² = 0.191 and 0.262) and explanatory power (R² = 0.22 and 0.294) with acceptable model fit (SRMR = 0.071). These findings confirmed that structured Islamic moral habituation served as a meaningful predictor of character development outcomes among primary school learners. The implication of this finding is that Islamic moral habits are effective in increasing students' self-control and responsibility, so they need to be implemented routinely by teachers as an important part of character education in Islamic primary schools.
KEY ROLES OF FEMALE ULAMA IN DEVELOPING MULTICULTURAL ISLAMIC EDUCATION IN MANADO, INDONESIA Salim, Arhanuddin; Lundeto, Adri; Idris, Muh; Amiruddin, Amiruddin; Mantu, Rahman
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14437

Abstract

This study aimed to examine the key roles of female ulama in developing multicultural Islamic education in Manado City, North Sulawesi, Indonesia, where Muslims live as a religious minority within a Christian-majority society. This research employed a qualitative case study approach to explore the educational practices of female religious leaders in community settings. Data were collected through in-depth interviews with fifteen female ulama, participant observation of religious learning activities, and document analysis of teaching materials and digital da‘wah content. The findings indicated that female ulama played significant roles as community-based Islamic educators who construct persuasive and contextual religious authority within non-formal educational spaces. Their educational activities were conducted through Qur’anic study circles, women’s religious gatherings (majelis taklim), family and parenting education, digital religious teaching, and participation in community interaction. These practices promote values of religious moderation, tolerance, civic responsibility, and social harmony in a multicultural environment. The study also showed that female ulama actively responded to conservative and exclusive religious narratives by providing contextual explanations and encouraging reflective understanding of Islamic teachings. The findings implied that female religious educators played an important role in strengthening inclusive Islamic education and promoting social harmony in minority Muslim contexts.
THE EDUCATOR'S ETHICAL COMPASS APPROACH: A MORAL NAVIGATOR IN DEVELOPING STUDENTS' EMOTIONAL-SPIRITUAL QUOTIENT Usman, Mohammad
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14514

Abstract

This study aimed to analyze the role of teachers as moral navigators through an ethical compass approach in fostering students' emotional spiritual quotient (ESQ). The research method used was descriptive qualitative with a case study type. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation studies. Data analysis applied the Miles and Huberman model which included data reduction, data presentation, and drawing conclusions, while data validity was guaranteed through source and technical triangulation techniques. The findings indicated that ESQ development is carried out through three integrative steps: Modeling (exemplary calibration) which provided visual logic based on integrity and sirah; Coaching (emotional navigation) which honed empathy and self-control (EQ); and Meaning Making (activation of spiritual meaning) which connected actions with transcendental values (SQ). The implementation of these three steps successfully transformed student motivation from mere compliance with rules to inner awareness, which is manifested in concrete actions such as charity, infaq, and sincere social concern. The implications of this study emphasized that the success of character education was highly dependent on the teacher's capacity to align intellectual, emotional, and spiritual aspects simultaneously. Teachers no longer played the role of mere material instructors, but rather as a life compass that guided students to have strong internal moral navigation amidst the dynamics of the times.
RESPONSIVE EVALUATION OF INCLUSIVE ISLAMIC RELIGIOUS EDUCATION FOR CHILDREN WITH DISABILITIES IN SPECIAL SCHOOLS Karnadi, Karnadi; Istiyani, Dwi; Nasikhin, Nasikhin; Waliyadin, Waliyadin
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.13906

Abstract

This study aims to analyze how religious education for children with disabilities is implemented in Islamic educational institutions to support students' spiritual development, using Stake's Responsive Evaluation Model. Despite the global expansion of inclusive education, religious learning for students with disabilities remains underdeveloped, particularly in terms of adaptive pedagogy and contextual learning approaches. Existing practices often rely on generic teaching models that do not adequately address diverse learning needs, thus limiting students' engagement and spiritual development. The study employed a qualitative case study approach utilizing in-depth interviews, participant observation, and document analysis. Data were analyzed using an interactive model and interpreted through a Responsive Evaluation framework that focuses on antecedents, transactions, and outcomes. Findings revealed that an integrative model of inclusive religious education emerged through the alignment of accessible learning environments and adaptive pedagogy. Adaptive pedagogical interactions served as a mediating mechanism, enhancing student engagement and understanding through simplified language, repetition, and multisensory strategies. Students' spiritual development was primarily fostered through experiential and contextual learning, which enabled the internalization of meaningful religious values. The research findings advance inclusive Islamic education by proposing a comprehensive framework that integrates environmental, pedagogical, and experiential dimensions
DIGITAL PARENTAL DELEGATION IN ISLAMIC EDUCATION FOR CHILDREN: MILLENNIAL MOTHERS' PRACTICES IN RURAL INDONESIA IN UTILIZING ELECTRONIC MEDIA Ruswan, Ruswan; Raharjo, Raharjo; Ismail, Ismail
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14789

Abstract

This study aimed to analyze the practice  of digital parental delegation in Islamic education for children carried out by parents of millennial generation. The research uses a qualitative approach with phenomenological design to understand the experiences and meanings constructed by parents in digital-based religious parenting practices. Data were collected through unstructured in-depth interviews and participatory observations, then analyzed using an interactive analysis model developed by Matthew B. Miles and A. Michael Huberman. The results of the study showed that the practice of digital parental delegation in Islamic education carried out by millennial parents’ in Sangubanyu Village, Batang Regency, reflects the transformation of religious parenting patterns in contemporary Muslim families. Parents’ no longer fully position themselves as the main source of religious knowledge, but use digital media as pedagogical partners in the process of children's religious learning. This delegation emerged as an adaptive response to time constraints, the demands of domestic and public roles, and the doubts of some parents’ about their own religious literacy. In the perspective of Social Learning Theory, digital devices serve as new religious socialization agents that strengthen memory, encourage imitation of religious behavior, and increase motivation for independent learning. Nevertheless, the findings of the study also showed a subtle shift in the authority of religious education in the family, where the role of parents is beginning to share space with algorithms, content creators, and digital platforms.
THE HOLISTIC EDUCATION MODEL AS A FRAMEWORK FOR SUSTAINABLE LEARNING IN MODERN EDUCATIONAL SYSTEMS Muzaki, Iqbal Amar; Amirudin, Amirudin; Zahro, Fatimah Az; Sobarie, Nur
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14723

Abstract

This study aimed to analyze and explain the holistic education paradigm at Islamic Boarding School, with a focus on the implementation of a sustainable modern education model based on spiritual values. This study used a descriptive qualitative approach involving Al-Bahjah lecturers as informants, as well as collecting data through in-depth interviews, observation, and documentation. Data analysis was conducted using the Miles and Huberman technique, which included data reduction, data presentation, and conclusion drawing and verification, accompanied by source triangulation to test data validity. The results showed that Al-Bahjah Islamic Boarding School implements an educational pattern that balances religious knowledge mastery, academic competency development, and selective technology utilization based on morals. This strategy was realized through internal empowerment, the involvement of external experts, and the application of student-centered learning that fosters the independence of students. This study concluded that Islamic boarding schools had the capacity to serve as holistic education models that were able to adapt to modernity while maintaining their spiritual values as the main foundation of Islamic education. These findings indicated that the holistic education model applied at Al-Bahjah provided a meaningful framework for integrating tradition and modernity in Islamic education. Practically, this study highlighted the importance of character-based technology integration and continuous teacher development as key strategies to ensure the sustainability and relevance of Islamic education in the digital era.
ENHANCING SOCIAL STUDIES LEARNING OUTCOMES THROUGH PROBLEM-BASED LEARNING IN AN ISLAMIC INTEGRATED ELEMENTARY SCHOOL Satria, Irwan; Aryati, Aziza; Asvio, Nova; Asad, Muhammad Mujtaba
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14748

Abstract

This study aimed to investigate the influence of spiritual motivation and institutional support on teaching efficacy among volunteer teachers in pesantren across Jambi Province, Indonesia. A cross-sectional survey design was employed, involving 218 volunteer teachers from 24 pesantren. Data were collected using adapted instruments measuring spiritual motivation, perceived institutional support, basic psychological needs satisfaction (autonomy, competence, relatedness), and teaching efficacy. Structural equation modeling (SEM) with partial least squares (PLS-SEM) was used for data analysis. The results reveal that spiritual motivation significantly and positively influenced teaching efficacy (β = 0.39, p < 0.001), both directly and through the mediation of satisfaction of basic psychological needs. Institutional support also exerted a significant positive effect on teaching efficacy (β = 0.31, p < 0.001), primarily mediated by the satisfaction of competence and relatedness needs. The interaction between spiritual motivation and institutional support produced a synergistic effect that enhances the fulfillment of all three basic psychological needs. These findings extended SDT by demonstrating that spiritually grounded intrinsic motivation, when coupled with structured institutional support, creates an optimal motivational ecology for volunteer teachers in faith-based educational settings. The implications of this study indicated that PBL can be used as an effective alternative learning model to improve students’ learning outcomes and social attitudes in Islamic integrated elementary schools

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