cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fathor Rozi
Contact Email
fathorrozi330@gmail.com
Phone
+6282335501167
Journal Mail Official
edureligia@gmail.com
Editorial Address
Karanganyar Paiton Probolinggo East Java, Indonesia, 67291
Location
Kab. probolinggo,
Jawa timur
INDONESIA
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 211 Documents
 18   19   20   21   22 
SPIRITUAL MOTIVATION AND INSTITUTIONAL SUPPORT: IMPACT ON VOLUNTEER TEACHER EFFICACY IN JAMBI’S BOARDING SCHOOL Mawardi, Mawardi; Munawar, Agil; Putri, Elza Eka; Hambali, Hambali; Ayob, Habibah Binti; Novita, Mona
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.v9i1.10719

Abstract

This study aimed to investigate the influence of spiritual motivation and institutional support on teaching efficacy among volunteer teachers in boarding school. A cross-sectional survey design was employed, involving 218 volunteer teachers from 24 boarding school. 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 revealed 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 enhanced 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.
PROFESSIONALISM AS AMANAH: THE ROLE OF ACADEMIC ORGANIZATIONS IN ENHANCING LECTURER COMPETENCE IN ISLAMIC HIGHER EDUCATION Ratnaningsih, Sita; Hady, Yazid; Hafizh, Afrizal Abdul
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.v9i2.11793

Abstract

This study aims to analyze how professional organizations contribute to the transformation of lecturer capacity development in PTKIN, examine their contribution to the implementation of the tridharma of higher education, and identify the challenges and opportunities they face. The study employed a mixed-methods design conducted from June to October 2024, involving lecturers from several PTKIN affiliated with PD-PGMI and PPMPI. Data were collected through in-depth interviews, questionnaire surveys, and document analysis. Qualitative data were analyzed thematically, while quantitative data were processed using descriptive statistics and integrated at the interpretation stage. The findings show that professional organizations function as academic platforms for professional learning, knowledge exchange, collaboration, publication support, and networking. Participation in these organizations strengthens teaching, research, publication, and broader academic engagement. However, their transformative role is constrained by limited funding, uneven participation, organizational capacity issues, and insufficient institutional support. This study concludes that professional organizations should be recognized as transformative academic infrastructures that connect individual lecturer development with broader institutional advancement in PTKIN.
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): IN PRESS
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): IN PRESS
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.
QAULAN-BASED COMMUNICATION IN ISLAMIC RELIGIOUS EDUCATION: THE ROLE OF MADRASAH LEADERSHIP AND INSTITUTIONAL CULTURE Aprianto, Iwan; Fauzi, Hairul; Al Faruq, M. Shoffa Saifillah; Harun, Makmur
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.v9i3.11937

Abstract

This study aimed to implement six Qur'an-based communication principles in Islamic Religious Education (PAI) learning at Madrasah Aliyah in Batanghari Regency, Jambi Province. Using a qualitative multi-site case study design, the research involved participants from each school principal and Islamic Education teacher with diverse accreditation (A, B, C). Data were collected through observation, interviews, and documentation, and analyzed using Miles, Huberman, and Saldaña's interactive model. Findings reveal that the three dimensions (madrasah leadership, institutional culture, and instructional practices work) synergistically to implement qaulan-based communication through integrity, harmony, and pedagogical effectiveness. Together, those created an integrative, humane, and transformative communication environment that strengthens students’ religious character and enhanced the quality of interactions within the madrasah. The implications of this study highlighted the importance of systematically integrating qaulan-based communication into educational policies, leadership practices, and classroom strategies to foster a humane and transformative learning environment.
RESPONSIVE EVALUATION OF INCLUSIVE ISLAMIC RELIGIOUS EDUCATION FOR CHILDREN WITH DISABILITIES IN SPECIAL SCHOOLS
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026): IN PRESS
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
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026): IN PRESS
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.
REFRAMING EDUCATION: INDIGENOUS VALUES-BASED PEDAGOGY FOR HOLISTIC DEVELOPMENT
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 8, No 2 (2024)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v8i2.11413

Abstract

This study aims to analyze the integration of local wisdom values into learning design and practices and examine their contribution to the holistic development of students. The study used a qualitative approach with data collection techniques through observation, interviews, and documentation. The results showed that indigenous values were systematically integrated into the learning process through planning, pedagogical interactions, and contextual learning activities. This integration has been shown to encourage character development, such as responsibility, respect, and ethical decision-making. In addition, learning based on local cultural practices provides authentic learning experiences through direct involvement in community activities and self-reflection, thus contributing to students' cognitive, emotional, social, and spiritual development. These findings confirm that learning based on local wisdom not only strengthens cultural identity but also creates a more meaningful and relevant learning process to real life. Thus, this study contributes to the development of a contextual, humanistic, and sustainable education model. The implications of the study indicate the importance of teachers' roles in integrating local values and creating reflective learning experiences, as well as the need for institutional support in building collaborations with cultural communities. This approach has the potential to be a strategic alternative in addressing educational challenges in the global era.
THE RESTITUTION TRIANGLE STRATEGY IN ESTABLISHING A SELF-DIRECTED LEARNING PARADIGM BASED ON ACTIVE AWARENESS
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.v9i2.14613

Abstract

This study aims to develop a Restitution Triangle Strategy as an innovative approach in building a Self-Directed Learning (SDL) paradigm with a focus on increasing students' active awareness. The problem faced is the low level of active awareness among learners in the learning process, which results in their limited ability to learn independently and a lack of attention to emotional, cognitive, and social aspects in conventional learning. The research method used is a qualitative study with a model development approach through observation, interviews, and literature study. The results of the study show that the restitution triangle strategy is able to construct students' active awareness, which contributes to the achievement of a more sustainable SDL paradigm. The application of this strategy harmoniously integrate psychological and pedagogical aspects in learning, which supports student learning independence. In addition, this study also found that educators need training to apply this strategy effectively. The implementation of this strategy also shows an increase in student participation and emotional involvement in learning. The use of this approach demonstrates the importance of learning management that prioritizes acknowledgement, reflection, and compensation. The implication of this study is the importance of applying the Restitution Triangle strategy in developing an active awareness-based Self-Directed Learning paradigm, which can increase student engagement in the learning process and encourage the development of independent skills in facing educational challenges.
THE HOLISTIC EDUCATION MODEL AS A FRAMEWORK FOR SUSTAINABLE LEARNING IN MODERN EDUCATIONAL SYSTEMS
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026): IN PRESS
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.

Page 21 of 22 | Total Record : 211

 18   19   20   21   22 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10, No 1 (2026): IN PRESS Vol 9, No 3 (2025) Vol 9, No 2 (2025) Vol 9, No 1 (2025) Vol 8, No 2 (2024) Vol 8, No 1 (2024) Vol 7, No 2 (2023) Vol 7, No 1 (2023) Vol 6, No 2 (2022) Vol 6, No 1 (2022) Vol 5, No 2 (2021) Vol 5, No 1 (2021) Vol 4, No 2 (2020) Vol 4, No 1 (2020) Vol 3, No 2 (2019) Vol 3, No 1 (2019) Vol 2, No 2 (2018) Vol 2, No 2 (2018): Desain Pembelajaran Inovatif Vol 2, No 1 (2018) Vol 2, No 1 (2018): Pendidikan Islam Nusantara Vol 1, No 2 (2017) Vol 1, No 2 (2017): Desain Pengembangan Kurikulum Vol 1, No 1 (2017): Internalisasi Pendidikan Agama Islam Vol 1, No 1 (2017) More Issue