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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
Arjuna Subject : -
Articles 428 Documents
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Enhancing English Language Skills through Collaborative Strategic Reading at Makassar Tourism Polytechnic Suparto, Windy Puspitasari; Amirullah, Amirullah; Basri, Muhammad; Salim, Muhammad Arfin Muhammad; Supriadin, Supriadin
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5685

Abstract

Students in vocational higher education, particularly in tourism studies, often face challenges in comprehending English texts related to their field, such as brochures, menus, and service dialogues. This issue hinders their ability to engage in global communication and meet the professional demands of the tourism industry. This study aims to explore the implementation of Collaborative Strategic Reading (CSR) as an instructional strategy to enhance English language skills specifically reading comprehension, vocabulary development, and critical thinking in an English for Specific Purposes (ESP) context at Makassar Tourism Polytechnic. A qualitative descriptive method was employed, involving classroom observations, semi-structured interviews with students and lecturers, and document analysis. The findings indicate that CSR, through its four stages preview, Click and Clunk, Get the Gist, and Wrap Up effectively improved student engagement and comprehension of tourism-related texts. Students showed greater confidence in interpreting and summarizing English materials, while classroom interaction became more collaborative and student-centered. Document analysis also revealed more concise and focused student assignments, reflecting improved understanding and application of reading strategies. The study concludes that CSR is an effective and relevant approach to teaching English in tourism education, as it supports both linguistic and interpersonal skill development. The implication of this research suggests that integrating CSR into ESP curricula can better prepare tourism students for real-world communication tasks and professional interactions in international settings, ultimately enhancing their readiness for careers in the rapidly expanding global tourism industry.
Fostering Social-Emotional Growth through Cooperative Learning in Early Childhood Education Siswantini, Yuli; Kuswandi, Dedi; Samawi, Ahmad
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5721

Abstract

This study examines the enhancement of children's social-emotional development through the application of cooperative learning strategies in early childhood education. Adopting a qualitative case study approach, data were collected through interviews, observations, and documentation. The data were analyzed systematically using techniques of data display, reduction, and conclusion drawing. Findings reveal that social-emotional growth in early childhood can be significantly improved through structured cooperative learning activities that include clear role division within groups, the use of positive feedback and rewards, and strategies aimed at fostering self-confidence and independence. The implementation of these practices not only enhances children's social interaction skills but also supports emotional regulation and resilience. The study highlights the critical role of collaborative learning in shaping key aspects of social-emotional development, offering practical implications for educators in early childhood settings. Structured group activities, meaningful participation, and positive reinforcement are shown to be effective tools for nurturing interpersonal competence and autonomy in young learners, laying a strong foundation for future developmental outcomes.
The Relationship between Religiosity and Peer Social Support with Student Courtesy Behavior Azzahro', Adibatul Bahiroh; Wahyuni, Esa Nur; Sudirman, Sudirman
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5729

Abstract

This study addresses growing concerns over declining moral standards among university students in the context of globalization and rapid technological advancement, with a particular focus on examining the influence of religiosity and peer social support on polite behavior among students at UIN Malang. Utilizing a correlational quantitative research design, data were collected from 271 respondents selected through the Cochran sampling technique. Structured questionnaires served as the primary data collection instrument, and the responses were analyzed using multiple linear regression. The findings indicate a statistically significant joint influence of religiosity and peer social support on polite behavior, as evidenced by an F-test significance value of 0.000 < 0.05, and a combined explanatory power of 54.4%. Notably, peer social support exerted a stronger effect (β = 1.050) on students’ courteous behavior compared to religiosity (β = 0.155), highlighting the prominent role of social interactions in shaping moral conduct. These results underscore the importance of fostering a supportive peer environment as a key strategy for promoting ethical behavior among university students, alongside ongoing efforts to reinforce religious values. The study contributes to the understanding of behavioral development in higher education and suggests actionable insights for student affairs practitioners and educators aiming to enhance moral character in academic settings.
Integration of Ethnic Tengger Local Cultural Values in Merdeka Curriculum for Elementary Education Level A-C Amiruddin, Mochammad; Munif, Munif; Sholikhudin, M. Anang
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5742

Abstract

This study examines the integration of local cultural values of the Tengger ethnic community into the Merdeka Curriculum at the elementary education level, specifically across phases A to C. Utilizing a qualitative case study design, data were collected through in-depth interviews with educators and school administrators, direct classroom observations, and analysis of curricular and instructional documentation in public elementary schools located in Tosari District, Pasuruan Regency. The findings reveal that core Tengger cultural values, such as deliberative consensus, communal cooperation (gotong royong), and interreligious harmony are systematically embedded within thematic learning activities and Pancasila Student Profile (P5) projects. These values are internalized through pedagogical strategies that align with Lickona’s framework of moral knowing, moral feeling, and moral action, fostering holistic character development among students. Teachers contextualize learning content by linking curriculum competencies to students’ lived cultural experiences, thereby enhancing relevance, engagement, and ethical understanding. The study demonstrates that the Merdeka Curriculum provides a flexible platform for the incorporation of local wisdom, enabling culturally responsive and sustainable character education. These findings highlight the potential of curriculum localization to strengthen national education goals while preserving indigenous identity and community values within formal schooling.
Integration of Multicultural Values in Project-Based Learning: A Case Study on the Batik and Textile Creative Craft Program Iswanto, Iswanto; Ma’ruf, Ahmad; Sholikhudin, M. Anang
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5744

Abstract

This study investigates the integration of multicultural values into project-based learning within the Batik and Textile Creative Craft program at Vocational High School 1 Jabon Sidoarjo, in response to the growing need for character education in ethnically diverse vocational settings. While technical competence remains a central focus of vocational education, the absence of systematic efforts to instill cultural values has limited students’ development in areas such as tolerance, inclusion, and social awareness. Using a qualitative descriptive approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving school leaders, teachers, students, and community figures. Data analysis employed source triangulation and followed a process of data reduction, presentation, and verification to ensure validity. The findings demonstrate that project-based learning effectively serves as a pedagogical medium for embedding multicultural values, particularly through collaborative activities rooted in the culturally significant practices of batik and textile craftsmanship. Students developed heightened awareness of diversity and demonstrated improved inclusive and cooperative behaviors. The integration of multicultural principles was facilitated by the alignment between the curriculum and the local cultural context, which supported the internalization of values in an experiential and meaningful manner. This study concludes that the synergy between technical training and multicultural education through project-based learning can contribute significantly to the development of inclusive vocational education. The findings offer practical insights for other vocational institutions seeking to advance character education through culturally responsive pedagogies.
The Effect of Religious Maturity on Substantive Religiosity of Prospective PAI Teacher Students Selvia, Sasmi; Rahmat, Munawar; Anwar, Saepul
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5747

Abstract

Religious maturity and substantive religiosity are critical components in shaping the character and pedagogical orientation of prospective Islamic Religious Education (PAI) teachers. Teachers who exhibit mature religiosity and internalized religious values are more likely to foster religious character development among their students through reflective thought, ethical conduct, and value-oriented teaching practices. This study examines the level of religious maturity and its influence on the substantive religiosity of PAI teacher candidates in West Java, Indonesia. Employing a quantitative correlational design, data were collected through a structured questionnaire administered to 192 PAI teacher candidates from three universities using a convenience sampling method. The collected data were analyzed using SPSS software to perform correlation analysis. Descriptive results indicated that 60% of participants demonstrated a moderate level of religious maturity, while 96% exhibited high levels of substantive religiosity. Correlation analysis revealed a statistically significant and strong positive relationship between religious maturity and substantive religiosity, with a correlation coefficient of r = 0.631 and a significance level of p < 0.001, confirming the hypothesis at the 99% confidence level. These findings underscore the importance of fostering both cognitive and affective dimensions of religiosity in teacher education. The study recommends the development of a more integrative PAI curriculum that emphasizes value-based learning, spiritual reflection, and personal religious development to support the formation of ethically grounded and pedagogically competent future educators.
Revitalization of Religious Values Through the Reinforcement of Local Culture-Based Character Education in Pasuruan Regency Syaifulloh, Mashabib; Jamhuri, M.; Kirom, Askhabul
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5770

Abstract

The weakening religious character among the community, especially the younger generation, is a major concern. Values such as honesty, responsibility, tolerance, and social care are degraded due to the lack of integration of local culture in character education. The purpose of this study is to analyze how local cultural practices, such as village purification rituals and earth alms, play a role as a reinforcement strategy in strengthening religious character values. This study uses a qualitative phenomenological approach, with data collection techniques through in-depth interviews, participatory observation, and documentation. The informants consisted of community leaders, religious leaders, and cultural actors. The results of the study show that local cultural practices have functionally become a means of reinforcing character values through habituation, symbolism, and social example. Reinforcement occurs informally but consistently, reinforcing religious values, cooperation, and responsibility in the community. The conclusion of the study revealed that the community independently formed an effective character education system without the intervention of formal institutions, making local culture an educational instrument with spiritual and contextual value. The implications of these findings show the importance of reconstructing the community-based character education model and local culture, as well as opportunities to integrate traditional values into the national education system in a more applicable and sustainable manner.
The Influence of Teacher Professionalism and Student Learning Motivation on Learning Outcomes in Islamic Religious Education at UM Laboratory Junior High School, Malang City Sumiyati, Sumiyati; Yasin, Ahmad Fatah; Hambali, Muh.
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5771

Abstract

Teacher professionalism and student learning motivation are critical factors influencing student achievement, including in the context of Islamic Religious Education (Pendidikan Agama Islam, PAI). This study investigates the extent to which teacher professionalism and student learning motivation affect PAI learning outcomes at the UM Laboratory Junior High School in Malang City, Indonesia. Employing a quantitative correlational research design, the study involved a randomly selected sample of 113 students from grades VII and VIII. Data were collected through structured questionnaires and analyzed using SPSS version 27, incorporating classical assumption testing, multiple linear regression, t-tests, F-tests, and the coefficient of determination (R²). The results indicate that teacher professionalism has a statistically significant effect on PAI learning outcomes (p = 0.001), contributing 27.3% to the variance in outcomes. Student learning motivation also showed a significant effect (p = 0.001), with a larger contribution of 54.0%. When analyzed jointly, both variables significantly influenced PAI learning outcomes, with a combined explanatory power of 48.2%. These findings highlight the pivotal role of both teacher competence and student motivation in enhancing the effectiveness of PAI instruction. The study underscores the need for targeted interventions aimed at improving teacher professionalism and fostering student motivation to support more meaningful and successful learning experiences in religious education.
The Influence of PAI Learning, Parental Social Support, and Peer Quality on Prosocial Attitudes of Junior High School Students in Malang City Cahayaningsih, Ica Putri; Wahidmurni, Wahidmurni; Wahyuni, Esa Nur
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5797

Abstract

This study investigates the factors influencing prosocial attitudes among junior high school students, focusing on Islamic Religious Education (PAI) learning, parental social support, and peer quality. The research aims to analyze the effects of these variables on students’ prosocial behavior and to examine the moderating role of peer quality. Employing a quantitative correlational design, the study involved 155 randomly selected eighth-grade students from three schools in Malang City (SMPN 12 Malang, SMP Lab UM, and MTs Muhammadiyah 1 Malang). Data were collected via a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression and moderated regression analysis (MRA). Results indicate that both PAI learning and parental social support significantly influence prosocial attitudes (p < 0.001 and p = 0.011, respectively), whereas peer quality did not demonstrate a significant moderating effect (p > 0.05). These findings suggest that the internalization of PAI values and supportive parenting are primary determinants of prosocial behavior, independent of peer relationship quality. The study concludes that educational and familial environments serve as crucial foundations for fostering prosocial attitudes, with peer interactions providing supplementary support. Practically, schools are encouraged to enhance contextualized and applicative PAI instruction, while parents should strengthen emotional and instrumental support. This research contributes to developing an integrative character education model that bridges school, family, and social environments.
The Influence of Reading Interest and English Vocabulary Mastery on the Ability to Read Islamic Texts in the English for Islamic Studies Course Jumatriadi, Jumatriadi; Satria, Ozi
ISLAMIKA Vol 7 No 3 (2025): JULI
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v7i3.5814

Abstract

This study investigates the individual and combined effects of reading interest and vocabulary mastery on students' ability to read Islamic texts in the English for Islamic Studies course. A quantitative correlational design was employed, involving 26 third-semester students from the Islamic Education Program at STIT Palapa Nusantara, selected through purposive sampling. Data were gathered using structured questionnaires assessing reading interest, vocabulary mastery, and Islamic text reading ability, and were analyzed using descriptive statistics and multiple linear regression via SPSS. The results revealed a significant positive correlation between reading interest and Islamic text reading ability (r = 0.574, p < 0.01), with an even stronger correlation between vocabulary mastery and reading ability (r = 0.639, p < 0.01). Descriptive statistics indicated high mean scores across variables, with reading ability (M = 83.7) ranking highest, followed by vocabulary mastery (M = 81.5) and reading interest (M = 78.3). Key performance indicators included interpreting Qur'anic texts (M = 84.2), summarizing Islamic readings (M = 83.1), and understanding basic Islamic concepts (M = 81.6). Multiple regression analysis confirmed that both reading interest (β = 0.401) and vocabulary mastery (β = 0.489) significantly predicted reading ability (p < 0.01), collectively accounting for 53.2% of the variance (R² = 0.532). The findings suggest that enhancing students’ vocabulary and fostering reading interest are effective strategies to improve their comprehension of Islamic texts in English.

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