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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 236 Documents
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MANAGEMENT PRACTICES AND ISLAMIC ENTREPRENEURIAL LEADERSHIP: ORGANIZATIONAL EFFECTIVENESS IN ISLAMIC HIGHER EDUCATION Heru Setiawan; Mohd Kasturi Nor bin Abd Aziz; Irwan Fathurrochman; Zulhimma Zulhimma; Mona Novita
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.v10i1.15291

Abstract

This study aimed to investigate the role of management practices and Islamic Entrepreneurial Leadership in enhancing organizational effectiveness of Islamic educational institutions in Indonesia, with Islamic work ethic as an additional predictor variable. The research employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the SEMinR package. Data were collected through structured questionnaires distributed to 250 lecturers at Perguruan Tinggi Keagamaan Islam Swasta (PTKIS) across Indonesia, yielding 218 valid responses. The measurement model demonstrated excellent reliability (Cronbach’s Alpha > 0.86) and validity (AVE > 0.71) for all constructs. The structural model revealed that Islamic work ethic (β = 0.756, t = 32.575) and Islamic Entrepreneurial Leadership (β = 0.744, t = 24.473) significantly and positively influence organizational effectiveness, while management practices exhibited a significant negative effect (β = -0.508, t = -24.082). The model explained 99.25% of the variance in organizational effectiveness (R² = 0.9925). These findings suggest that Islamic educational institutions should prioritize cultivating Islamic work ethic values and developing Islamic Entrepreneurial Leadership capacity, while critically re-evaluating existing management practices that may be overly bureaucratic or misaligned with institutional goals. This study contributes to the limited empirical evidence on organizational effectiveness in the unique context of Islamic higher education institutions in Indonesia
DRIVING ACADEMIC ADVANTAGE THROUGH VALUES-BASED EMPLOYEE PERFORMANCE: THE INTERPLAY OF LEADERSHIP STYLE, WORK MOTIVATION, AND JOB SATISFACTION Hasnawati Hasnawati; Rahmad Hidayat; Najmi Diyana Lathifah; Sukatin Sukatin; Saifaldin Idris Onia
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.v10i1.14618

Abstract

This study aimed the relationships between leadership style, work motivation, job satisfaction, and value-based employee performance at the Faculty of Tarbiyah and Teacher Training. Value-based employee performance is a strategic concern in Islamic higher education because it supports academic service quality, administrative effectiveness, ethical service orientation, and institutional excellence. This study employed a quantitative descriptive-correlational survey design. The population consisted of all 48 faculty employees, including program chairs, educational support staff, cleaning personnel, and security personnel. Because the population was fewer than 100, total sampling was applied. Data were collected through a closed-ended questionnaire using a four-point Likert scale and analyzed using descriptive statistics, Pearson correlation, and the coefficient of determination. The findings show that leadership style was positively and significantly associated with value-based employee performance (r = 0.379; p = 0.008). Work motivation also showed a positive and significant association with value-based employee performance (r = 0.421; p = 0.003). Job satisfaction had the strongest positive correlation with value-based employee performance (r = 0.529; p = 0.000). The coefficient of determination was R² = 0.143, indicating that leadership style, work motivation, and job satisfaction collectively explained 14.3% of the variance in value-based employee performance. The implication of these findings is that enhancing value-based employee performance in Islamic higher education institutions requires participatory leadership, stronger motivational support, sustained job satisfaction, and an ethical service culture grounded in Islamic academic values.
TRANSFORMING TEACHER CAPACITY THROUGH PROFESSIONAL DEVELOPMENT, MOTIVATION, AND ORGANIZATIONAL SUPPORT Maria Ulfah; Achmadi Achmadi; Munawar Thoharudin
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.v9i2.14832

Abstract

This study examines teacher capacity transformation through professional development, work motivation, and organizational support in the context of 21st-century education. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the relationships among variables. Data were collected from economics teachers at senior high schools and vocational schools in Pontianak City who are members of the Subject Teacher Forum (MGMP). The results reveal that professional development exerts the strongest influence on teacher capacity transformation, followed by organizational support and work motivation. Work motivation partially mediates the relationship between organizational support and teacher capacity transformation but does not mediate the effect of professional development on teacher capacity transformation. These findings indicate that professional development is the primary driver of teacher capacity enhancement, while organizational support contributes both directly and indirectly through increased motivation. The study offers an integrated Human Resource Management (HRM)-based model and provides practical implications for educational policymakers in strengthening teacher development strategies.
FAMILY ROLE MODELING, PROJECT-BASED LEARNING, AND AUDIO-VISUAL MEDIA: ITS INFLUENCE ON ISLAMIC EDUCATION INTEREST AND ACHIEVEMENT Ahmad Fahmi; Abd Haris; Shonhadji Shonhadji
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (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.v10i2.14049

Abstract

The study aimed to analyze the influence of family role modeling education, the implementation of the Project-Based Learning method, and the use of audio-visual learning media on students’ learning interest and academic achievement. This research employed a quantitative approach using a survey design involving students from Islamic junior high schools in Gunung Sindur District, Bogor Regency. Data were collected through questionnaires developed based on indicators of the research variables and analyzed using Structural Equation Modeling based on Partial Least Squares to examine the relationships among variables in the proposed research model. The results indicate that family role modeling education, the Project-Based Learning method, and the use of audio-visual learning media have a positive and significant relationship with the improvement of students’ learning interest. Furthermore, students’ learning interest was found to contribute significantly to the improvement of their academic achievement in Islamic Religious Education. These findings demonstrate that the combination of family support, the implementation of project-based instructional strategies, and the use of engaging learning media can create a more interactive and effective learning experience for students. This study indicates to the development of educational practices by emphasizing the importance of synergy between the family environment, pedagogical innovation, and the use of educational technology in improving the quality of the learning process and students’ learning outcomes.
TOWARDS A TRANSFORMATIVE CIVIC EDUCATION MODEL: RECONSTRUCTING DEMOCRATIC CITIZENSHIP THROUGH UNIVERSITY–PESANTREN SYNERGY Abd. Rozak; Zaenul Slam; Otong Suhyanto; Yusran Ilyas; Ahmad Ta’rifin
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.v9i3.15025

Abstract

The increasing complexity of democracy in the Indonesian context requires the reconstruction of civic education that goes beyond the transmission of formal curriculum to a transformative formation process, especially in the ecological system of Islamic boarding schools. This study aims to reconstruct civic education in Indonesian student Islamic boarding schools through the development of a Transformative Citizenship Formation Model that explains how democratic citizenship is formed through the interaction between higher education and the pesantren environment. Using Constructivist Grounded Theory, this research was conducted at the Rahmaniyah Islamic Boarding School in Semarang, Indonesia. Data were collected through in-depth interviews with eight participants and participant observations, then analyzed through iterative coding, constant comparison, and theoretical integration based on Charmaz's constructivist approach. The findings of the study reveal that civic education is not formed through academic or religious spaces separately, but is reconstructed through a continuous negotiation process between the academic experience at UIN Walisongo Semarang and the formation of character in pesantren life. This process forms three main transformations: the integration of civic education through the synergy of universities-Islamic boarding schools, the negotiation of democratic citizenship in the two educational ecologies, and the transformation of Islamic-democratic values into Muslimah civic agency which is reflected in leadership, social participation, and community service. These findings contribute to building the idea that pesantren is not only a space for the reproduction of religious values, but also a space for the production of democratic citizenship through the encounter between faith, knowledge, and social responsibility. This study offers a Transformative Citizenship Formation Model to explain the process.
GLOBALLY STANDARDIZED ASSESSMENT OF RELIGIOUS MODERATION LITERACY IN PRIMARY EDUCATION: VALIDITY AND RELIABILITY EVIDENCE Tri Sutrisno; Neni Mariana; Nadi Suprapto; Suryanti Suryanti; Samar Solehan
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (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.v10i2.14519

Abstract

 Abstract: This study aimed to develop a valid and reliable assessment instrument for measuring religious moderation literacy in elementary schools. The research adopted Plomp’s development model, comprising three phases: preliminary research, prototyping, and assessment. The validity of the instrument was examined using two approaches: expert validation, assessing content, construct, and language, and empirical testing with 20 students at Cangkreng 1 Public Elementary School, Sumenep Regency, Indonesia. The results indicated that the developed assessment instrument, consisting of 12 essay items, was both valid and reliable. Content validity achieved a mean score of 3.65 (very high) with Cronbach’s alpha (α) = 0.88; construct validity averaged 3.56 (highly valid) with α = 0.87; and language aspects averaged 3.78 with α = 0.90, with an inter-rater agreement of 87%. In the limited field testing, all 12 items (Items 01–12) demonstrated Pearson correlations ranging from 0.738 to 0.954 with total scores (p < 0.001), indicating statistical significance. As all correlation coefficients exceeded the critical value (r table = 0.444; df = 18; α = 0.05), every item was considered valid for measuring religious moderation literacy among elementary school students. The overall reliability of the instrument reached α = 0.982 (very high). The developed instrument can serve as a valid and reliable tool for assessing religious moderation literacy in primary education. However, further evaluation of its effectiveness and development using alternative models is recommended
ALGORITHMIC PEDAGOGY IN ISLAMIC EDUCATION: THE SHIFT FROM SANAD AUTHORITY TO DIGITAL METRICS Anisatun Muthi’ah; Muhammad Faiq Hammam; Ahmed Abdul Malik; Asyifa Nadia Jasmine; Rachma Fadhila Usman
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (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.v10i2.14597

Abstract

This study aimed how the logic of ‘Algorithmic Pedagogy’ operates to disrupt sanad-based religious authority and alter the epistemic structure of Islamic education. Employing a qualitative digital inquiry approach, the unit of analysis encompasses popular digital da’wah channels, specifically on YouTube and Instagram. The criteria for selecting content and accounts were based on high visibility, follower influence, and platform representation. Data collection was conducted through non-participatory digital observation over a six-week period, from June 11 to July 20, 2025. Utilizing the concept of ‘Algorithmic Pedagogy’ for data analysis, the findings reveal that this logic operates within Islamic education through three primary mechanisms: (1) Epistemic Displacement, wherein legitimacy shifts from scholarly credentials to digital engagement metrics; (2) Affective Distillation, which reduces complex theological teachings into shallow, emotionally charged commodities; and (3) Structural Polarization, wherein algorithms amplify extreme narratives over moderate traditions to maximize user retention. This study argued that this pedagogical shift engenders a new regime of truth that privileges visual performativity over scholarly authenticity. Ultimately, this research underscored the urgent need for formal Islamic educational institutions to integrate critical algorithmic literacy into their curricula, thereby equipping the younger generation to counter digital polarization and affective manipulation.
TEACHING BALAGHAH AESTHETICS: PEDAGOGICAL NEGOTIATION OF MEANING IN TASYBIH AND MAJAZ AT ISLAMIC BOARDING SCHOOL Ekawati Ekawati; Untung Famuji; Irhamil Muthoharoh; Wilnan Fatahillah; Fathalla Mohamed Fathalla Zekaizak
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (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.v10i2.14749

Abstract

This study aimed to examine how educators teach the aesthetic concepts of Majaz (figurative language) and Tasybih (simile) through a process of negotiation of meaning. This qualitative research using a case study approach aims to analyze the pedagogical dynamics and learning trajectories of Balaghah at the Attaqwa Putra Islamic Boarding School. Data were collected through participatory classroom observation, in-depth interviews with teachers and students, and documentation of teaching materials and Pegon annotations. The results of the study had shown three main findings that are integrated into the Arabic rhetoric learning process. First, the selection and curation of teaching materials are carried out strategically through socio-cultural reconceptualization to bridge the gap between classical texts and the context of the lives of modern students. Second, the implementation of a layered learning strategy that combines inductive, deductive, analytical, and applicative approaches successfully facilitates the negotiation of meaning through scaffolding techniques and dialogic pauses. Third, the use of Socratic questioning techniques has been proven to accelerate the trajectory of students' cognitive maturity while fostering aesthetic sensitivity (dzauq) and intellectual satisfaction. The implications of this research confirm that the modernization of Arabic language learning in Islamic boarding schools does not have to eliminate local traditions such as sorogan and bandongan, but can be optimized as a pedagogical innovation based on Higher-Order Thinking Skills (HOTS) that fortifies students from textual literalism and supports the formation of a moderate religious character (Wasathiyyah).
QUR’ANIC LITERACY COMPETENCE OF ELEMENTARY TEACHERS: THE ROLE OF RELIGIOUS HABITUS AND SOCIAL CAPITAL Akhsanul Fuadi; Aida Hayani; Ahmad Salim; Hilalludin Hilalludin; Shada Al-Nomani
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (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.v10i2.14886

Abstract

This study aims to analyze the role of religious habitus and social capital in shaping Qur’anic literacy competence among Islamic Religious Education (PAI) teachers at the elementary school level in the Special Region of Yogyakarta. A qualitative multiple case study design was employed to capture in-depth and contextualized insights from several selected schools. Data were collected through in-depth interviews, classroom observations, and document analysis involving PAI teachers, school leaders, and supporting informants. Data analysis followed an interactive model, including data reduction, data display, and verification, with interpretation guided by a sociological framework. The findings reveal that Qur’anic literacy competence is not merely a technical skill but a socially constructed capacity shaped by the interaction between internalized religious dispositions and external relational networks. Teachers with strong religious habitus demonstrate higher fluency, confidence, and interpretative teaching practices, while social capital enhances competence through continuous learning and collaborative engagement. Variations in competence are closely linked to differences in formative experiences and access to supportive networks. The study contributes theoretically by integrating sociological perspectives into Islamic education, particularly in understanding teacher competence as a dynamic and relational process. Practical implications highlight the importance of strengthening religious habitus and expanding social capital through institutional support and professional learning communities. These findings suggest that sustainable improvement in Qur’anic literacy competence requires a holistic approach that aligns individual, social, and institutional dimensions.
SCIENTIFIC CREATIVITY PROJECT-BASED LEARNING FOR TECHNOLOGY-ORIENTED LEARNING: A VALIDITY AND PRACTICALITY ANALYSIS Dimas Arya Soeadyfa Fridyatama; Muhammad Roil Billad; Farid Baskoro; Wahyu Sasongko Putro; Delmio Ave Mara Gutteres de Sousa
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (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.v10i2.15551

Abstract

 Rapid technological transformation requires educational institutions to develop students’ scientific creativity, collaborative problem-solving, responsibility, and reflective reasoning skills in authentic learning environments. However, many students still experience difficulties in connecting scientific knowledge with real-world problem-solving and creative inquiry activities. This study aimed to evaluate the validity and practicality of the Scientific Creativity Project-Based Learning (SCPjBL) model as an instructional approach that integrates scientific creativity, collaborative inquiry, and character-oriented learning. The study employed research and development methodology involving 180 undergraduate students from two higher education institutions in Indonesia. Data were collected using validation sheets, observation instruments, questionnaires, and scientific creativity assessments. Three expert validators and four classroom observers participated in the evaluation process. The findings showed that the SCPjBL model achieved high validity, reliability, and practicality. The model obtained a validity percentage of 98.00%, while supporting learning tools and response questionnaires achieved 97.00% and 99.00%, respectively. Reliability analysis also demonstrated strong consistency with Cronbach’s Alpha of 0.85. Classroom observations indicated that the SCPjBL model effectively supported collaborative learning, scientific reasoning, reflective inquiry, and responsible project engagement. The findings suggest that SCPjBL can support scientific creativity, problem-solving, and character-oriented learning through authentic project-based educational activities. 

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