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Islamika: Jurnal Keislaman dan Ilmu Pendidikan
Published by STIT Palapa Nusantara Lombok
ISSN : 26565382     EISSN : 26560224     DOI : -
Core Subject : Religion, Education,
Religion Other
Islamika Journal is an interdisciplinary publication of original research and writing on islamic studies and education . This journal was published by Pendidikan Agama Islam (PAI) STIT Palapa Nusantara Lombok - NTB which was published twice in a year, January and July with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with Islamic studies and education science topics are particularly welcome to be submitted
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Articles 6 Documents
 1 
Search results for , issue "Vol 8 No 2 (2026): APRIL" : 6 Documents clear
Integration of School Image Management with Character Development Programs to Improve Students' Social Adaptation Musthofa, Zackyl; Febrianto, Febi; Rofik, Moh; Najiburrohman, Najiburrohman; Baharun, Hasan
ISLAMIKA Vol 8 No 2 (2026): APRIL
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i2.6046

Abstract

This study examines how school image management is combined with character education to strengthen students' social adaptation. The research uses a qualitative case study design. Data was collected through in-depth interviews with school leaders, teachers, and students. observation of learning activities in the classroom as well as daily school routines and review of institutional documents, including vision-mission statements, rules, institutional symbols, and student programs. The data were analyzed thematically through a process of reduction, coding, and interpretation, with the reliability of the findings strengthened using triangulation of sources and methods. The results of the study show that the main character values of discipline, religious attitudes, and togetherness are at the core of the school's identity and function as common social norms that shape the pattern of student interaction. Integration becomes effective when the claimed image is consistently enacted in teaching practices, religious routines, and non-academic activities. Continuous role modeling by principals, teachers, and staff stabilizes value transmission and accelerates internalization through habituation rather than coercive control. Consequently, students develop adaptive social behavior within a coherent and predictable environment. These results imply that public relations, quality management, and school culture should be designed as an integrated system so that external reputation reflects students’ lived experiences.
Educational Authority in Prevention of Bullying at SMP Negeri 23 Kerinci: A Family Law Perspective in Indonesia Satria, Dian Eka; Yul, Widya
ISLAMIKA Vol 8 No 2 (2026): APRIL
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i2.6047

Abstract

Although bullying prevention has received increasing attention in educational research, limited empirical work has examined it through the integrated perspectives of educational authority, Islamic family law values, and multi-stakeholder governance. This study analyzes the social-structural manifestations of bullying, the role of educational authority in anti-bullying policy formulation and implementation, the institutionalization of Islamic family law values as a preventive strategy, and the dynamics of multi-stakeholder collaboration in bullying prevention governance at SMP Negeri 23 Kerinci, Jambi. Employing a qualitative case study design, the research involved 25 purposively selected participants, including school leaders, teachers, students, parents, and external stakeholders. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and analyzed using interactive thematic analysis. The findings indicate that bullying is predominantly manifested in non-physical and relational forms embedded in normalized peer interactions and weakly supervised spaces. Educational authority is exercised largely through bureaucratic compliance and reactive responses, thereby limiting its preventive effectiveness. Islamic family law values, such as rahmah, amanah, and ukhuwah, are morally influential but remain informally practiced and insufficiently institutionalized within school governance structures. In addition, weak, procedural, and incident-based collaboration among schools, families, and local government actors constrains shared accountability and undermines sustainable prevention efforts. The study concludes that bullying prevention constitutes a systemic governance challenge that requires the integration of proactive educational authority, the formal institutionalization of moral-legal values, and sustained multi-stakeholder synergy. These findings contribute to value-based and institutional approaches to bullying prevention while offering practical implications for policy development and collaborative school governance.
The Tradition of Granting Panyanda by Heirs to Nieces and Nephews in Siulak District: An Analysis from Islamic Law Perspective Sholeh, Amid; Afridawati, Afridawati
ISLAMIKA Vol 8 No 2 (2026): APRIL
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i2.6048

Abstract

Although customary gift-giving practices related to inheritance have long shaped kinship relations within plural legal settings, the Pianda/Panyanda tradition remains underexplored despite its important implications for family dynamics and the application of Islamic law. This study analyzes the implementation of the Pianda/Panyanda tradition by heirs toward nieces and nephews, its positive and negative effects on kinship relations and social order, and its position within the framework of Islamic law. Employing a qualitative case study design in Siulak District, the research involved 15 purposively selected key informants, comprising customary leaders, religious figures, heirs, and family representatives. Data were collected through semi-structured interviews, participant observation, and documentary analysis, and were analyzed thematically. The findings show that Panyanda functions as a binding customary institution embedded in adat law, enforced through moral and material sanctions and regulated through specific ritual procedures. The tradition produces dual consequences: it reinforces extended family solidarity, genealogical awareness, and moral responsibility, while also creating risks of social tension and economic pressure when obligations are not fulfilled. From the perspective of Islamic law, Panyanda is distinct from farāʾiḍ-based inheritance and is better understood as a customary obligation consistent with ʿurf, hibah, and waṣiyyah, provided that the rights of legal heirs are not infringed. The study concludes that Panyanda is a context-dependent practice whose legitimacy depends on justice, consent, and maṣlaḥah. This study contributes to scholarship on legal pluralism by clarifying the interaction between customary norms and Islamic legal principles and offers practical insight for the accommodation of customary and religious practices in family relations.
The Influence of Discussion Methods and Students' Critical Thinking Skills in the Application of Deep Learning Approaches to Indonesian Learning Outcomes Argumentation Paragraph Material for Grade IV Students of SD Negeri Tambakaji 04 Semarang City Kamila, Tsabita Rahma; Junaedi, Akhmad
ISLAMIKA Vol 8 No 2 (2026): APRIL
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i2.6059

Abstract

Low learning outcomes in Indonesian language subjects, particularly in argumentative paragraph writing, remain a persistent challenge in elementary education, as many students struggle to construct logical arguments and express ideas critically, often due to teacher-centered instruction and limited discussion-based learning opportunities. This study examines the influence of discussion methods and students’ critical thinking abilities within a deep learning approach on Indonesian language learning outcomes. Using a quantitative approach with a quasi-experimental one-group pretest-posttest design, the study involved 24 fourth-grade students at SD Negeri Tambakaji 04, Semarang City, selected through saturated sampling. Data were collected through Indonesian language learning outcome tests and critical thinking questionnaires and analyzed using paired-sample t-tests, simple linear regression, and multiple linear regression in SPSS version 23. The results showed a significant improvement in students’ learning outcomes following the implementation of discussion-based deep learning, with the mean score increasing from 51.25 on the pretest to 86.88 on the posttest (t = −15.370, p < 0.05). Regression analysis further indicated that the discussion method had a positive and significant effect on learning outcomes (β = 0.737, p < 0.05), while students’ critical thinking ability also exerted a positive and significant effect (β = 0.807, p < 0.05). Collectively, these variables explained 85.6% of the variance in learning outcomes (R² = 0.856). The study concludes that integrating discussion methods and critical thinking development within a deep learning framework can effectively enhance Indonesian language learning outcomes, particularly in argumentative writing, and contributes empirical support for the design of more interactive and cognitively engaging learning environments in elementary Indonesian language instruction.
School Policies in Fostering Students’ Character through Base Krame Cultural Practices Hafizi, Ahmad Yusron
ISLAMIKA Vol 8 No 2 (2026): APRIL
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i2.6069

Abstract

This study is motivated by the limited empirical research on the practical integration of Islamic values and local cultural wisdom in public elementary schools, despite its relevance to character education within contemporary curriculum reform. It aims to analyze how school policies integrate Islamic values grounded in base krame cultural practices to foster students’ character in the context of the Merdeka Curriculum and digital learning. The study employed a qualitative design at SDN Pemantek, Prako Village, Janapria District, Central Lombok, involving 25 purposively selected participants consisting of school leaders, teachers, students, parents, and community figures. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using an interactive qualitative analysis model comprising data condensation, data display, and conclusion drawing and verification. The findings indicate that character education is institutionalized as a lived moral culture in which Islamic ethics provide spiritual foundations, while base krame embodies norms of politeness, respect, and social responsibility. Teacher role modeling, daily habituation practices, and school-family-community collaboration function as the primary mechanisms of value internalization. The study also finds that digitalization is addressed through ethical adaptation, with base krame values guiding respectful online communication. The study concludes that culturally grounded and spiritually integrated school policies effectively support holistic character formation. These findings contribute to the development of integrative character education and offer practical implications for schools and policymakers seeking to align curriculum reform with local ethical frameworks.
Pesantren Kilat as a Character-Building Medium Based on Multiple Intelligences at Madrasah Ibtidaiyah Integral Buah Hati Insani, Mataram Arizka, Rakhmi Vegi
ISLAMIKA Vol 8 No 2 (2026): APRIL
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i2.6085

Abstract

This study is motivated by the limited research on the integration of Multiple Intelligences (MI) theory within short-term Islamic character education programs, despite its importance for holistic learning in faith-based elementary schools. It aims to examine the implementation of an MI-based Pesantren Kilat program, analyze the internalization of Ulil an-Nuha values (piety, wisdom, and social awareness), and evaluate its effectiveness as a medium for character building. Adopting a qualitative design, the research was conducted at Madrasah Ibtidaiyah Integral Buah Hati Insani, Mataram, involving 30 purposively selected participants comprising 4 supervising teachers, 3 program administrators, and 23 students from Grades III, IV, and V. Data were collected through semi-structured interviews, participant observations, and documentation analysis, and were examined using thematic analysis with methodological triangulation to ensure credibility. The findings indicate that structured experiential activities grounded in MI domains, particularly interpersonal, verbal-linguistic, and bodily-kinesthetic intelligences—facilitated active student participation and observable behavioural transformation. The internalization of Ulil an-Nuha values occurred progressively through guided reflection, collaborative engagement, and habituated practice rather than normative instruction alone, demonstrating that character formation is strengthened when cognition, emotion, and action are integrated within meaningful religious experiences. The study concludes that MI-based experiential pedagogy provides an effective framework for holistic character development in short-term Islamic programs and contributes theoretically by linking MI and experiential learning with moral internalization, while offering practical guidance for designing reflective, inclusive character education initiatives. It further recommends that future research examine long-term effects and employ mixed-method approaches across diverse institutional contexts to deepen understanding of MI-based Islamic character education.

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