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DAYAH: Journal of Islamic Education
Published by Universitas Islam Negeri Ar-Raniry Banda Aceh
ISSN : 26142686     EISSN : 26142694     DOI : http://dx.doi.org/10.22373/jie
Core Subject : Education,
Education
DAYAH: Journal of Islamic Education is an open access, peer-reviewed journal that will consider any original scientific article that expands the field of study in Islamic pedagogy and various other related education issues. The journal publishes research articles of interest to education practitioners, teachers, education policy makers, and researchers. Article submitted must be based on research, original and educationally interesting to the audience in the field. The goal is to disseminate new concepts and research findings developed in this area of study by publishing relevant peer-reviewed scientific information and discussions. The main aims are to promote best-practices in advancing sustainable Islamic education and highlight research key-findings to develop better Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 151 Documents
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Dimensi Religiositas Remaja di Majelis Ta’lim wal Maulid Ar-Ridwan Malang: Analisis Berdasarkan Teori Huber dan Huber Rohmatun, Nur; Muttaqin, Mochammad Khoirull
DAYAH: Journal of Islamic Education Vol. 8 No. 1 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i1.34201

Abstract

Religiosity is an important aspect of adolescent life because it shapes perspectives, experiences, and everyday behavior. Amid the social challenges faced by adolescents, participation in non-formal religious activities such as majelis ta’lim has become an important phenomenon to examine. This study aims to describe the dimensions of adolescent religiosity at Majelis Ta’lim wal Maulid Ar-Ridwan Malang based on Huber and Huber’s theory. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using Miles and Huberman’s interactive model. The findings show that adolescents’ involvement in the majelis is associated with the presence of five dimensions of religiosity: intelektual through religious knowledge acquisition, ideologi through stronger belief and spiritual closeness to Allah, public practice through participation in collective worship, private practice through the habituation of personal devotional acts, and religious experience through perceived blessings, inner peace, and divine help in everyday life. These findings indicate that majelis ta’lim functions as a non-formal religious learning space that contributes to strengthening adolescent religiosity. Abstrak Religiositas merupakan aspek penting dalam kehidupan remaja karena memengaruhi cara pandang, pengalaman, dan perilaku sehari-hari. Di tengah berbagai tantangan sosial yang dihadapi remaja, keterlibatan dalam kegiatan keagamaan nonformal seperti majelis ta’lim menjadi fenomena yang penting dikaji. Penelitian ini bertujuan mendeskripsikan dimensi-dimensi religiositas remaja di Majelis Ta’lim wal Maulid Ar-Ridwan Malang berdasarkan teori Huber dan Huber. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi partisipan, dan dokumentasi, lalu dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa keterlibatan remaja dalam kegiatan majelis berkaitan dengan munculnya lima dimensi religiositas, yaitu intelektual melalui penguasaan pengetahuan agama, ideologi melalui penguatan keyakinan dan kedekatan spiritual, public practice melalui partisipasi dalam kegiatan ibadah bersama, private practice melalui pembiasaan ibadah personal, dan religious experience melalui pengalaman keberkahan, ketenangan, dan pertolongan Tuhan dalam kehidupan sehari-hari. Temuan ini menunjukkan bahwa majelis ta’lim berperan sebagai ruang pendidikan keagamaan nonformal yang berkontribusi pada penguatan religiositas remaja.
Implementasi Bina Pribadi Islami sebagai Kegiatan Kokurikuler dalam Penguatan Karakter Religius Peserta Didik di SDIT Bunayya Afrizia, Lala; Sibawaihi, Sibawaihi; Fajri, Abrar Syahrul
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.35273

Abstract

This study examines the implementation of Islamic Personal Development (Bina Pribadi Islami/BPI) as a co-curricular program for strengthening students’ religious character at SDIT Bunayya and identifies the factors supporting and constraining its implementation. The study employed a qualitative case-study design. Six informants were purposively selected, comprising one principal, two BPI teachers or facilitators, and three students. Data were collected through non-participant observation and semi-structured interviews and were analyzed through data reduction, data display, and conclusion drawing and verification. Source triangulation, technique triangulation, and member checking were used to strengthen the credibility of the findings. The findings indicate that BPI was implemented through the recitation of Al-Ma’tsurat, hadith reading, student sermons, and Islamic halaqah activities. These activities provided a setting for religious habituation and enabled students to participate actively as recitation leaders, discussion moderators, and sermon presenters. Within the context of this study, BPI was associated with the development of worship discipline, politeness, responsibility, public-speaking confidence, and students’ willingness to express their views. Its implementation was supported by the principal’s role, teacher guidance, student participation, and communication with parents. The main constraints included limited time, variations in students’ concentration, and inconsistent religious habituation outside school. These findings are context-specific and should not be interpreted as evidence that BPI produces identical outcomes across all integrated Islamic elementary schools. Abstrak Penelitian ini bertujuan menganalisis implementasi kegiatan Bina Pribadi Islami (BPI) sebagai kegiatan kokurikuler dalam penguatan karakter religius peserta didik di SDIT Bunayya serta mengidentifikasi faktor pendukung dan hambatan pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan penelitian berjumlah enam orang, terdiri atas satu kepala sekolah, dua guru/pembina BPI, dan tiga peserta didik yang dipilih secara purposive. Data dikumpulkan melalui observasi nonpartisipan dan wawancara semi-terstruktur, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber, triangulasi teknik, dan member checking. Hasil penelitian menunjukkan bahwa BPI dilaksanakan melalui pembacaan Al-Ma’tsurat, pembacaan hadis, tausiah peserta didik, dan halaqah keislaman. Kegiatan tersebut menyediakan ruang pembiasaan religius serta keterlibatan aktif peserta didik sebagai pemimpin pembacaan, moderator, dan penyampai tausiah. Dalam konteks penelitian ini, pelaksanaan BPI berkaitan dengan berkembangnya kedisiplinan beribadah, sopan santun, tanggung jawab, keberanian berbicara, dan kepercayaan diri peserta didik. Pelaksanaan BPI didukung oleh peran kepala sekolah, pendampingan guru, partisipasi peserta didik, dan komunikasi dengan orang tua. Hambatan yang dihadapi meliputi keterbatasan waktu, variasi konsentrasi peserta didik, dan belum konsistennya pembiasaan religius di luar sekolah. Temuan ini bersifat kontekstual dan tidak dimaksudkan untuk menggeneralisasi efektivitas BPI pada seluruh sekolah Islam terpadu.
Emotional Intelligence, Spiritual Intelligence, and Academic Achievement in Islamic Religious Education: An Ex Post Facto Study at SMP Negeri 3 Bukittinggi Febrianda, Febi; Wati, Salmi
DAYAH: Journal of Islamic Education Vol. 9 No. 2 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i2.34090

Abstract

This study examined the associations between emotional intelligence, spiritual intelligence, and students’ academic achievement in Islamic Religious Education at SMP Negeri 3 Bukittinggi. A quantitative, nonexperimental approach with an ex post facto design was employed. The population consisted of 510 students in Grades VII, VIII, and IX, from whom 224 respondents were selected through proportional random sampling. Emotional intelligence and spiritual intelligence were measured using two self-report questionnaires, each consisting of 25 items rated on a five-point Likert scale. Academic achievement data were obtained from students’ documented Islamic Religious Education scores. The emotional intelligence scale produced a Cronbach’s alpha coefficient of 0.892, while the spiritual intelligence scale produced a coefficient of 0.967. Data were analyzed using descriptive statistics, bivariate correlation analysis, and multiple linear regression with IBM SPSS Statistics version 25. Emotional intelligence was positively associated with academic achievement, r=0.335, r2=0.112, p<.001. Spiritual intelligence was also positively associated with academic achievement, r=0.339, r2=0.115, p<.001. When considered jointly, the two predictors were significantly associated with academic achievement, R=0.502, R2=0.252, F(2,221)=37.26, p<.001. The findings indicate that emotional and spiritual intelligence are relevant to students’ academic performance, although most of the variation in achievement remained associated with factors outside the model.
Development and Classroom Evaluation of an Interactive E-Module for Islamic Religious Education in an Indonesian Junior Secondary School Fauzan, M.; Supratman, Supratman; Rahmadhani, Riri
DAYAH: Journal of Islamic Education Vol. 9 No. 2 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i2.34140

Abstract

This study developed an interactive e-module for Grade VIII Islamic Religious Education (IRE) at SMP Negeri 2 Padang Panjang and examined its validity, practicality, and learning-outcome evidence during classroom implementation. The study used a research and development design based on the ADDIE model: analysis, design, development, implementation, and evaluation. The e-module addressed the Abbasid period and integrated structured content, images, audio, videos, navigation features, exercises, and a final evaluation. It was reviewed by two subject-matter experts, two language experts, and two media experts. Classroom implementation involved 52 students in two intact Grade VIII classes: an experimental group (n = 26) and a control group (n = 26). The average Aiken’s V value was .90, indicating high expert agreement regarding the content, language, and media design. Teacher and student questionnaire responses produced a Fleiss’ Kappa value of 1.00, indicating complete consistency in the reported response categories. The experimental group’s mean score increased from 72.88 on the pretest to 92.31 on the posttest, whereas the control group increased from 60.77 to 76.35. The experimental group also obtained a higher N-gain (.73) than the control group (.38). However, the groups differed significantly at pretest and were not randomly assigned. Therefore, the findings indicate that the e-module was feasible for the participating classroom setting and was associated with higher observed learning outcomes, rather than establishing a conclusive causal effect.
The Formation of Students’ Islamic Leadership Character through OSIS Activities: A Qualitative Study at Al-Ishlah Islamic Junior High School, Bukittinggi Amelia, Amelia; Charles, Charles
DAYAH: Journal of Islamic Education Vol. 9 No. 2 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i2.34146

Abstract

Research on student organizations has recognized their potential to support character and leadership development; however, less is known about how Islamic leadership character is formed through organizational practices in Islamic junior high schools. This study examines the formation of students’ Islamic leadership character through Intra-School Student Organization (Organisasi Siswa Intra Sekolah, OSIS) activities at Al-Ishlah Islamic Junior High School, Bukittinggi. It focuses on organizational practices, supporting and constraining conditions, and school members’ perceptions of the effects of OSIS participation. Using a descriptive qualitative design, the study involved nine informants: one principal, two OSIS advisors, three core OSIS administrators, and three active OSIS members. Data were collected from January to March 2026 through approximately eight weeks of moderate-participation observation, semi-structured interviews, and documentary review. The data were analyzed through condensation, display, and conclusion drawing or verification, with source and method triangulation supporting trustworthiness. The findings indicate that Islamic leadership character was formed through leadership training, role modeling, religious habituation, deliberative meetings, the allocation of organizational responsibilities, and social activities. The process was supported by the school’s religious environment, advisor guidance, parental support, peer cooperation, and students’ willingness to participate. Limited time, dense academic and organizational schedules, and the need for continued supervision constrained implementation. Participants perceived OSIS participation as associated with greater responsibility, discipline, confidence, communication skills, and willingness to cooperate. OSIS thus functioned as a supervised setting in which students practiced Islamic leadership values in everyday organizational life.
Integrated Islamic Schools as Sites of Everyday Cultural Resistance: An Ethnographic Study of Urban Muslim Education in Indonesia Basalamah, Qonitah
DAYAH: Journal of Islamic Education Vol. 9 No. 1 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i1.32327

Abstract

This study examines Integrated Islamic Schools (Sekolah Islam Terpadu, SIT) as sites of everyday cultural resistance in urban Indonesia. Drawing on a year-long school ethnography at SIT Nurul Fikri Depok, this research applies James C. Scott’s framework of everyday resistance to analyze how cultural boundaries and moral orders are produced through routine institutional practices. The findings show that cultural resistance is enacted not through overt confrontation but through the disciplined organization of school environments, behavioral norms, and symbolic practices. The study identifies three interconnected mechanisms through which this resistance operates: strategic parental school choice, the internalization of discipline through the moral environment and staff formation, and the cultivation of a coherent Islamic habitus through repeated practices and shared moral reasoning. These mechanisms demonstrate how schools function as arenas of cultural formation where identity, authority, and moral boundaries are negotiated in everyday life. By foregrounding micro-level practices, this research contributes to the sociology of education and Islamic studies by clarifying how cultural resistance is embedded in routine institutional life. The study highlights the significance of schooling as a site where broader ideological projects are translated into lived social realities within contemporary Muslim societies. Abstrak Penelitian ini mengkaji Sekolah Islam Terpadu (SIT) sebagai arena resistensi kultural sehari-hari dalam konteks masyarakat urban Indonesia. Berdasarkan etnografi sekolah yang dilakukan selama satu tahun di SIT Nurul Fikri Depok, studi ini menggunakan kerangka resistensi sehari-hari James C. Scott untuk menganalisis bagaimana batas-batas kultural dan tatanan moral diproduksi melalui praktik-praktik institusional yang rutin. Temuan penelitian menunjukkan bahwa resistensi kultural tidak diwujudkan melalui konfrontasi terbuka, melainkan melalui pengorganisasian lingkungan sekolah secara disipliner, pembentukan norma perilaku, dan praktik simbolik. Studi ini mengidentifikasi tiga mekanisme yang saling berkaitan dalam proses tersebut, yaitu pilihan sekolah strategis oleh orang tua, internalisasi disiplin melalui lingkungan moral dan pembentukan staf, serta pembudayaan habitus Islam melalui praktik yang berulang dan penalaran moral bersama. Mekanisme-mekanisme ini memperlihatkan bagaimana sekolah berfungsi sebagai arena pembentukan kultural, di mana identitas, otoritas, dan batas-batas moral dinegosiasikan dalam kehidupan sehari-hari. Dengan menyoroti praktik-praktik mikro, penelitian ini berkontribusi pada kajian sosiologi pendidikan dan studi Islam dengan menjelaskan bagaimana resistensi kultural tertanam dalam kehidupan institusional yang rutin. Studi ini menegaskan signifikansi pendidikan sebagai ruang di mana proyek-proyek ideologis yang lebih luas diterjemahkan ke dalam realitas sosial yang hidup dalam masyarakat Muslim kontemporer.
Santripreneur Based on Islamic Business Ethics: Entrepreneurial Self-Reliance Practices at Ar-Ridho Sentul Modern Islamic Boarding School Sumpena, Mochamad
DAYAH: Journal of Islamic Education Vol. 9 No. 1 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i1.33480

Abstract

This study explores how entrepreneurial self-reliance among students is developed through the integration of Islamic business ethics at the Ar-Ridho Sentul Modern Islamic Boarding School in Bogor, Indonesia. Employing a qualitative case study approach, data were collected through in-depth interviews with key stakeholders and documentation of entrepreneurial activities, including canteens, cooperatives, and online businesses managed by students. The data were analyzed descriptively to identify patterns related to entrepreneurial self-reliance, ethical practice, and institutional support. The findings indicate that Islamic business ethics are positioned as a moral foundation for students’ entrepreneurial activities, supported by leadership commitment, ethical guidance, and practical involvement in business units. The study also notes limitations related to experience and human resources and discusses opportunities and potential threats in relation to the application of ethical principles such as justice, transparency, and social responsibility. The study concludes that integrating Islamic business ethics into entrepreneurial practices in this pesantren is closely associated with the development of students’ entrepreneurial self-reliance and value-based entrepreneurship aligned with Islamic teachings. Abstrak Penelitian ini mengeksplorasi bagaimana kemandirian kewirausahaan siswa dikembangkan melalui integrasi etika bisnis Islam di Pesantren Modern Ar-Ridho Sentul, Bogor, Indonesia. Dengan pendekatan studi kasus kualitatif, data dikumpulkan melalui wawancara mendalam dengan pemangku kepentingan utama serta dokumentasi kegiatan kewirausahaan, termasuk kantin, koperasi, dan jual-beli online yang dikelola oleh siswa. Data dianalisis secara deskriptif untuk mengidentifikasi pola terkait kemandirian kewirausahaan, praktik etis, dan dukungan kelembagaan. Temuan menunjukkan bahwa etika bisnis Islam diposisikan sebagai landasan moral bagi aktivitas kewirausahaan siswa, dengan dukungan komitmen kepemimpinan, bimbingan etis, dan keterlibatan langsung dalam unit usaha. Studi ini juga mencatat keterbatasan pengalaman dan sumber daya manusia serta membahas peluang dan potensi ancaman dalam kaitannya dengan penerapan prinsip keadilan, transparansi, dan tanggung jawab sosial. Kesimpulannya, integrasi etika bisnis Islam dalam praktik kewirausahaan di pesantren ini berkaitan dengan pengembangan kemandirian kewirausahaan siswa dan kewirausahaan berbasis nilai yang selaras dengan ajaran Islam.
Maslow and Rogers’ Humanistic Theory: A Conceptual Analysis and Its Implications for Islamic Education Marlina, Cut Nyak; Ak, Warul Walidin; Mahmud, Salami
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.33608

Abstract

This article aims to analyze the humanistic learning theories proposed by Abraham Maslow and Carl Rogers, examining their implications for Islamic education. The study employed a library research method, reviewing literature sources such as books, journal articles, and scientific works relevant to humanistic theory and Islamic education. The steps for conducting this research are as follows: 1) Preparing tools and equipment in the form of ideas and research topics; 2) Compiling relevant information on the topic; 3) Maintaining discipline in terms of time and clarifying the focus of the research; 4) Classifying reading materials; 5) Reading and compiling research notes; 6) Enriching reading materials; 7) Writing the research. The results show that Maslow's hierarchy of needs theory emphasizes the importance of fulfilling students' basic needs, from physiological and safety needs to social and esteem needs, and ultimately, self-actualization. This fulfillment greatly influences motivation and learning success. In the context of Islamic education, understanding these needs is important for educators to design effective strategies and methods and create a conducive learning environment. Meanwhile, Carl Rogers's humanistic theory emphasizes meaningful learning and freedom in learning. It also emphasizes the role of educators as facilitators who provide empathy, unconditional acceptance, and sincerity. Rogers' theory has clear implications for Islamic education, as evidenced by efforts to help students achieve self-realization according to their unique potential, not only cognitively, but also affectively and psychomotoriy. Thus, integrating Maslow and Rogers' humanistic theories into Islamic education can encourage students to become faithful individuals with noble character who can practice Islamic values in their daily lives. Abstrak Artikel ini bertujuan untuk menganalisis secara konseptual teori belajar humanistik yang dikemukakan oleh Abraham Maslow dan Carl Rogers serta mengkaji implikasinya dalam pembelajaran Pendidikan Agama Islam (PAI). Penelitian ini menggunakan metode library research dengan menelaah berbagai sumber literatur berupa buku, artikel jurnal, dan karya ilmiah yang relevan dengan teori humanistik dan pendidikan Islam. Adapun langkah-langkah dalam melaksanakan penelitian ini adalah: 1) menyiapkan alat perlengkapan berupa ide serta topik penelitian; 2) menyusun informasi yang relevan dengan topik; 3) disiplin waktu dan pertegas fokus penelitian; 4) klasifikasikan bahan bacaan; 5) membaca dan menyusun catatan penelitian; 6) melakukan pengayaan bahan bacaan; 7) menuliskan penelitian. Hasil kajian menunjukkan bahwa teori hierarki kebutuhan Maslow menegaskan bahwa pemenuhan kebutuhan dasar peserta didik, mulai dari kebutuhan fisiologis, rasa aman, sosial, penghargaan, hingga aktualisasi diri, sangat berpengaruh terhadap motivasi dan keberhasilan belajar. Dalam konteks pembelajaran PAI, pemahaman terhadap kebutuhan tersebut menjadi landasan penting bagi pendidik dalam merancang strategi, metode, dan lingkungan belajar yang kondusif. Sementara itu, teori humanistik Carl Rogers menekankan pentingnya pembelajaran yang bermakna (significant learning), kebebasan belajar, serta peran pendidik sebagai fasilitator yang memberikan empati, penerimaan tanpa syarat, dan ketulusan. Implikasi teori Rogers dalam pembelajaran PAI tampak pada upaya membantu peserta didik mencapai perwujudan diri (self-realization) sesuai dengan potensi dan keunikan masing-masing, tidak hanya pada aspek kognitif, tetapi juga afektif dan psikomotorik. Dengan demikian, integrasi teori humanistik Maslow dan Rogers dalam pembelajaran Pendidikan Agama Islam mampu mendorong terbentuknya peserta didik yang beriman, berakhlak mulia, mandiri, serta mampu mengamalkan nilai-nilai ajaran Islam dalam kehidupan sehari-hari.
Strategies to Strengthen Islamic Character through Islamic Education Learning Based on Artificial Intelligence Rahman, Abdul; Nasution, Baktiar
DAYAH: Journal of Islamic Education Vol. 8 No. 2 (2025): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v8i2.33627

Abstract

The development of digital technology, especially in the field of artificial intelligence (AI), has created new opportunities to improve the quality of Islamic Religious Education (PAI) learning. One important opportunity in the use of AI for PAI learning is strengthening students’ Islamic character. This study aims to formulate AI-based PAI learning strategies to instill Islamic values such as honesty (ṣidq), faith (īmān), responsibility (amānah), and social attention (khidmah). The method used in this study is qualitative through a literature review approach based on various academic sources that discuss the use of AI in education and the formation of Islamic character. The data were analyzed descriptively to identify the forms, strategies, and implications of AI integration in PAI learning activities. The results of the literature review indicate that AI can support the development of learning media and learning services in PAI, including AI-assisted presentations and visual materials as well as AI-supported learning interactions. The use of AI-based media enables teachers to deliver Islamic moral and spiritual values through presentations, infographics, visual narratives, and reflective videos that are more engaging and easier for students to understand. In addition, AI has the potential to facilitate learning that is more adaptive and can be adjusted to students’ needs and characteristics. In conclusion, integrating AI in PAI learning, particularly to support the development of learning media and adaptive learning experiences, has the potential to strengthen students’ Islamic character. At the same time, implementation still requires adequate infrastructure and stakeholder readiness so that AI functions as a supportive tool and does not replace moral guidance in Islamic education.
Generation Z Students’ Responses to the Collaboration of Conventional and Modern Learning Media in Islamic Religious Education Saputra, Adi; Mahmud, Salami; Bayani, Nur
DAYAH: Journal of Islamic Education Vol. 9 No. 1 (2026): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v9i1.33681

Abstract

This study examines Generation Z students’ responses to the collaboration of conventional and modern learning media in Islamic Religious Education (PAI). A mixed-methods approach was employed using a seven-item Likert-scale questionnaire complemented by open-ended questions. Data were collected from 52 senior secondary students in Aceh Province through student-level random sampling. Quantitative data were analyzed descriptively using frequencies and percentages, while qualitative responses were interpreted through thematic analysis. The findings indicate that conventional learning media remain positively perceived because they support clearer understanding of PAI content, strengthen focus and discipline, and facilitate value internalization through direct classroom interaction. At the same time, modern learning media—particularly video-based resources and interactive applications—are perceived to enhance engagement, accessibility, and learning motivation. Qualitative evidence further suggests that students view the integration of both media types as complementary: conventional approaches provide structure, seriousness, and moral guidance, whereas modern media enrich learning through variety, interactivity, and flexibility. These results underline the importance of an integrative PAI learning strategy that remains value-oriented while responding to Generation Z learning preferences in the digital era.

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