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JURNAL ANSIRU PAI : Jurnal Pengembangan Profesi Guru Pendidikan Agama Islam
Published by Universitas Islam Negeri Sumatera Utara
ISSN : -     EISSN : 25493051     DOI : -
Core Subject : Education,
Education
JURNAL ansiru PAI is a scientific journal on Teacher Training and Development of Islamic Education. The journal is managed by Master Degree Program under the Faculty of Islamic Education and Teacher Training (FITK) of the State Islamic University of North Sumatera (UIN Sumatera Utara). This journal focuses on the discussion of teacher training and development of Islamic education on the basis of four competences: pedagogical, personal, social, and professional skills. The analysis can be viewed from various perspectives of interdisciplinary studies. Jurnal Ansiru PAI is published twice a year: January and July.
Arjuna Subject : -
Articles 279 Documents
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Nilai-nilai Kurikulum Cinta dalam Surah Ali Imran Ayat 31 Rafi, Muhammad; Siddiq, Ahmad; Sundari, Krenniti; Izzatussyakira, Izzatussyakira; Al Farabi, Mohammad
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 9, No 1 (2025): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v9i1.26585

Abstract

Moral degradation and the loss of compassionate values in educational institutions, especially for students, are serious challenges in the world of education and religion. Education that has tended to emphasize cognitive aspects has not fully succeeded in forming character, intellectual, spiritual and also emotional in students as a whole. The research data collection technique uses a qualitative approach with library research data analysis, namely using literature in the form of books and journals. This study aims to explore the love curriculum in Surah Ali Imran verse 31, find out the meaning of love according to the perspective of the Quran in Surah Ali Imran verse 31, and develop a model of characteristic education not only from cognitive but also from moral values in spiritual, intellectual and emotional. The results of the study show that the value of the love curriculum in Surah Ali Imran verse 31 has a similar continuity, namely the same meaning in the form of values for mutual affection, love and education not only from cognitive development but also on morals or character. The conclusion is that the love curriculum has religious values with the argument of Surah Ali Imran verse 31 which makes educational development not only intellectual, but also spiritual and emotional, etc.
Islamic Religious Education in the Era of Disruption: Equipping Students with 21st Century Skills through the Project Learning Lutfiyah, Siti Khumairotul; Nata, Balqisa Ratu; Asrohah, Hanun
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 9, No 1 (2025): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v9i1.27190

Abstract

The era of disruption presents both challenges and opportunities for education, including Islamic Religious Education (PAI), which must be able to equip students with 21st century skills. This study aims to explore the application of project-based learning (PjBL) in developing these skills, especially on the theme of sharia buying and selling. The method used is qualitative through literature study by analyzing literature related to PjBL and PAI teaching in the digital era. The results showed that PjBL, through the learning by absorption and learning by reflection approaches, was able to develop these skills, especially on the theme of sharia buying and selling, was able to improve students' understanding of the concept of sharia buying and selling while honing skills such as critical thinking, creativity, communication, and collaboration. In implementation, students are actively involved in projects that integrate Islamic values with real-world challenges, such as simulations of Islamic values with real-life challenges, such as a sharia market simulation or an educational video. The conclusion of this study is that PjBL is not only not only relevant to improve the quality of PAI learning but also effective in shaping students' adaptive and innovative characters. Thus, PjBL makes a significant contribution in preparing a generation that is capable of face the challenges of the disruption era and still adhere to religious values.
Integrasi Aliran Teori Belajar Utama dalam Pendidikan Islam: Telaah Aliran Proses Informasi, Behaviorisme, Kognitivisme, Konstruktivisme, dan Humanisme Ibrahim, Ibrahim; Hamzah, Tajuddin; Harto, Kasinyo; Astuti, Mardiah
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 10, No 1 (2026): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v10i1.28434

Abstract

Islamic education in the contemporary and digital era faces complex challenges that require adaptive, holistic, and value-oriented pedagogical approaches. Relying on a single learning theory is no longer sufficient to develop learners’ intellectual, moral, spiritual, and social dimensions simultaneously. This study aims to examine the integration of major learning theories—behaviorism, information processing theory, cognitivism, constructivism, and humanism—within the framework of Islamic education. Using a qualitative descriptive approach through library research, this study analyzes and synthesizes relevant theoretical literature on learning theories and Islamic educational principles. The findings indicate that each learning theory contributes distinct strengths: behaviorism supports the formation of disciplined and habitual religious behavior; information processing theory and cognitivism enhance cognitive development and meaningful understanding; constructivism promotes contextual and experiential learning; while humanism emphasizes personal growth, empathy, and spiritual awareness. When integrated under the foundational value of tauhid, these theories form a comprehensive and balanced learning framework. This integrative model enables Islamic education to respond effectively to modern challenges without losing its core identity, aiming to produce learners who are intellectually competent, morally grounded, emotionally mature, and spiritually aware.
Transformasi Nilai-Nilai Al-Islam dan Kemuhammadiyahan di Era Digital Hafiz, Abdul; Ridwan, Ridwan; Saputri, Aryati Eka; Saifullah, Saifullah
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 10, No 1 (2026): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v10i1.26525

Abstract

This study aims to analyze the transformation of Islamic and Muhammadiyah values (AIK) in the digital era, particularly among students at the University of Muhammadiyah Mataram. The phenomenon of digitalization of Islamic learning and preaching has driven fundamental changes in the way students understand, internalize, and express Islamic values. This study uses a qualitative approach with in-depth interviews, participant observation, and digital documentation studies. Data analysis was conducted thematically through the stages of reduction, coding, categorization, and interpretation with the help of qualitative analysis software. The results of the study show four main themes that describe the dynamics of the internalization of AIK values, namely: (1) AIK as the ideological identity of Muhammadiyah students; (2) digital media as a means of preaching and spiritual learning; (3) challenges of ethics and the quality of AIK content in cyberspace; and (4) the need to develop a digital-based AIK development model that is adaptive to the character of the younger generation. These four themes show that AIK values are not only learned cognitively, but also lived and represented through student behavior and interactions in the digital space. These findings emphasize the importance of strengthening the interactive, inspiring, and collaborative AIK learning model to shape the Islamic character of Generation Z amidst the digital transformation.
Identifikasi Materi IPA yang Sulit di Madrasah Ibtidaiyah yang Berpotensi Menimbulkan Miskonsepsi Wakhidah, Nur; La Manuru, Erman
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 10, No 1 (2026): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v10i1.26650

Abstract

Guru professional mempunyai kompetensi kepribadian, kompetensi pedagogik, kompetensi sosial, dan kompetensi professional. Salah satu indicator kompetensi professional adalah guru atau calon guru menguasai kurikulum dalam hal ini Capaian pembelajaran (CP) atau kompetensi dasar (KD). Penguasaan terhadap kompetensi dasar sangat penting sehinggu guru dapat merencanakan pembelajaran dengan baik mulai dengan cara menurunkan KD tujuan pembelajaran. Penelitian mix method dengan desain exploratory menggunakan teknik survey dilakukan untuk mengetahui persepsi mahasiswa pendidikan profesi guru tentang CP/KD dalam kurikulum. Langkah penelitian dimulai dengan penyusunan angket yang disediakan dalam google form. Angket disebarkan kepada mahasiswa. Data yang diperoleh dipersenkan. Hasil penelitian menunjukkan calon guru madrasah berpersepsi bahwa KD keterampilan lebih sulit dipahami dan diajarkan daripada KD pengetahuan. KD pengetahuan yang paling sulit untuk dipahami dan diajarkan kepada siswa pada kelas IV adalah materi tentang siklus hidup. Di kelas V materi atau KD pengetahuan yang paling sulit adalah zat tunggal dan campuran, sedangkan materi yang paling sulit untuk dipahami dan diajarkan oleh mahasiswa calon guru di kelas VI adalah listrik. Materi yang berpotensi untuk terjadi miskonsepsi adalah bunyi, cahaya, llistrik, gaya gravitasi, fotosintesis, dan sistem pernapasan.
Dampak Mengidolakan K-Pop dan Mengikuti Gayanya dalam Perspektif Fikih Kontemporer Robiah, Robiah; Safarina, Maya; Saidah, Wirdati
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 10, No 1 (2026): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v10i1.26786

Abstract

The phenomenon of K-Pop as part of global popular culture has significantly influenced the behavior patterns, lifestyles, and identity construction of young Muslims, particularly through practices of idolization and imitation of idols’ lifestyles. Previous studies have not comprehensively addressed this phenomenon from a fiqh perspective, as most existing research focuses on sociological, psychological, and cultural dimensions without a systematic analysis grounded in Islamic law. Therefore, this study aims to examine the impacts of idolizing K-Pop and adopting its styles from the perspective of contemporary fiqh. This research employs a qualitative descriptive approach using a library research method by analyzing primary sources such as fiqh texts, hadith, and scholarly fatwas, as well as secondary sources including academic journals published within the last five years. The findings indicate that practices of idolization and imitation of K-Pop have diverse fiqh implications, depending on intention, context, and their effects on the maqāṣid al-sharī’ah, particularly in terms of preserving religion, morality, and Islamic identity.
Strategi Manajemen Pendidikan Islam dalam Meningkatkan Mutu Pendidikan di MTs Negeri 1 Pandeglang Suryapermana, Nana; Subekhan, Moch.; Rahmatullah, Mamat; Paiman, Paiman; Luthfi, M.
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 10, No 1 (2026): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v10i1.28897

Abstract

Amid the growing demands of educational modernization, madrasas are expected to balance academic excellence with the internalization of spiritual values. However, this effort is often hindered by partial and context-sensitive management approaches. Existing studies also tend to overlook the Madrasa Tsanawiyah (MTs) level and lack a comprehensive management perspective. This study aims to analyze the management strategy of Islamic education at MTs Negeri 1 Pandeglang, explore the central role of leadership, and formulate a conceptual model for sustainable quality improvement. Using a qualitative case study design, data were collected over six months through in-depth interviews, participatory observations, documentation, and Focus Group Discussion (FGD). Data analysis followed the interactive model of Miles, Huberman, and Saldaña. The findings reveal three integrated strategic pillars supporting madrasa success. First, collaborative-participatory management revitalizes the principle of shura, fostering collective ownership among stakeholders. Second, visionary-religious leadership combines transformational leadership with spiritual role modeling (uswatun hasanah). Third, the systematic internalization of Islamic values builds a holistic quality culture by integrating Total Quality Management (TQM) with character development (akhlakul karimah). This study offers an empirically grounded and contextually relevant conceptual model that can serve as a practical reference for policymakers and practitioners to enhance the sustainable quality of madrasa education.
Peran Guru Akidah Akhlak dalam Internalisasi Nilai Moderasi Beragama pada Siswa Kelas IX MTs Al-Washliyah 48 Binjai Sari, Nurmala; Utami, Rahmi
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 10, No 1 (2026): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v10i1.29393

Abstract

Religious moderation is essential in Indonesia’s plural society to foster tolerant and inclusive generations. This study aims to analyze the role of Akidah Akhlak teachers in internalizing the values of religious moderation among ninth-grade students at MTs Al-Washliyah 48 Binjai. This research uses a qualitative approach with a case study design involving Akidah Akhlak teachers and ninth-grade students. Data were collected through semi-structured interviews, participatory observation, and documentation, and analyzed using the Miles and Huberman interactive model. The results show that teachers play an active role through contextual learning, role modeling, habituation, and dialogical teaching strategies. These strategies are integrated with values of tolerance, justice, equality, cooperation, empathy, openness, and unity, and are implemented through discussions, case studies, role-playing, and storytelling methods. It can be concluded that Akidah Akhlak teachers play a significant role in strengthening students’ understanding and practice of religious moderation, although challenges such as family influence, social media exposure, and limited instructional time still exist.
Peran Kepala Sekolah sebagai Supervisor dalam Melaksanakan Supervisi Akademik yang Efektif Asfiati, Siti Khanifah; Rejokirono, Rejokirono; Mulyono, Rahmat; Saryanto, Saryanto
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 10, No 1 (2026): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v10i1.29385

Abstract

This study aims to describe the role of the school principal as a supervisor in implementing effective academic supervision at Perak Junior High School Yogyakarta. Previous studies have rarely examined this role empirically in the context of Indonesian junior high schools with a structured, reflective supervision system. A descriptive qualitative approach was employed, involving one school principal and five teachers selected through purposive sampling. Data were collected via in-depth interviews, classroom observations, and documentation, then analyzed through data reduction, display, and conclusion drawing. Trustworthiness was ensured through source and technique triangulation, member checking, and audit trail. The findings reveal that effective academic supervision encompasses systematic planning, objective classroom observation, constructive feedback, and concrete follow-up. The principal functions as planner, observer, evaluator, professional coach, facilitator, and communicator, fostering a reflective learning culture. Academic supervision conducted twice per academic year positively improved teachers’ instructional skills and use of learning media. These results indicate that supervision effectiveness depends on humanist, collaborative, and evidence-based principal leadership oriented toward sustained learning quality improvement.

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