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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 210 Documents
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ANECDOTES AS AN INSTRUMENT OF ISLAMIC RELIGIOUS EDUCATION ASSESSMENT OF AFFECTIVE ABILITIES OF STATE ELEMENTARY Aulia, Ridha; Putri, Rasyidah Ratna; Musaddad, Anwar; Efendi, Zarkasi; Jaelani, Lalu Kholid
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i1.10768

Abstract

Non-test assessment is very important to do, especially for effective assessment of students. Affective assessment is closely related to the attitude of students, one of the affective domain assessment instruments that can be used is anecdotal records. The research method used in this study uses a qualitative research approach through case studies, the research method centers on adjusting aspects of affective assessment including receiving, responding, assessing, organizing, and characterizing. The results showed that in the implementation of the anecdotal note instrument based on teacher observation observations were only limited to what was seen in the classroom and the school environment, the affective abilities of students slowly increased along with the level and were also supported by the results of teacher reports.
TRANSFORMING ISLAMIC EDUCATION THROUGH E-LEARNING AND DIGITAL PLATFORMS: IMPROVING TEACHING, LEARNING, AND STUDENT ENGAGEMENT Habibi, Habibullah; Nadry, Zabihullah; Popal, Zekrullah; Ahmadi, Habibullah
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i1.12636

Abstract

This study aimed to explore the awareness, attitudes, and usage of e-learning platforms among Islamic education teachers and students, focusing on how digital tools influence teaching effectiveness and student engagement. A cross-sectional survey was conducted with 100 participants from the Education Faculty of Kabul University. Data were collected using a structured questionnaire covering demographic information, digital literacy, awareness of e-learning tools, attitudes toward digital learning, and frequency of platform usage. Descriptive statistics, cross-tabulation, and correlation analyses were employed to examine relationships between demographic factors and digital platform engagement. The results reveal high levels of awareness and positive attitudes toward e-learning among both teachers and students. Participants recognized the potential of digital platforms to improve learning outcomes and increase engagement. However, challenges such as limited internet access, lack of adequate training, and device shortages were identified as barriers to effective implementation. The study highlights the necessity of integrating technology with traditional teaching methods to maximize educational benefits. The findings implied that digital platforms can significantly transform Islamic education by enhancing engagement, learning efficiency, and accessibility. To ensure successful integration, strategic efforts were required in providing training, improving infrastructure, and adopting blended learning approaches.
THE IMPACT OF AL-ISLAM AND MUHAMMADIYAH LEARNING FRAMED BY RELIGIOUS MODERATION ON ADOLESCENT RESILIENCE Hernawati, Hernawati; Supala, Supala
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i1.11192

Abstract

This study aims to analyze the influence of Al-Islam and Muhammadiyahan (AIK) learning based on religious moderation on adolescent resilience in Muhammadiyah High School. This study uses a quantitative approach with an explanatory research design. The research sample consisted of 100 students in grades XI and XII who were selected through purposive sampling techniques. Data were collected using questionnaires that measured two main variables: AIK learning based on religious moderation and adolescent resilience. The results showed that AIK learning based on religious moderation had a positive and significant influence on adolescent resilience, with a regression coefficient value of 0.671 and significance (p) of 0.000. The AIK learning variable based on religious moderation was able to explain 39.1% of the variation in the level of student resilience. These findings confirm that AIK learning that prioritizes the values of religious moderation contributes to the formation of resilient and resilient adolescent characters in facing life's challenges. Therefore, strengthening AIK learning based on religious moderation is very important to be applied in education to support the formation of a young generation that is not only faithful, but also able to adapt to complex social and psychological dynamics
MODERNIZATION OF ISLAMIC RELIGIOUS EDUCATION IN MADRASAH: BALANCING RELIGIOUS KNOWLEDGE AND SCIENCE Hatija, Muna; In’am, Akhsanul; Khozin, Khozin; Faridi, Faridi
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 1 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i1.11505

Abstract

This study aimed to analyze the strategy of modernizing Islamic religious education in madrasas to integrate religious knowledge and science, identify its implementation challenges, and examine its impact on students. Using a qualitative approach with a case study at MAN Palopo, the study involved principals, teachers, education personnel, madrasa committees, and grade XI IPA students. The results indicated that modernization was achieved by integrating Islamic and science curricula, project-based learning (PjBL) methods, and contextual approaches. The main challenges included limited interdisciplinary human resources, minimal technological infrastructure, educators and community resistance, and a lack of supporting regulations. This modernization positively impacted improving students’ scientific understanding, critical thinking, academic achievement, and religious awareness. The study recommended interdisciplinary training for teachers, technological infrastructure development, and flexibility of integration-based curricula. The implications of this research highlight that the modernization of Islamic religious education can serve as a model for other madrasas, encouraging policymakers to design more supportive regulations and enabling schools to balance faith-based values with scientific literacy in preparing students for global challenges.
ETHNOPEDAGOGY: INTEGRATING BUGIS LOCAL WISDOM INTO ISLAMIC EDUCATION TO FOSTER TOLERANCE AMONG PRIMARY SCHOOL STUDENTS Darwis, Andi Nurul Hafiza; Marhani, Marhani; Bahtiar, Bahtiar; Efendy, Rustan
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 2 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i2.13081

Abstract

This study aimed to explore the integration of local wisdom into Islamic Religious Education (IRE) at SDN 43 Malino, focusing on how local Bugis values and Islamic teachings can foster tolerance among students. This study applied a qualitative approach with a case study research design. Using semi-structured interviews, participatory observation, and documentation to collect data from informants including the school principal, Islamic Education teachers, classroom teachers, and students. Findings indicated that integrating cultural values such as Mapatabe' (respect for parents), Gotong Royong (helping each other or working together), and Sipakatau' (mutual respect) shapes Islamic Religious Education (IRE) in teaching related to student tolerance. Activities such as communal prayers, Maulid celebrations, and traditional dances contribute to instilling values of respect and inclusivity. This study suggested that the integration of local culture with religious education plays an important role in shaping social behaviour and creating an inclusive and tolerant school environment. Cooperation between schools and parents was also crucial in supporting this educational approach, emphasising the importance of integrating local wisdom and ethnopedagogy into the educational framework to build tolerance and character in students. This research had implications for the development of more inclusive educational practices, highlighting the importance of ethnopedagogical methods in promoting social cohesion and tolerance in diverse educational environments.
THE EFFECTIVENESS OF THE GAMIFICATION-BASED JOYFUL LEARNING APPROACH IN IMPROVING ASMAUL HUSNA UNDERSTANDING Nisa, Nurun; Asdiana, Asdiana; Maisarah, Maisarah
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 2 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i2.12807

Abstract

This study aimed to analyze the effectiveness of gamification-based Joyful Learning in improving the understanding of Asmaul Husna. This study used a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The subjects of the study were 62 grade VII students at one of the Deli Serdang State Junior High Schools which were divided into experimental and control classes. Data were obtained through comprehension tests (pre-test and post-test), motivation questionnaires, and observations. The results showed that the average post-test score of the experimental class (82.3; SD = 6.4) was higher than the control class (74.1; SD = 7.1). The motivation score of students in the experimental class (M = 46.3) was also higher than that of the control class (M = 42.2). Independent t-tests showed significant differences (p < 0.05). These findings proved that gamification-based Joyful Learning was effective in increasing students' understanding and learning motivation. Although limited in the number of samples and time, this study opened up opportunities for the development of gamification in islamic religious education learning.
PROBLEMS AND STRATEGIES OF LEARNING THE QUR'AN IN SCHOOLS: A COMPARATIVE ANALYSIS BETWEEN PUBLIC SCHOOLS AND ISLAMIC-BASED SCHOOLS Rahmania, Puput; Fakhruddin, Agus; Subakti, Ganjar Eka
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 2 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i2.13301

Abstract

This study aimsed to explore the fundamental problems encountered by teachers in teaching the Qur’an and to analyze these problematics through an integrative theoretical perspective. Employing a qualitative approach with a phenomenological design, data were collected through in-depth interviews with ten Islamic Religious Education teachers from elementary, junior high, and senior high schools in Bandung, Indonesia. The findings reveal several persistented problematics, including limited instructional time, students’ low initial ability to read the Qur’an, minimal parental involvement, heterogeneous student backgrounds, as well as weak student motivation and self-confidence. These problematics indicated that Qur’anic learning is influenced not only by classroom pedagogy but also by broader environmental, social, and psychological factors. Drawing on Bronfenbrenner’s Ecological Systems Theory, Bandura’s Social Learning Theory, and Self-Determination Theory, this study demonstrated that difficulties in Qur’anic learning emerge from complex interactions among family environments, social modeling processes, and students’ basic psychological needs. The implications of this study emphasized the need for holistic and ecosystem-based instructional strategies that strengthen home–school collaboration, provide observable role models, and support students’ motivation and self-confidence in learning the Qur’an. These findings offered valuable insights for teachers, school leaders, and policymakers in improving the quality of Qur’anic instruction in formal education
A COMPARATIVE ANALYSIS OF THE RELATIONSHIP BETWEEN PARENTING STYLES AND STUDENTS’ MORALITY Yuliansyah, Hafidz; Hidayah, Nurul; Azka, Zumratul; Ichsan, Ichsan; Sibawaihi, Sibawaihi
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 2 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i2.11398

Abstract

This study aimed to analyze the influence of parenting styles on student morality at Madrasah Mu’allimin Yogyakarta, addressing the gap in empirical research regarding the causal relationship between parental approaches and moral development in Islamic educational settings. Employing a comparative quantitative design, the research compared the effects of democratic, authoritarian, and permissive parenting styles on the moral character of 12th-grade students. Data were collected through standardized questionnaires and analyzed using descriptive statistics, normality and homogeneity tests, one-way ANOVA, and Tukey HSD post-hoc analysis. The findings revealed that students raised with a democratic parenting style exhibit the highest mean moral scores, followed by those with authoritarian and permissive backgrounds. Statistical analysis confirmed a significant difference in moral outcomes between democratic and permissive parenting styles (p < 0.05), while differences between democratic-authoritarian and authoritarian-permissive styles were not statistically significant. The democratic style’s effectiveness was attributed to its balance of emotional support and rational behavioral expectations, fostering internalization of moral values and student autonomy. Conversely, permissive parenting correlated with weaker moral boundaries, and authoritarian approaches rely on obedience without deep moral comprehension. These results underscored the critical role of parenting in shaping student morality, highlighting the democratic style as the most conducive to moral development. Implication of this study that parents and educational institutions prioritized democratic parenting strategies to nurture morally upright future generations, with implications for policy and parental education programs in Islamic schools.
THE SYNTHESIS OF SUFISM AND SOCIAL-EMOTIONAL LEARNING (SEL): STRENGTHENING STUDENT LEADERSHIP RESILIENCE IN MARGINALIZED 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 context of structural poverty by integrating Sufism, mindfulness, and Social Emotional Learning (SEL) to strengthen students’ mental leadership resilience. The research uses a qualitative approach with a case study design and data analysis based on the Miles and Huberman model. The findings reveal that economic inequality has a multidimensional impact, hindering not only economic and social access but also affecting the mental health and educational quality of madrasah students. Despite living in fertile, resource-rich areas, many farmers still live in structural poverty, affecting their younger generations. Madrasah responds to this situation by developing mental resilience-based learning that integrates the values of Sufism, mindfulness, positive psychology, and SEL. However, these efforts are limited by the lack of professionals, inadequate infrastructure, and negative stigma from the community towards mental health issues. The implications of this study provide a basis for developing more holistic and context-specific educational policies and psychosocial interventions, particularly in disadvantaged areas. Additionally, this study offers key recommendations for collaboration among the government, educational institutions, and the community to build support systems that enhance students’ emotional and mental resilience, breaking the cycle of poverty and inequality sustainably.
SELF-EFFICACY AS A PREDICTOR OF STUDENTS’ QUR’ANIC MEMORIZATION ACHIEVEMENT THROUGH THE SIMA’AN AND TALAQQI METHODS Ariyani, Nili; Ajahari, Ajahari; Abdullah, Abdullah
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 9, No 2 (2025)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v9i2.13520

Abstract

This study aimed to examine the role of self-efficacy as a predictor of students’ Qur’anic memorization success through the implementation of the Sima’an and Talaqqi methods at Hidayatul Insan Islamic Boarding School, Palangka Raya. Employing a mixed-methods approach with a convergent parallel design, data were collected from 35 active tahfidz students through observations, semi-structured interviews, documentation, and a Likert-scale questionnaire consisting of 21 items. Quantitative data were analyzed using correlation and regression tests, while qualitative data were examined through thematic analysis to strengthen the interpretation of statistical findings.The results indicated that self-efficacy had a strong and significant relationship with Qur’anic memorization success (r = 0.731; p < 0.001), as did the implementation of the Sima’an–Talaqqi method (r = 0.756; p < 0.001). Regression analysis confirmed that both variables significantly predict memorization achievement, with the Sima’an–Talaqqi method contributing the strongest effect. Qualitative findings further revealed that students with high self-efficacy demonstrated greater confidence, persistence, and consistency in conducting murāja‘ah, while structured repetition and direct supervision through Sima’an and Talaqqi enhanced memorization accuracy and stability.These findings implied that successful tahfidz learning required the integration of psychological readiness and systematic instructional methods. Islamic boarding schools were therefore encouraged to strengthen students’ self-efficacy alongside the consistent implementation of Sima’an and Talaqqi to optimize Qur’anic memorization outcomes.

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