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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 5 Documents
 1 
Search results for , issue "Vol 9, No 3 (2025)" : 5 Documents clear
HOLISTIC ISLAMIC EDUCATION AMID STRUCTURAL POVERTY: INTEGRATING SUFISM, MINDFULNESS, AND SELF-SEL TO STRENGTHEN MENTAL RESILIENCE LEADERSHIP IN MADRASAHS Khoiri, Nur; Mashudi, Mashudi; Nasikhin, Nasikhin
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i3.11908

Abstract

this study aims to analyze the management of holistic islamic education in the midst of structural poverty based on the integration of sufism, mindfulness, and self-esteem (sel) to strengthen students' mental leadership resilience. The research uses a qualitative approach with a case study design, as well as data analysis based on the Miles and Huberman models. The findings of the study show that economic inequality has a multidimensional impact that not only hinders economic and social access, but also affects the mental health and quality of education of madrasah students. Despite living in fertile and resource-rich areas, many farmers still live in structural poverty that impacts their younger generations. Madrasah responds to this situation by developing mental resilience-based learning that integrates the values of Sufism, mindfulness, Positive Psychology, and Social Emotional Learning (SEL). However, these efforts are still limited by the lack of professionals, inadequate infrastructure, and negative stigma from the community towards mental health issues. The contribution of the findings of this research is as a basis for the development of more holistic and contextual education policies and psychosocial interventions, especially in disadvantaged areas. In addition, this study provides important recommendations on the need for collaboration between the government, educational institutions, and the community in building support systems that can increase the emotional and mental resilience of students, in order to break the chain of poverty and inequality in a sustainable manner
UNDERSTANDING TEACHER AND STUDENT PERCEPTIONS OF GAMIFIED LEARNING AND ITS IMPACT ON LEARNING MOTIVATION THROUGH THE WAYGROUND PLATFORM Pratiwi, Fithriyah Shofiana; Fauzi, Imron
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i3.12021

Abstract

This study aims to examine teacher and student perceptions of gamified learning and its influence on learning motivation in Islamic elementary school settings. The research employs a qualitative multiple-case study approach supported by descriptive quantitative data to explore how gamification is interpreted, experienced, and accepted by teachers and students. Data were collected through questionnaires, in-depth interviews, focus group discussions, classroom observations, and documentation. Thematic analysis based on the interactive model of Matthew B. Miles and A. Michael Huberman was used to identify key categories of perception and motivational change, while questionnaire data were analyzed descriptively to measure shifts in motivation levels. The findings reveal that teachers perceive gamified learning as a practical and engaging approach that facilitates instructional activities, enhances classroom interaction, and promotes active participation. Students report increased enjoyment, challenge, and curiosity, contributing to stronger intrinsic motivation as conceptualized in Self-Determination Theory. Quantitative results indicate a noticeable improvement in motivation scores following the implementation of gamified activities, supported by observable increases in student engagement. Nevertheless, several challenges were identified, including limited digital literacy among teachers and occasional technical constraints. Overall, this study underscores the significance of integrating gamification into Islamic elementary education and offers empirical insights into digital pedagogy, instructional media selection, and teacher readiness for technology-enhanced learning.
BEYOND MEMORIZATION: TRANSFORMING ISLAMIC RELIGIOUS EDUCATION THROUGH DEEP LEARNING IN INDONESIAN BORDER-AREA SCHOOLS Riswadi, Riswadi; Amrullah, Zen; Nisa, Wahdatun; Mubarak, Mubarak; Sali, Muhammad
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i3.11628

Abstract

This study aims to examine how a deep learning approach transforms Islamic Religious Education beyond memorization toward meaningful understanding and value internalization in Indonesian border-area schools. Using a qualitative case study design, data were collected through classroom observations, in-depth interviews with teachers, school leaders, and students, and analysis of instructional documents. The data were analyzed thematically to identify patterns of pedagogical change and value formation. The findings reveal that deep learning shifts Islamic Religious Education from surface-level content transmission to reflective, contextual, and dialogical meaning-making. Teachers’ roles evolve from knowledge transmitters to facilitators of inquiry and reflection, while students demonstrate greater engagement, critical thinking, and a deeper connection to Islamic values. The integration of students’ lived religious experiences strengthens the internalization of moral and spiritual values. The study implies that deep learning provides a transformative pedagogical framework for Islamic Religious Education, particularly in culturally diverse and peripheral contexts. It contributes to the theoretical expansion of deep learning discourse into faith-based education and offers practical guidance for developing reflective, student-centred Islamic Religious Education instruction.
FOSTERING ECOLOGICAL AWARENESS: THE ROLE OF ECOTHEOLOGY-BASED ISLAMIC EDUCATION IN HIGHER EDUCATION Kadi, Titi; Tamam, Badrut
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i3.12125

Abstract

This study aims to explore the integration of ecotheology into Islamic Religious Education (PAI) in higher education and its impact on strengthening students' ecological awareness. In Indonesia, the environmental crisis, driven by unchecked exploitation of natural resources, has become a pressing issue, and Islamic Religious Education plays a key role in shaping students’ attitudes toward environmental responsibility. A qualitative interpretive approach was adopted, employing a multisite design at universities. The research findings reveal that the curriculum integrates ecotheological values, with a focus on human dignity, ethical responsibility, and environmental stewardship. The learning process emphasizes active learning strategies, such as project- and problem-based learning, encouraging students to apply Islamic values to real-world environmental issues. The evaluation methods include diagnostic, formative, and summative assessments to measure students’ ecological knowledge and behavior. The study contributes to bridging religious education and ecological sustainability, proposing the need for more comprehensive curriculum reforms, faculty training, and policy support. Future research should expand to include more institutions and assess long-term behavioral impacts.
ADAPTIVE RELIGIOUS SKILLS: HOW TEACHER ACTUALIZE RUKHSAH IN TEACHING ISLAMIC PRAYER TO STUDENTS WITH DISABILITIES Saleh, Khairul; Fajri, Muhamad; Sabran, Sabran; Alansori, Habib Anwar
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 3 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i3.11640

Abstract

This study aims to analyze the strategies employed by Islamic Education (PAI) teachers in teaching Shalat to students with special needs in Special Education Schools (SLBs) in Samarinda. Inclusive education for students with disabilities requires specific strategies that accommodate their cognitive and physical challenges in religious education, particularly in the practice of Shalat. A qualitative phenomenological approach was used, gathering data through observations, documentation, and interviews with teachers and school principals. The study found that individualized strategies, such as repetition, visual aids, peer tutoring, and structured programs like Shalat Dhuha, are essential in supporting students' participation in prayer. Key challenges identified include difficulties in memorizing prayers, limited teacher resources, and space constraints in prayer rooms. However, the study also highlighted the importance of community involvement, particularly parents, and the use of adaptive materials like videos and digital applications. This research contributes to the field of inclusive Islamic education by offering insights into effective teaching methods for students with disabilities. It recommends continued teacher training in adaptive pedagogies and the need for systemic changes to support inclusive education

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