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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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PERCEPTION OF THE AI USE: IN UNDERSTANDING ENGLISH ISLAMIC EDUCATION LITERATURES BY ISLAMIC EDUCATION STUDENTS Guntur Cahyono; Win Listyaningrum Arifin; Purnomo Purnomo
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.v10i2.14893

Abstract

 Abstract: This study aims to analyze the perception of the use of Artificial Intelligence (AI) in helping Islamic Education students (PAI) at PTKIN in Central Java to understand English-language Islamic education literature. The study used a quantitative approach, a survey method, and analyzed using the Technology Acceptance Model (TAM) modified with Computer Self-Efficacy (CSE) variables. The sample consisted of 100 PAI students from six State Islamic Religious Colleges (PTKIN) in Central Java. Partial Least Squares–Structural Equation Modeling (PLS-SEM) was used to analyze the data. The results showed that Computer Self-Efficacy had a significant effect on Perceived Ease of Use (t = 9.556; p < 0.001) and Perceived Usefulness (t = 5.912; p < 0.001). Perceived Ease of Use had a significant effect on Perceived Usefulness (t = 7.313; p < 0.001) and Attitude Toward Using (t = 5.108; p < 0.001). Perceived Usefulness also significantly influences Attitude Toward Using (t = 8.183; p < 0.001). Furthermore, Attitude Toward Using significantly influenced Behavioral Intention to Use (t = 9.095; p < 0.001), and Behavioral Intention to Use significantly influences Actual System Use (t = 16.280; p < 0.001). However, the effect of Perceived Usefulness on Behavioral Intention to Use is not significant (t = 1.623; p = 0.105). These findings confirm that technology confidence and the ease of use of AI are key factors in AI utilization among PAI students, highlighting important implications for promoting AI adoption in Islamic education contexts.
FOSTERING CRITICAL THINKING IN ISLAMIC EDUCATION THROUGH PROBLEM-BASED LEARNING IN THE MERDEKA CURRICULUM IMPLEMENTATION Defi Tri Mulyani; akil akil; Agus Susanto
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.v9i2.13115

Abstract

This study aimed to develop students’ critical thinking skills in Islamic education through the implementation of Problem-Based Learning (PBL) within the Merdeka Curriculum. This research used a qualitative approach with data collected through classroom observations, interviews, and documentation of learning activities. The results showed that In conclusion, the integration of the Problem-Based Learning model with religious moral values is empirically proven to significantly boost students' critical thinking and evaluative reasoning through the resolution of real-world social problems. Therefore, the implementation of these five instructional stages ranging from problem orientation to final reflection is highly recommended as a modern, effective framework for transforming character education in the digital age. These findings indicate the need for systematic support for teachers in developing PBL-based learning designs and assessment tools. Schools and policymakers are encouraged to provide professional development programs to strengthen teachers’ pedagogical competencies in implementing the Merdeka Curriculum. Overall, this study confirms that Problem-Based Learning supports the spirit of the Merdeka Curriculum by positioning students as active learners who think critically, reflectively, and contextually in accordance with Islamic values
PROJECT-BASED LEARNING, LEARNING STYLES, & CAMPUS ENVIRONMENT AS PREDICTORS OF PASSAGE PLANNING COMPREHENSION Bayu Yudho Baskoro; Rizal Rochmansyah; Langandriansyah Dwi Yatno; Syafni Yelvi Siska; Adhi Pratistha Silen
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.v10i2.14860

Abstract

This study investigates the effects of Project-Based Learning and learning styles on students’ comprehension of passage planning, with campus environment as a moderating variable. The research was conducted among Nautical Study Program students from Politeknik Pelayaran Sumatera Barat and Politeknik Ilmu Pelayaran Semarang, involving Semester 2 and Semester 4 students. A quantitative causal-comparative design was employed, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The sample consisted of 684 respondents selected through quota sampling. The results show that Project-Based Learning has a positive and significant effect on passage planning comprehension, learning styles also have a positive and significant effect, and campus environment directly influences passage planning comprehension. However, campus environment does not significantly moderate the relationship between Project-Based Learning and passage planning comprehension, nor between learning styles and passage planning comprehension. The findings indicate that active, student-centered learning and alignment with students’ preferred learning styles are important determinants of comprehension in maritime navigation learning. The study implies that maritime vocational institutions should strengthen project-based instructional strategies and provide learning experiences that accommodate diverse learning styles, while continuing to improve campus facilities and learning support systems to enhance students’ understanding of passage planning.
MUSLIM FAMILIES AND RELIGIOUS RESOURCES IN DEVELOPING PARENTAL ACCEPTANCE OF CHILDREN WITH DISABILITIES Suharsiwi Suharsiwi; Weny Savitry Pandia
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.v10i2.15046

Abstract

Parental acceptance is a crucial component of family adaptation and psychological well-being in families of children with disabilities. This study aims to examine the role of Muslim family environments and religious attitude (RA) in shaping parental acceptance of children with disabilities within a religiously embedded cultural context. Using a quantitative correlational design, data were collected from 77 parents of children with disabilities in Indonesia. The study focuses on key family-based factors, including parental understanding, social support, and Islamic religious beliefs as significant contributors to parental acceptance. The findings reveal that parental understanding (β = .34), Religious Attitude (RA) (β = .29), and social support (β = .25) significantly predict parental acceptance, jointly explaining 48% of the variance. These results indicate that parental acceptance is not solely determined by cognitive factors but is also shaped by social and faith-based resources within Muslim family environments. Islamic values, such as patience (ṣabr – صَبْر), gratitude (shukr – شُكْر), and trust in God (tawakkul – تَوَكُّل), provide meaningful frameworks that support parents in interpreting and accepting their child’s condition. The study implies that integrating Islamic values, strengthening parental understanding, and enhancing social support systems can contribute to more adaptive family processes and improved well-being among families of children with disabilities.
NEGOTIATING LEARNING AND ACADEMIC ADAPTATION IN INTEGRATIVE ISLAMIC HIGHER EDUCATION: EXPERIENCES OF THAI INTERNATIONAL STUDENTS IN INDONESIA Ismail Ismail; Silviatul Hasanah; A.M Wibowo; Joko Tri Haryanto
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.v10i2.14966

Abstract

This study aims to explore the academic adaptation challenges experienced by Thai international students at UIN Walisongo Semarang, Indonesia. A qualitative case study design was employed to capture participants' lived experiences. Data were collected through in-depth interviews and participant observation involving Thai international students and were analysed using the interactive model of Miles and Huberman, encompassing data condensation, data display, and conclusion drawing with continuous verification. The findings reveal that students encountered interconnected challenges in understanding Indonesian academic language, engaging with analytical and critical learning practices, participating in classroom discussions and presentations, meeting Indonesian academic writing standards, utilising digital learning resources such as the Learning Management System (LMS), digital libraries, and electronic journals, and establishing effective academic communication with lecturers and local students. These challenges demonstrate that academic adaptation extends beyond academic competence to include adjustment to learning culture, academic norms, interaction patterns, and technology-supported learning within an integrative Islamic higher education environment. Students gradually negotiated these demands through continuous engagement with the university's academic ecosystem while maintaining their cultural identity. This study contributes to the international higher education literature by proposing that academic adaptation in Islamic universities should be understood as a multidimensional process shaped by the integration of academic, cultural, technological, and religious dimensions rather than by academic factors alone. The findings provide practical implications for developing comprehensive institutional support programmes for international students in Islamic higher education.
ADDIE-BASED CURRICULUM MODEL IN ISLAMIC EDUCATION: IMPACT ON LEARNING OUTCOMES Elihami Elihami; Mohd. Azis; Mowafg Abrahem Masuwd; Dafit Afianto; Harley Agustian
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.v10i2.14657

Abstract

This study aimed the effectiveness of an ADDIE-based Islamic Education curriculum model in improving learning quality in five Madrasah Aliyah in South Sulawesi, Indonesia. A quantitative approach was employed using a quasi-experimental nonequivalent control group design. Participants included Islamic Education teachers and students selected through purposive sampling. Data were collected through achievement tests, student engagement questionnaires, and curriculum implementation assessment instruments. Analysis was conducted using descriptive statistics, independent sample t-tests, and N-gain scores to measure learning improvements.The results reveal that the experimental group significantly outperformed the control group, with higher post-test scores (M = 84.76) compared to pre-test scores (M = 63.42) and an N-gain of 0.58, while the control group showed lower improvement (M = 71.45; N-gain = 0.23). The difference was statistically significant (t = 8.41; p < 0.05), indicating the effectiveness of the ADDIE-based model in enhancing learning outcomes.The study extends instructional design theory by demonstrating that the ADDIE model can be effectively contextualized within Islamic Education without compromising value-based learning objectives. Practically, it supports teachers in improving instructional planning, implementation, and evaluation processes in madrasah contexts.

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