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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 256 Documents
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INTEGRATIVE ISLAMIC BOARDING SCHOOL EDUCATION AND SANTRI RESILIENCE: A SEQUENTIAL EXPLANATORY STUDY OF THREE INSTITUTIONAL MODELS Abdul Gani; Ferdinan Ferdinan; Siti Nabila; Dea Rifki Oktaviani
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.v9i1.11511

Abstract

This study examines how integrative pesantren education develops students' religiosity and resilience across three institutional models in Sorong Regency. A sequential explanatory mixed-method design combined survey data from 205 santri with interviews, non-participant observations, and institutional documents from Pondok Pesantren Modern Al-Guroba, Ma'had Bilal bin Rabbah, and Pondok Pesantren Nurul Yaqin. Pearson correlation and simple linear regression showed a positive association between religiosity and resilience (r = .329, p < .001; F = 24.611, p < .001), with religiosity explaining 10.8% of resilience variance. Qualitative findings identified four educational mechanisms: aqidah-based meaning making, worship habituation supporting emotional regulation, communal support, and moral discipline strengthening self-control. The three institutions generated distinctive pathways: structured discipline in the modern model, relational support in the residential model, and meaning-based spiritual endurance in the traditional-modern model. The study proposes a pesantren-based spiritual resilience model integrating Islamic values, educational culture, and psychological development. The findings support the transformation of pesantren into holistic institutions capable of forming religious, adaptive, and psychologically resilient generations.
CONSTRUCTING MADRASAH TRUST: FROM RELIGIOUS SCHOOLING TO STRATEGIC EDUCATIONAL CHOICE AMONG URBAN MUSLIMS Arsam Arsam; Sumiati Sumiati; Abdillah S; Nurhalisa Nurhalisa; St. Lutfia
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.v9i1.11813

Abstract

This study aims to examine how urban Muslim communities in Indonesia construct trust in madrasahs and understand the transformation of madrasahs from being perceived as second-class religious schools into strategic educational choices. This study employed a qualitative approach with a phenomenological orientation. Data were collected through in-depth interviews, observations, and documentation, and analyzed using an interactive model with Berger and Luckmann’s theory of the social construction of reality as the interpretive framework. The findings reveal that educational trust in madrasahs is constructed through four interconnected processes: lived educational evidence, social reputation circulation, alumni trajectories, and individual confidence in educational choice. Parents’ direct experiences of their children’s academic, moral, religious, and behavioral development provide concrete evidence of educational quality. These experiences are subsequently circulated through family, neighborhood, and community networks, transforming individual evaluations into shared reputational knowledge. Alumni trajectories further strengthen institutional credibility by providing visible evidence of academic, professional, social, and religious outcomes. The findings imply that madrasahs need to strengthen educational quality, communication with parents and communities, alumni engagement, and systematic documentation of graduate outcomes to sustain public trust, strengthen institutional legitimacy, and position madrasahs as strategic educational choices among urban Muslim communities.
INTEGRATIVE PESANTREN LEADERSHIP MODEL FOR ISLAMIC EDUCATION DEVELOPMENT IN ENREKANG REGENCY Fadil Burhan Lai; Dahlan Lama Bawa; Rukli Rukli; Mustakim Muallim
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 8, No 1 (2024)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v8i1.8736

Abstract

his study aims to formulate an integrative leadership model for developing Islamic education in Islamic boarding schools (pesantren). The study employed a descriptive qualitative approach with a multi-site design in four Islamic boarding schools (pesantren). Data were collected over three consecutive months through twenty in-depth interviews lasting one to two hours, direct observation during twelve field visits, and document analysis. Data were analyzed interactively through data condensation, data display, conclusion drawing, and verification, followed by intra-site and cross-site analysis. The findings identified five interrelated dimensions of leadership: spiritual-normative, pedagogical-curricular, managerial-collaborative, social-participatory, and adaptive-transformative. Islamic values and the vision of the Islamic boarding school serve as the normative foundation. Leadership practices connect formal education, dormitory life, family, and community, with institutional integration serving as a central mechanism through which educational programs are coordinated. These findings imply that Islamic boarding school leaders need to combine moral authority with distributed responsibility, continuous quality improvement, stakeholder participation, and selective adaptation to social and technological change.
BEYOND COMPLIANCE: IMPLEMENTING EIGHT GRADUATE COMPETENCIES IN A MULTICULTURAL PAPUAN ISLAMIC BOARDING SCHOOL Zulkifli Zulkifli; Ferdinan Ferdinan; Muh Amin Umar; Muzakkir Muzakkir
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 8, No 1 (2024)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v8i1.8742

Abstract

his study examines how the eight dimensions of Indonesia’s graduate profile are enacted within the educational culture of an Islamic boarding school in multicultural Papua. A qualitative case study was conducted at Islamic Boarding School. Semi-structured interviews involved 19 participants: one pesantren leader, one curriculum coordinator, one school principal, one dormitory caregiver, one Islamic Religious Education teacher, and 14 students. Thematic analysis compared institutional accounts with student-reported experiences across faith and piety, citizenship, critical reasoning, creativity, collaboration, independence, health, and communication. Faith and piety, collaboration, communication, and independence were most consistently embedded because they were reinforced through worship, moral habituation, student organization, public speaking, and residential routines. Citizenship and health were also visible through multicultural coexistence, social service, cleanliness, physical activity, and health support. Critical reasoning and creativity were less evenly experienced, while local Papuan culture was respected but not systematically integrated into curriculum and assessment. Assessment combined academic reports, character records, memorization targets, and annual meetings, but lacked balanced indicators across all dimensions. The study proposes a pesantren graduate competency ecology that links curriculum integration, reflective habituation, role modelling, student agency, community engagement, and multidimensional assessment.
DIGITAL TRANSFORMATION OF ISLAMIC RELIGIOUS EDUCATION: DEVELOPING THE ULÛ AL-ʼILM MODEL THROUGH THE SMART RELIGIUS APPLICATION Nurti Budiyanti
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.v10i2.15542

Abstract

This study designs and develops the Smart Religius application based on the Ulû al-ʼIlm Model as a digital response to the persistent dichotomy between religious and general knowledge in Islamic Religious Education (PAI) and to the rising mental-health burden among Indonesian university students. Using a Research and Development (R&D) approach within the ADDIE framework, combined with a Sequential Explanatory Mixed-Methods design, the study involved 80 PAI students (one-group pretest-posttest, non-randomized, purposive sampling) and 12 key informants (lecturers, an educational-technology expert, and an Islamic-psychology expert) across eight weeks. Paired t-test results indicated statistically significant gains (p < .05) across all six learning-outcome domains of the Ulû al-ʼIlm Model: cognitive (37.50%), affective (40.00%), psychomotor (26.25%), ethical (37.50%), social (31.25%), and spiritual (68.75%, high N-Gain). Participatory observation of riyāḍah ʿamaliyah showed a mean increase from 50.75 to 83.50 (very good category). Expert validation confirmed the application's feasibility on content (91.00%) and media (89.58%) aspects. These findings suggest that the Smart Religius application functions as a holistic digital ecosystem integrating a Learning Management System, psychospiritual support features, and prophetic-character monitoring. Given the single-group design and single-institution sample, findings should be interpreted as preliminary evidence of feasibility rather than causal proof, pending controlled and longitudinal replication.
ETHICAL GENERATIVE AI GOVERNANCE IN MADRASAH: AN EMPIRICALLY GROUNDED ISLAMIC EDUCATIONAL LEADERSHIP FRAMEWORK Mona Novita; Zulhimma Zulhimma; Zahid Zufar At Thaariq; Rokimin Rokimin
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.v8i2.11467

Abstract

This study aims to construct an empirically grounded Islamic educational leadership framework for governing generative artificial intelligence (GenAI) integration in Madrasah Aliyah. An interpretive qualitative multiple-site design was employed in 15 Madrasah Aliyah: five public and ten private across all 11 regencies and cities of Jambi Province, Indonesia. Data were collected from 75 principals, vice principals, and senior teachers through semi-structured interviews, observations, document analysis, and field notes between December 2023 and February 2024. The data were analyzed thematically through within-site and cross-site comparison. This study found that generative AI integration in Madrasah Aliyah operates within a severe governance vacuum, where state madrasahs (MAN) are paralyzed by bureaucratic dependency while private madrasahs (MAS) are constrained by acute resource deficits. Consequently, an empirically grounded Islamic educational leadership framework built upon amanah, ‘adalah, ihsan, and mas’uliyyah is essential to transform chaotic AI adoption into an ethically governed and institutionally accountable educational practice. This studi proves that traditional faith-based ethics provide strong moral and cultural legitimacy, allowing religious secondary institutions to reconcile rapid technological affordances with academic integrity, equitable access, and continuous quality enhancement.

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