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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 443 Documents
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A Reflective Study on Practical Methods for Developing Arabic Animation Learning Media Using Plotagon Story Idrus, S. Ali Jadid al; Syarifuddin, M.; Cahyani, Leny; Raharja, Radin Paras
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.5981

Abstract

The teaching of Arabic across diverse institutions continues to encounter challenges related to student engagement, communicative context, and teachers’ capacity to present compelling instructional media. Animated media hold significant potential to enrich learning through the integration of visual, auditory, and narrative elements; however, their production is often perceived as complex and requiring advanced technical skills. This study aims to identify practical methods for producing Arabic-language animated learning media using Plotagon Story, employing a reflective qualitative approach within the Action Research framework developed by Kemmis and McTaggart. Training and mentoring were conducted in three partner pesantren through iterative cycles of planning, acting, observing, and reflecting. Data were collected via reflective interviews, observation of instructional practices, and documentation of the produced animations, and subsequently analysed using Thematic Analysis. The findings indicate that micro-staging, person-to-person mentoring, and hands-on practice constitute key factors in mitigating digital anxiety and enhancing teachers’ media literacy. Teachers initially unfamiliar with technology succeeded in producing instructional animations, including taʿāruf dialogues, school-related vocabulary, and classroom scenarios. Classroom observations revealed increased student attention, motivation, and comprehension when the teacher-produced animations were utilised. Participants’ reflections highlighted professional transformation, particularly in terms of increased self-efficacy and pedagogical awareness regarding the role of animation in providing authentic communicative contexts. The study concludes that Plotagon Story is a practical and accessible tool for developing Arabic-language instructional media, particularly in resource-limited settings. It contributes to the advancement of a simple, effective, and replicable model for training in digital media production.
Dynamics of Academic Stress, Emotional Intelligence, and Behavioral Transformation Among Students: A Case Study at Ponpes Zainul Hafidz, Darul Qur’an Walhadis, and Insan Budi Mulia Utama, Zoli
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.5997

Abstract

This study is motivated by the limited research on the interaction between academic stress, emotional intelligence, and behavioral transformation among students in Indonesia pesantren, despite its significant impact on students’ academic performance, mental resilience, and social adaptation. The study aims to explore the forms and sources of academic stress, examine the role of emotional intelligence as a coping mechanism, and analyze how these factors interact to shape adaptive and maladaptive behaviors among santri. The research adopts a qualitative case study design, involving three Islamic boarding schools: Zainul Hafidz, Darul Qur’an Walhadis, and Insan Budi Mulia with a purposive sample of students selected for interviews and observations. Data were collected through in-depth interviews, participant observations, and field notes, and analyzed using thematic and comparative analysis techniques. The findings reveal that academic stress primarily arises from memorization demands, cognitive difficulties in understanding classical texts, and social-environmental pressures. Emotional intelligence functions as a critical buffer, enabling students to regulate emotions, manage study schedules, and engage proactively with teachers and peers. Moderating factors, including teacher mentorship, peer support, family expectations, and institutional schedules, significantly influence behavioral outcomes. The study concludes that adaptive behaviors emerge when students possess strong emotional intelligence and receive supportive institutional and social environments, while maladaptive behaviors occur under low emotional regulation or high unmitigated stress. The implications include advancing theoretical understanding of stress-emotion-behavior dynamics in pesantren and informing practical strategies for educational stakeholders to enhance students’ emotional resilience and engagement, with future research suggested in more schools using mixed methods.
Islamic Criminal Law on Sexual Bullying Involving Children: A Case Study of the Tasikmalaya Police Nafsiyah, Ghina; Ristianawati, Eka
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6004

Abstract

This study is motivated by the lack of research on sexual bullying perpetrated by minors, despite its growing prevalence and complex implications for child protection, juvenile justice, and Islamic criminal law in Indonesia. It aims to examine how Islamic criminal law conceptualizes child-perpetrated sexual bullying, how the Indonesian juvenile justice system handles such cases, and how both frameworks intersect in the practical context of policing at the Tasikmalaya Police. Employing a qualitative case study design, the research involved 25 purposively selected participants, including police officers, parents, community leaders, and social workers—and was conducted from September to November 2025. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and were analyzed using the Miles, Huberman, and Saldana interactive model supported by NVivo 12. The findings reveal that both positive law and Islamic criminal law prioritize child protection but differ in assigning accountability: statutory law relies on restorative justice within legal boundaries, whereas Islamic law emphasizes ta’dīb, moral correction, and shared parental responsibility. Environmental instability, digital exposure, weakened supervision, and declining moral–religious formation are identified as major contributing factors to child-perpetrated sexual bullying. Diversion emerges as an effective child-friendly mechanism but is selectively applied due to the severity of victims’ trauma and institutional constraints. The study concludes that integrated legal–religious approaches are crucial for addressing sexual bullying involving minors, while acknowledging limitations related to the localized scope and reliance on qualitative interpretation. Future research is recommended to explore comparative models across regions and to develop culturally grounded intervention frameworks.
Comparing Digital Media and Motivation Correlation with PAI Aqidah Akhlak Competence at MA and MTs Ar-Rahmaniyah NW Senyiur Ayatullah, Ayatullah
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6011

Abstract

This study is motivated by the limited research on the interconnected roles of digital media use and learning motivation in shaping Aqidah Akhlak competence, despite their increasing relevance in Islamic education. The study aims to analyze cross-level differences in digital media utilization, examine the correlation between learning motivation and Aqidah Akhlak competence, and evaluate the combined predictive influence of digital media use and learning motivation among students at MTs and MA Ar-Rahmaniyah NW Senyiur. Employing a quantitative correlational design, it involved a purposive sample of 61 students—35 Grade 7 MTs students and 26 Grade 10 MA students. Data were collected using validated questionnaires on digital media usage and learning motivation, alongside a standardized Aqidah Akhlak competence test, and were analyzed using descriptive statistics, Pearson product–moment correlation, and multiple regression to determine relational patterns and predictive strengths. The findings reveal significant cross-level distinctions: MA students demonstrate more advanced and academically oriented digital media practices, higher levels of learning motivation, and stronger correlations between these variables and Aqidah Akhlak competence. Motivation emerges as the strongest predictor at both levels, while digital media exerts greater predictive influence at the MA level, and the combined model explains more variance in competence among MA students, indicating greater integration of digital and motivational factors as students mature. The study concludes that digital engagement and learning motivation play crucial roles in enhancing moral comprehension, with implications for strengthening digital pedagogy and motivational strategies in Islamic education. Future research is recommended to expand the sample, incorporate qualitative insights, and examine longitudinal effects.
Building Environmentally Conscious Character through the Adiwiyata Program: A Green School Implementation Model Rozi, Fathor; Sekarsari, Putri Ayu; Faizin, Faizin
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6018

Abstract

Increasingly complex environmental problems, such as students’ low awareness and concern for the cleanliness and sustainability of the school environment, indicate that environmentally based character education has not been optimally internalized in educational practice, as reflected in behaviors such as littering, poor classroom maintenance, and limited participation in environmental activities. This study aims to analyze the implementation of the Adiwiyata Program at SMA Negeri 1 Gending as an effort to build environmental awareness among students. Using a qualitative case study approach, data were collected through interviews with the principal, vice principal, teachers, and students; direct observation of student behavior across various areas of the school; and documentation in the form of activity reports, school policies, and program archives, and were analyzed descriptively. The results indicate that the Adiwiyata Program has been comprehensively implemented in learning, student activities, and school management, with the integration of environmental values into lesson materials, student council activities, and school policies encouraging observable changes in student behavior, such as properly disposing of trash, maintaining classroom cleanliness, caring for plants, using reusable food containers, and reminding peers to keep the school clean. Documentation further highlights supporting factors, including the commitment of school principals, the Adiwiyata organizational structure, and parental support, alongside obstacles such as budget constraints, low participation among some teachers, and limited ongoing training. The findings demonstrate that the synergy of policies, learning, school culture, and the participation of all school elements critically influences the success of environmental character building. The implications of this research underscore the importance of institutional strengthening, program sustainability, and the integration of environmental education into school policies and the national curriculum to cultivate ecological character in the next generation.
Adaptive Strategies of Islamic Education (PAI) Teachers toward Digital-Based Islamic Education Policies: A Case Study at SMAN 1 Selong Akbar, Muhammad Asadullah; Arifin, Syamsul
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6020

Abstract

This study is motivated by the limited empirical research on how Islamic Religious Education (PAI) teachers adapt to digital-based education policies amid the growing influence of digital transformation in public secondary schools. It aims to examine PAI teachers’ adaptive strategies, the enabling and constraining conditions that shape these strategies, and their implications for learning effectiveness at SMAN 1 Selong. Using a qualitative single-case study design, the research involved 15 purposively selected participants, including PAI teachers, students, and school leaders. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed thematically to identify patterns of teacher adaptation, policy enactment, and learning outcomes. The findings reveal that PAI teachers exhibit adaptive capacity through the integration of pedagogical flexibility, functional use of digital technology, and sustained spiritual intentionality. Teacher adaptation is driven by intrinsic motivation, institutional support, and peer collaboration, while it is constrained by unequal student access to technology, varying levels of digital competence, and increased administrative demands. Importantly, digital-based instruction does not weaken religious values; rather, when implemented contextually, it supports cognitive engagement, affective development, and spiritual learning objectives. The study concludes that digital adaptation in PAI is a value-mediated and context-sensitive process rather than a purely technical response to policy mandates, and it contributes to theoretical discussions on teacher adaptation in religious education while offering practical implications for policymakers and school leaders in designing digital policies and professional development that remain pedagogically effective and spiritually grounded.
The Internalization of Moral Values in Enhancing Students’ Awareness of Learning Facility Maintenance at MA Zainul Hafidz At-Taufiq Buwun Mas Hamdi, Hamdi
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6027

Abstract

This study is motivated by the limited empirical research examining the internalization of moral values (akhlaq) and students’ responsibility for maintaining learning facilities in Islamic secondary schools. It aims to identify models and strategies of moral value internalization and to analyze their impact on students’ awareness and maintenance behavior at MA Zainul Hafidz At-Taufiq Buwun Mas. The research employs a qualitative descriptive case study design, with data collected through in-depth interviews, observations, and documentation involving the head of the madrasah, Islamic education teachers, homeroom teachers, students, and supporting staff, and analyzed using Miles and Huberman’s interactive model of data reduction, data display, and conclusion drawing. The findings indicate that moral value internalization is implemented through three interrelated stages: value transformation, value transaction, and value transinternalization, with teacher role modeling and habituation practices emerging as dominant factors in fostering students’ moral awareness. These processes contribute to positive behavioral changes, reflected in increased student discipline, responsibility, and voluntary care for learning facilities, and are consistent with moral internalization theory and Social Learning Theory, which emphasize the importance of modeling and sustained practice. The study concludes that effective moral value internalization significantly enhances students’ awareness and responsibility toward maintaining learning facilities, thereby enriching the literature on moral and character education by linking moral internalization to environmental responsibility and providing practical guidance for strengthening value-based programs in madrasahs through consistent role modeling and participatory habituation. Future research is encouraged to extend this inquiry to broader institutional contexts and adopt longitudinal designs to capture long-term effects.
Tadarruj: The Construction of a Nine-Level Framework for Qur’anic Exegesis Studies as a Comprehensive Pedagogical Model at Barokatul Walidain Islamic Boarding School Muhammad, Muhammad; Ansori, Muhammad Zainul
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6030

Abstract

This study is motivated by the limited empirical research on structured pedagogical models for Qur’anic exegesis (tafsir) learning that systematically integrate classical ʿulūm al-Qur’an with contemporary educational principles, despite their crucial role in shaping interpretive competence and ethical formation in Islamic education. It aims to analyze the conceptualization, implementation, and pedagogical implications of a nine-level tadarruj framework in Qur’anic exegesis learning at Barokatul Walidain Islamic Boarding School. Adopting a qualitative case study design, the research focuses on a single institutional context selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis, and were examined using thematic analysis to identify patterns of pedagogical structuring, learning progression, and interpretive practice. The findings reveal that the nine-level tadarruj framework functions as a coherent developmental pathway that aligns interpretive depth, linguistic mastery, and methodological complexity with students’ cognitive readiness. Qur’anic exegesis learning is structured progressively, preventing cognitive overload and fragmented interpretation while fostering cumulative interpretive competence. The staged integration of contextual and maqāṣid-based analysis further reorients tafsir education toward ethical responsibility and lived guidance (hidāyah), rather than mere textual mastery. The study concludes that tadarruj operates as an organizing logic for curriculum design and interpretive accountability in Qur’anic education, contributing theoretically by integrating classical epistemology with contemporary educational theory and practically by offering a replicable, developmentally appropriate model for tafsir instruction. Future research is recommended to examine the applicability of this framework across diverse educational contexts using longitudinal or mixed-method approaches.
Correlation Analysis of High School Major, Academic Achievement, Major Choice in SPAN, University Study Program, and Cumulative Grade Point Average of Achieving Students via the SPAN Pathway at UIN Mataram Masnun, Masnun; Fadli, Adi; Endrawati, Endrawati
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6034

Abstract

This study aims to analyze the relationship between high school major, academic and non-academic achievement, major choice through the National Academic Achievement Selection (SPAN) PTKIN pathway, the major pursued at the university, and the Cumulative Grade Point Average (GPA) of achieving students via the SPAN pathway at UIN Mataram. This research uses a quantitative approach with a correlational research type. The research location is UIN Mataram, with a sample size of 1,768 students admitted through the SPAN pathway. Data collection techniques were carried out through surveys and documentation of student academic data, including data on high school major, academic/non-academic achievement, SPAN major choice, university major, and GPA. Research instruments included questionnaires and academic data documentation sheets sourced from official institutional archives. Data analysis techniques used Pearson Product Moment correlation tests to determine the relationship between research variables. The results show a positive and significant correlation between major choice in SPAN and the major pursued at UIN Mataram, as well as a negative and significant correlation between university major and student GPA. Additionally, a negative and significant correlation was found between major choice in SPAN and academic/non-academic achievement in high school. Meanwhile, no significant relationship was found between high school major and university major, high school achievement, or GPA, and no significant relationship was found between academic/non-academic achievement and GPA. The implications of this research indicate that students’ academic success in higher education is not solely determined by their major and achievement at the secondary education level but is more influenced by the suitability of major choice, characteristics of the study program, and the learning context in higher education. These findings can serve as a basis for developing more comprehensive, interest- and potential-based student selection policies and career guidance services.
Ngaji Rasa in the Islamic Boarding School Curriculum and Its Implications for Islamic Religious Education: An Analysis from the Perspective of Kyai Batula, Abu Warasy; Fakhruddin, Agus; Faqihuddin, Achmad
ISLAMIKA Vol 8 No 1 (2026): JANUARY
Publisher : Pendidikan Agama Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/islamika.v8i1.6036

Abstract

This study examines the Ngaji Rasa curriculum in Islamic boarding schools and its implications for Islamic Religious Education (IRE) from the perspective of kyai, against the backdrop of moral degradation in formal education environments that indicates cognitively oriented approaches in IRE have been ineffective in internalizing moral and spiritual values. As an inner development-based educational practice, Ngaji Rasa offers an alternative model grounded in life experiences, behavioral exemplars, and habituation. Using a qualitative phenomenological design, the study involves ten kyai from traditional Islamic boarding schools, with data collected through in-depth interviews, participatory observation, and documentation analysis. The findings show that Ngaji Rasa operates as an unwritten hidden curriculum that significantly shapes students’ character formation through the exemplary conduct of the kyai, systematic habituation of values, and gradual spiritual experiences. This model contributes to fostering honesty, patience, humility, and social responsibility among students. The implications for Islamic Religious Education (PAI) include the development of experience-based learning, the strengthening of teacher role modeling, the cultivation of appropriate behavior, and the creation of a virtuous classroom atmosphere. Overall, this educational model bridges modern pedagogical theory with classical Islamic tradition, offering a holistic and transformative framework for religious education.

Page 44 of 45 | Total Record : 443

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