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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 256 Documents
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ISLAMIC DIGITAL LITERACY AND STUDENT CHARACTER: A COMPARATIVE EVALUATION ACROSS MAJORITY AND MINORITY SCHOOL CONTEXTS Ferdinan Ferdinan; Nurul Fadilah; Dina Wulandari; Tri Sutyaningsih; Mahamadaree Waeno
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.v10i1.15774

Abstract

This study aimed to evaluate and compare the institutional readiness, instructional practices, and student Islamic digital character formation between Muslim-majority and Muslim-minority school contexts using Stake’s Countenance Model. Using Stake's Countenance Model, the study examined antecedents, transactions, and outcomes through a convergent mixed-methods evaluation design involving 20 Islamic education teachers and 80 students. Data were collected through student questionnaires, classroom observations, semi-structured interviews, document analysis, and student digital portfolios. Quantitative data were analysed descriptively using aggregate mean scores, while qualitative evidence was used to interpret institutional, pedagogical, and contextual patterns. Both schools demonstrated strong support for Islamic digital literacy through different pathways. SMP Unismuh Makassar showed stronger formal curriculum-based value integration, whereas Phatnawitya School showed stronger teacher agency and contextual adaptation in a Muslim-minority environment. Student outcomes indicated positive school-supported tendencies in responsibility, self-control, honesty, information verification, ethical communication, creative digital da’wah, and avoidance of harmful content. The study contributes to integrative Islamic education by demonstrating how Islamic values, digital competence, character formation, and contextual pedagogy can be connected within one evaluation framework. The findings remain descriptive and school-contextual and should not be interpreted as evidence of causal or long-term behavioural change.
INTEGRATING LOCAL WISDOM VALUES INTO THE CLASSROOM: A CASE STUDY OF ETHNOPEDAGOGY IN ISLAMIC EDUCATION K.A Rahman; Kemas Abdul Hai; Anwar Sanusi; Neldi Harianto; Helmun Jamil
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i2.15008

Abstract

This study aimed to uncover the practice of integrating local wisdom values into Islamic Education learning at the University of Jambi through an ethnopedagogical approach. This study used a case study method involving eight lecturers as participants. Data were collected through in-depth interviews, classroom observations, and analysis of learning documents. The results showed that only three lecturers explicitly integrated local wisdom values into their learning plans. In comparison, the other five lecturers applied ethnopedagogical principles in classroom practice through contextual discussions, group work, value reflection, culture-based social activities, and reflective assessment. The application of ethnopedagogy demonstrates that Jambi's local culture serves as a moral and pedagogical resource, strengthening the internalization of Islamic values, fostering mutual respect, social responsibility, and cultural awareness in students. However, the findings indicate that the application of local values is still partial and depends more on the cultural awareness of individual lecturers. That ethnopedagogy is not only an alternative approach to religious learning but also an artistic strategy to strengthen students' religious character, local identity, and national insight. This research recommendation emphasizes the importance of institutional policies and pedagogical training grounded in local wisdom, so that cultural integration becomes a systemic part of the curriculum and learning practices in higher education.
METACOGNITION MEDIATES SPIRITUAL INTELLIGENCE, CRITICAL THINKING, AND ISLAMIC RELIGIOUS EDUCATION LEARNING OUTCOMES: A PLS-SEM SIMULATION Amin Amin; Muhammad Yaumi; Ferdinan Ferdinan; Ismail Ismail
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.v8i2.10514

Abstract

This article proposes an integrative model explaining how spiritual-existential intelligence and critical thinking may influence Islamic Religious Education learning outcomes through metacognition. The study is presented as a PLS-SEM simulation based on a proposed cross-sectional explanatory design involving students of the Faculty of Islamic Studies, Universitas Muhammadiyah Makassar. The simulated model positions spiritual-existential intelligence and critical thinking as exogenous constructs, metacognition as a mediator, and Islamic Religious Education learning outcomes as an endogenous construct. A scenario of 220 complete cases is used to illustrate measurement-model assessment, structural-model evaluation, predictive relevance, and bootstrapped indirect effects. The simulated results indicate that spiritual-existential intelligence and critical thinking positively predict metacognition, while metacognition strongly predicts learning outcomes. Critical thinking also has a significant direct effect on learning outcomes, whereas the direct effect of spiritual-existential intelligence is not significant. Thus, metacognition fully mediates the relationship between spiritual-existential intelligence and learning outcomes and partially mediates the effect of critical thinking. The model supports integrative Islamic education by linking spiritual meaning, analytical reasoning, and conscious learning regulation. Because all numerical results are simulated, field validation is required before empirical or institutional claims are made.
CONCEPTUAL TRANSFORMATION OF FIQH LEARNING: INTEGRATING PEDAGOGICAL CHALLENGES AND DIDACTIC INNOVATIONS IN ISLAMIC EDUCATION Selamet Selamet; Muhamad Fatih Rusydi Syadzili; Cecep Darul Iwan; Rafiqa Noviyani; Mukhtar Zaini Dahlan
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i2.14879

Abstract

This study aimed to reconceptualize learning fiqh through integration challenge pedagogical and innovation didactic in Islamic education. Research use approach qualitative with method studies case carried out at MTs Negeri 15 Ciamis, with subject research on fiqh teachers. Data is collected through semi- structured interviews, observation participatory, and study documentation, then analyzed using an interactive model that includes data reduction, data presentation, and data extraction conclusion. The research results indicate that fiqh learning in madrasahs develops adaptively through the application of teacher pedagogical sensitivity such as diagnostic assessments, differentiated instruction, and personalized approaches to address challenges related to the heterogeneity of student abilities, low motivation, and material complexity. Didactic innovations are realized through method variations (discussion, practice, simulation, icebreaking), contextualization of complex materials (such as inheritance and Hajj), and the utilization of simple media. Based on these findings, a Conceptual Transformation Model of Fiqh Learning was formulated to systematically integrate pedagogical sensitivity and didactic innovation. The implications of this study provide theoretical contributions to the development of a transformative and experience-based fiqh learning model, as well as practical implications for educators and policymakers in designing curricula, teacher digital training, and authentic evaluation in Islamic education.
INTERDISCIPLINARY CONTEXTUAL LEARNING MODEL IN ISLAMIC RELIGIOUS EDUCATION: CULTIVATING STUDENTS’ CONTEXTUAL AWARENESS IN ELEMENTARY SCHOOLS Muhamad Arif; Muhammad Anas Ma’arif; Dewi Heni Luthfiyah Mona; Mohd Kasturi Nor Abd Aziz
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i2.14758

Abstract

This study aimed to analyze the implementation of the Islamic Religious Education learning model in fostering contextual awareness among elementary school students and to examine the teaching methods and techniques used to develop students’ contextual understanding of Islamic values. This study employed a qualitative case study approach. Data were collected through observation, interviews, and documentation and analyzed using Yin’s case study analysis techniques, including pattern matching, explanation building, time-series analysis, and repeated observations. The findings showed that the implementation of learning consists of planning, implementation, and evaluation stages. During implementation, teachers integrate students’ real-life experiences with Islamic Religious Education through six interconnected stages: Constructivism, Interdisciplinary Concept Mapping, Inquiry, Collaborative Learning, Contextual Application, and Authentic Assessment. Teachers also support learning through cooperative learning with a student-centered approach, combined with discussion, question-and-answer, simulation, assignments, modeling, and reflection. Despite these practices, several challenges remain, including differences in students’ learning styles, varying levels of understanding, classroom management, and maintaining students’ engagement. The study proposed the Interdisciplinary Contextual Learning Model (ICLM) as a theoretical contribution, offering an inclusive framework that integrates Islamic values with interdisciplinary knowledge and students’ everyday experiences to strengthen contextual awareness in Islamic Religious Education.
FROM FAITH TO SUSTAINABILITY: AN INTEGRATIVE ECOTHEOLOGICAL CURRICULUM MODEL FOR ISLAMIC HIGHER EDUCATION Rustan Efendy; Marhani Marhani; Luthfiyah Mahrusah; Mustafakama Waeduereh
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i2.16066

Abstract

This study aims to develop an eco-theology-based curriculum model for Islamic higher education that integrates Islamic theological principles with environmental sustainability. The study employed a qualitative approach using Straussian Grounded Theory. Data were collected through semi-structured interviews, participatory observation, and documentation involving academic leaders, curriculum administrators, policy experts, Islamic education experts, curriculum experts, and students. Data were analyzed through open, axial, selective, and theoretical coding to identify conceptual relationships and develop an integrative curriculum model. The findings indicate that an eco-theology-based curriculum requires the systematic integration of tawhid, khalifah, amanah, mizan, and the prohibition of fasad fi al-ardh into learning outcomes, course content, teaching strategies, authentic assessment, and institutional support. These elements form an integrative framework connecting faith, knowledge, ecological awareness, environmental responsibility, and sustainable campus culture. The study further demonstrates that environmental sustainability in Islamic higher education should not be treated merely as an additional topic but as an integral dimension of Islamic educational practice. The study implies that eco-theology can serve as a contextual and practical foundation for curriculum development, strengthening students’ ecological awareness, ethical responsibility, and commitment to sustainable environmental action within Islamic higher education.
ECOLOGICAL STRATEGIES AND EMBODIED LEARNING IN THE KAISA METHOD FOR SUSTAINABLE QUR’AN MEMORIZATION Laili Tri Lestari; Muhammad Ali Bakri; Sandi Pratama; Muh Abi Ramadhan
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.v8i2.10688

Abstract

This study analyzes the KAISA Method as an integrative Qur’an memorization system that combines symbolic gestures, verse comprehension, spirituality, and educational-ecosystem synergy. Using a qualitative intrinsic case-study design, the study examined institutional documents from Madrasah Hafizh Qur’an Tonra, Bone Regency, South Sulawesi. The corpus encompasses dissertation proposals, operational modules and KAISA guidelines, *mutāba‘ah* instruments and parent-student communications, report card formats for all levels of madrasah, organizational documents, and aggregated workforce data. Data were analyzed through condensation, cross-document mapping, source triangulation, and terminology-consistency checks. The findings show that KAISA is organized around five pedagogical principles, seven instructional stages, a multidimensional assessment system, and a madrasah–family–community ecosystem. Institutional readiness is reflected in differentiated functions for tahfizh, teaching, student affairs, character formation, dormitory mentoring, the KAISA division, health, publication, and infrastructure. The staffing documents record 34 teachers and 4 education personnel at the MA level and 45 teachers and 3 education personnel at the MTs level. However, the report-card instruments still employ four dimensions, whereas the 2024 standardization document specifies five. KAISA’s main contribution lies in integrating embodied pedagogy, Islamic spirituality, institutional governance, and longitudinal documentation within an interdisciplinary model of Islamic education. Instrument consistency and completed achievement data remain necessary before its empirical effectiveness can be established.
TAZKIYATUN NAFS LEARNING METHODS THROUGH THE CURRICULUM OF LOVE: ELEMENTARY STUDENTS' REASONING AND CHARACTER DEVELOPMENT Sawaluddin Sawaluddin; Koy Sahbudin Harahap; Imran Rido; Syahrul Hasibuan; Siti Halimah
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i2.15137

Abstract

This study aimed to analyze the effect of implementing the tazkiyatun nafs learning method on the development of moral reasoning and students’ affective character in elementary schools. The research employed a quantitative research approach with a pretest-posttest design involving 45 respondents in Rokan, Riau, Indonesia. Data were collected through Likert-scale questionnaires, observations, and documentation, and analyzed using a paired sample t-test, correlation analysis, and N-Gain calculation. The results showed a significant improvement, with the mean pretest score of 2.96 (59.2%) increasing to 4.10 (82.0%) in the posttest, with a gain of 22.8%. The t-test result indicated a value of 9.87 > 2.015 with a significance level of 0.000, while the correlation coefficient showed a strong relationship at r = 0.82. The N-Gain value of 0.56 was categorized as moderate to high. Therefore, the tazkiyatun nafs method is effective in significantly improving students’ character development. These findings imply that integrating the tazkiyatun nafs learning method within elementary school curricula can serve as an effective pedagogical strategy for strengthening students’ moral reasoning and affective character, while providing educators and curriculum developers with an evidence-based approach to implementing holistic character education.
STUDENT REFLECTIONS ON THE ISLAMIC EDUCATION COURSE: EVALUATING PEDAGOGICAL READINESS AND LEARNING CHALLENGES Abdullah Abdullah; Muhammad Redha Anshari; Siti Norhidayah; Norheni Aulia
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i2.15572

Abstract

This study aimed to describe the reflections of Islamic Education students on the implementation of the “Islamic Education Curriculum and Instruction for Senior High School” course, and to identify aspects of learning that need to be strengthened. The study employed a mixed-methods approach with an embedded design. Data were collected through a Likert-scale questionnaire, structured interviews, and documentation. Quantitative data were analyzed descriptively using percentages, while qualitative data were analyzed using the Miles, Huberman, and Saldaña model. The results indicated that students provided positive reflections on the course implementation. A total of 96.9% of students stated that the lectures provided meaningful learning experiences and helped them understand Islamic Education instruction in high school, while 100% of students assessed the material as relevant to the needs of prospective Islamic Education teachers. However, students still faced challenges in understanding the material, connecting theory with practice, and building self-confidence during teaching practice. Students also expressed a desire for enhanced teaching practice, the use of educational media and technology, as well as more interactive and contextual learning. This study underscored the importance of reflective and experience-based learning in the education of prospective Islamic Education teachers.
VALUE-BASED DIGITAL TRANSFORMATION: THE STRATEGIC ROLE OF ISLAMIC EDUCATION LEADERS IN ACCELERATING THE MADRASAH DIGITAL ECOSYSTEM M Shoffa Saifillah Al Faruq; Laela Rahmawati; Iwan Aprianto; Nur Hasanah
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.v10i1.15503

Abstract

This study aimed to examine the direct effects of Islamic Educational Leadership and Staff Digital Literacy on Educational Administrative Service Quality, as well as to test the mediating role of Staff Digital Literacy in accelerating the digital ecosystem. Utilizing a quantitative cross-sectional design, this study involved the population comprised 152 educational administrative staff from 22 Madrasah Aliyah in Jambi City, Indonesia. Data were analyzed using Structural Equation Modeling (SEM). The results indicated that Islamic Educational Leadership had a positive and significant effect on Staff Digital Literacy ($\beta = 0.603, p < .001$), and Staff Digital Literacy significantly improved Educational Administrative Service Quality ($\beta = 0.644, p < .001$). Conversely, the direct effect of leadership on service quality was not significant ($\beta = 0.095, p = .245$), whereas the indirect effect through staff digital literacy proved to be significant ($\beta = 0.388, p < .001$). These findings highlight that Staff Digital Literacy serves as a key mechanism and strategic instrument for value-based leadership in driving digital transformation and enhancing service quality within the madrasah environment. The implications of this research underscore that digital transformation strategies in madrasas cannot focus solely on the provision of technology; instead, they must integrate the strengthening of value-based leadership with the continuous capacity building of educational personnel in the digital realm.

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