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eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam
Published by Universitas Islam Negeri Mataram
ISSN : 20863594     EISSN : 25274651     DOI : https://doi.org/10.20414/elhikmah.v14i1.2065
Core Subject : Religion, Education,
Religion Education
el-Hikmah: Jurnal Kajian dan Penelitian Pendidikan Islam (e-ISSN 2527-4651, p-ISSN 2086-3594) adalah jurnal ilmiah peer-review dan open access yang dikelola dan diterbitkan oleh Prodi Pendidikan Agama Islam Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri (UIN ) Mataram. Jurnal ini terbit secara berkala dua kali setahun, yakni pada bulan Juni dan Desember. Jurnal ini bertujuan untuk menjadi platform jurnal akses terbuka yang menerbitkan dan menyebarkan gagasan kajian dan penelitian tentang Pendidikan Islam. Fokusnya adalah mempublikasikan kajian dan penelitian asli (penelitian kualitatif, penelitian tindakan kelas, penelitian pengembangan/desain), analisis perpustakaan, dan book review tentang kajian pendidikan Islam, bagaimana peserta didik belajar PAI, dan bagaimana PAI diajarkan di tingkat sekolah dasar, menengah, dan perguruan tinggi. Ruang lingkup (scope) kajian el-Hikmah meliputi: Nilai-nilai dalam pengajaran dan pembelajaran PAI Skup ini berkaitan dengan nilai-nilai seperti keyakinan, sikap, emosi yang berpengaruh/berhubungan dengan pengajaran dan pembelajaran PAI. Pengembangan kompetensi guru/calon guru PAI Skup ini untuk mendukung kompetensi guru/calon guru PAI dalam mengembangkan nilai-nilai, dan pengetahuan konten teknologi/pedagogis.
Arjuna Subject : Umum - Umum
Articles 140 Documents
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Dinamika Fatherless dan Arsitektur Kognitif Remaja: Studi Kasus di SMP Negeri 18 Mataram Muhammad Ardani Eka Julianto; Muhammad Muhammad; Baehaqi Baehaqi
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 19 No. 2 (2025): December
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v19i2.14647

Abstract

Abstrak: Penelitian ini bertujuan untuk mengeksplorasi dampak fenomena fatherless—ketidakhadiran peran figur ayah baik secara fisik maupun psikologis—terhadap arsitektur kognitif dan perilaku belajar siswa di SMP Negeri 18 Mataram. Menggunakan lensa integratif Teori Sistem Bioekologis Bronfenbrenner dan Teori Perkembangan Kognitif Piaget, penelitian kualitatif dengan desain studi kasus ini membedah bagaimana defisit pengasuhan memicu malfungsi pada proses adaptasi intelektual remaja. Data dihimpun melalui wawancara mendalam, observasi non-partisipan di kelas, dan studi dokumentasi terhadap 10 siswa yang teridentifikasi mengalami kondisi fatherless. Hasil penelitian memetakan tiga tipologi ketidakhadiran ayah di wilayah urban-suburban Ampenan Selatan, yaitu: hambatan struktural akibat ritme kerja informal (psychological absence), pemisahan geografis demi tuntutan ekonomi (physical absence), serta pemutusan hubungan pasca-perceraian (kronosistem). Ketidakhadiran fungsional ini berdampak sistemik pada macetnya proses asimilasi dan akomodasi kognitif siswa di sekolah (mesosistem). Manifestasi nyata di lapangan meliputi rendahnya efikasi diri yang memicu kepasifan belajar, kelemahan logika prosedural dan nalar sebab-akibat , kekakuan skema mental (cognitive rigidity) dalam komunikasi abstrak , hingga munculnya sindrom learned helplessness yang menurunkan capaian akademik di bawah standar ketuntasan. Selain itu, kelumpuhan fungsi kontrol ayah berimplikasi pada kedangkalan penalaran moral (moral reasoning), ditandai dengan tingginya frekuensi pelanggaran tata tertib sekolah tanpa disertai beban rasa bersalah. Penelitian ini menyimpulkan bahwa pengasuhan ayah merupakan katalisator utama keseimbangan intelektual dan moral remaja. Sebagai implikasi praktis, disarankan bagi lembaga pendidikan untuk mengoptimalkan peran guru BK melalui konseling kelompok serta menginisiasi program parenting bersama ayah guna memulihkan rasa aman kognitif siswa. Kata Kunci: Fatherless, Arsitektur Kognitif, Remaja, Penalaran Moral, Teori Piaget Abstract: This study aims to explore the impact of the fatherless phenomenon—the physical or psychological absence of a father figure—on the cognitive architecture and learning behaviour of students at SMP Negeri 18 Mataram. Utilising the integrative lenses of Bronfenbrenner’s Bioecological Systems Theory and Piaget’s Cognitive Development Theory, this qualitative research employs a case study design to examine how parenting deficits trigger malfunctions in the intellectual adaptation processes of adolescents. Data were gathered through in-depth interviews, non-participant classroom observations, and documentary analysis involving ten students identified as experiencing fatherlessness. The findings map three typologies of father absence within the urban-suburban region of South Ampenan: structural constraints resulting from informal work routines (psychological absence), geographical separation driven by economic demands (physical absence), and the severing of relations post-divorce (chronosystem). This functional absence has a systemic impact, disrupting the processes of cognitive assimilation and accommodation within the school environment (mesosystem). Tangible manifestations in the field encompass low self-efficacy which triggers passive learning, weaknesses in procedural logic and causal reasoning, cognitive rigidity in abstract communication, and the emergence of learned helplessness syndrome, which reduces academic achievement below the minimum mastery standards. Furthermore, the paralysis of the father’s regulatory function leads to shallow moral reasoning, characterised by a high frequency of school discipline violations unaccompanied by feelings of guilt. This study concludes that fathering serves as a primary catalyst for an adolescent's intellectual and moral equilibrium. In terms of practical implications, educational institutions are advised to optimise the role of school counsellors through focused group counselling and to initiate joint parenting programmes with fathers to restore students' cognitive security.
Dialektika Konsepsi Wacana dan Praktik Pembelajaran dalam Paradigma Horizon Ilmu: Studi terhadap Dosen Bidang Eksakta Abdulloh Fuadi
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 19 No. 2 (2025): December
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v19i2.14857

Abstract

Abstrak: Paradigma Horizon Ilmu digadang-gadang sebagai cultural identity dan acuan epistemologis bagi civitas akademika UIN Mataram pasca-alih status menjadi universitas. Namun, diskursus ini dinilai masih didominasi oleh rumpun keilmuan keagamaan dan sosial-humaniora. Penelitian ini bertujuan untuk menganalisis dialektika konsepsi wacana dan praktik pembelajaran dalam paradigma Horizon Ilmu, dengan fokus khusus pada dosen bidang eksakta di UIN Mataram. Menggunakan pendekatan kualitatif deskriptif, data dihimpun melalui studi dokumentasi terhadap empat seri buku mutu Horizon Ilmu (2018–2023) dan wawancara mendalam dengan para dosen pengajar di rumpun sains (Fisika, Kimia, Biologi). Hasil penelitian menunjukkan bahwa meskipun UIN Mataram telah memproduksi wacana Horizon Ilmu secara masif, implementasinya pada rumpun eksakta masih mengalami alienasi epistemologis dan artifisialitas praktis. Hambatan ini dipicu oleh kuatnya dikotomi latar belakang akademik (academic background) dosen yang berasal dari PTN umum serta tiadanya panduan teknis-operasional yang akomodatif terhadap nalar empiris sains murni. Pertautan yang terjadi di dalam kelas baru menyentuh level simbolik-artifisial, seperti penyisipan ayat Al-Quran atau nilai lokal sebagai pelengkap materi, tanpa mendekonstruksi struktur inti kurikulum. Penelitian ini merekomendasikan perlunya penyusunan pedoman mutu operasional khusus klaster eksakta demi mewujudkan integrasi keilmuan yang organik dan inklusif. Kata kunci: Horizon Ilmu, Dosen Eksakta, Integrasi Keilmuan, Praktik Pembelajaran, UIN Mataram. Abstract: The Horizon Ilmu paradigm is envisioned as a cultural identity and an epistemological framework for the academic community of UIN Mataram following its institutional transformation into a university. However, this discourse is arguably still dominated by religious and social-humanities disciplines. This study aims to analyze the dialectic between discourse conception and pedagogical practices within the Horizon Ilmu paradigm, focusing specifically on natural science lecturers at UIN Mataram. Employing a descriptive qualitative approach, data were gathered through a documentary study of four Horizon Ilmu reference book series (2018–2023) and in-depth interviews with lecturers in science fields (Physics, Chemistry, Biology). The findings reveal that although UIN Mataram has massively produced the Horizon Ilmu discourse, its implementation in the science cluster still suffers from epistemological alienation and practical artificiality. This barrier is triggered by the deeply rooted dichotomy in the lecturers' educational backgrounds—most being alumni of secular public universities—and the absence of technical-operational guidelines accommodating the empirical nature of pure science. The integration occurring in classrooms remains at a symbolic-artificial level, merely inserting Quranic verses or local wisdom as complimentary materials without deconstructing the core curriculum structure. This study recommends the urgent formulation of operational quality guidelines specifically tailored for the science cluster to achieve an organic and inclusive scientific integration.
Akulturasi Budaya dan Internalisasi Nilai-Nilai Pendidikan Islam dalam Tradisi Mpa'a Ntumbu Tuta Masyarakat Ntori, Bima Junaidin Junaidin
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 19 No. 2 (2025): December
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v19i2.14876

Abstract

Abstrak: Tradisi Mpa’a Ntumbu Tuta merupakan warisan budaya masyarakat Desa Ntori, Kabupaten Bima, yang tidak hanya berfungsi sebagai identitas budaya, tetapi juga mengandung nilai-nilai pendidikan Islam. Penelitian ini bertujuan menganalisis proses akulturasi budaya dalam tradisi Mpa’a Ntumbu Tuta serta mengidentifikasi nilai-nilai pendidikan Islam yang terkandung di dalamnya. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi terhadap lima informan kunci yang dipilih secara purposif. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa tradisi Mpa’a Ntumbu Tuta merepresentasikan akulturasi budaya antara tradisi lokal dan nilai-nilai Islam melalui reinterpretasi makna dan transformasi praktik budaya. Nilai pendidikan Islam yang ditemukan meliputi nilai religius berupa tawakal, keikhlasan, dan keyakinan kepada Allah SWT; nilai moral dan karakter berupa keberanian, kejujuran, disiplin, tanggung jawab, dan sportivitas; serta nilai sosial berupa kebersamaan, gotong royong, solidaritas, dan kohesi komunitas. Penelitian ini menawarkan model Pendidikan Islam Berbasis Akulturasi Budaya (Cultural Acculturation-Based Islamic Education) yang menjelaskan bahwa integrasi budaya lokal dan nilai-nilai Islam dapat menjadi media efektif dalam pembentukan karakter dan penguatan kohesi sosial masyarakat. Kata Kunci: akulturasi budaya, pendidikan Islam, kearifan lokal, Mpa’a Ntumbu Tuta, pendidikan karakter. Abstract: The Mpa’a Ntumbu Tuta tradition is a cultural heritage of the people of Ntori Village, Bima Regency, which not only functions as a cultural identity but also contains Islamic educational values. This study aims to analyse the process of cultural acculturation within the Mpa’a Ntumbu Tuta tradition and to identify the Islamic educational values embedded within it. The research employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving five key informants selected purposively. Data analysis was conducted using the Miles, Huberman, and Saldaña model, which encompasses data condensation, data display, and drawing conclusions. The results of the study indicate that the Mpa’a Ntumbu Tuta tradition represents a cultural acculturation between local traditions and Islamic values through the reinterpretation of meaning and the transformation of cultural practices. The Islamic educational values discovered include religious values in the form of tawakal (trust in God), sincerity, and faith in Allah SWT; moral and character values consisting of courage, honesty, discipline, responsibility, and sportsmanship; as well as social values comprising togetherness, mutual assistance, solidarity, and community cohesion. This study offers a Cultural Acculturation-Based Islamic Education model which explains that the integration of local culture and Islamic values can serve as an effective medium for character building and strengthening public social cohesion.
Islamic Boarding House as a Learning-Living Lab: A Model for Building a Culture of Worship, Knowledge, and Togetherness Among Students Rokhmani; Muhammad Nizarudin; Siti Surotul Khasanah; Lena Dwi Prihatin; Afdhal Khubaba; M Rikza Chamami
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 20 No. 1 (2026): eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v20i1.14624

Abstract

Student housing is no longer merely a residence, but a developmental space that shapes habits, character, and a learning environment affecting students’ intellectual, spiritual, and social maturity. In this context, Islamic boarding houses (kost islami) hold potential to develop as learning-living laboratories that integrate a culture of knowledge, worship practices, and communal engagement within one educational ecosystem. This study aims to analyze how Islamic student housing functions as a holistic learning space that supports the formation of adab, academic productivity, and meaningful social relationships. This research employed a qualitative case study approach through observations, in-depth interviews, and documentation of daily activities. The findings indicate that intellectual interactions, worship routines, and social bonding emerge naturally among residents, although they are not yet supported by structured management or formal community programs. The integration of these three pillars contributes to character building and fosters balance between academic demands and spiritual well-being. The study concludes that Islamic student housing has strong potential to serve as a learningliving laboratory, yet requires strengthened management systems, structured mentorship, and programmed activites to ensure continuity and maximize its role within the framework of modern Islamic education.
Interdisciplinary Curriculum Development and Strengthening Moderate Islam as the Future Direction for Islamic Religious Higher Education Institutions (PTKI) in Indonesia Nafi Lutfi ‘Ulia Ristiana; Dwi Ratnasari
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 20 No. 1 (2026): eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v20i1.14651

Abstract

The change of Islamic Religious Universities (PTKI) in Indonesia from State Islamic Religious Colleges (STAIN) and State Islamic Religious Institutes (IAIN) to State Islamic Universities (UIN) opens a new era for the development of science based on Islamic values. However, this institutional transformation has not been fully able to answer the challenges of globalization, digitalization, and increasing social and religious polarization. PTKI is required  not only to produce graduates who excel academically, but also to have an inclusive, critical, and moderate religious character. This article aims to analyze the future direction of PTKI through two strategic pillars, namely the development of an interdisciplinary curriculum and the strengthening of moderate Islam. This research uses a literature study approach by examining various relevant scientific sources. The results of the study show that the integration of religious science and general science is not only to reduce the scientific dichotomy, but to build a complementary scientific and religious perspective. The interdisciplinary curriculum paradigm allows students to examine religious and social issues through various scientific perspectives, thereby encouraging academic dialogue, intellectual tolerance, and strengthening critical thinking. Other findings reveal that the internalization of wasathiyah values (religious moderation) will be more effective if it is not only taught through courses, but also instilled through campus ecosystems, academic culture, and scientific practices. This study recommends that PTKI strengthen the relevance of curriculum, learning innovation, and moderate academic culture as a strategy for developing Islamic education that is superior, inclusive, and globally competitive.
Implementation of Religious Moderation in Building Social Harmony in Educational Environments Binta Sajida; Asep Ediana Latip; Fatimah Azzahra
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 20 No. 1 (2026): eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v20i1.14678

Abstract

Religious moderation plays an essential role in fostering tolerance and social harmony within pluralistic higher education environments. However, students’ understanding of religious moderation often remains conceptual and is not fully reflected in daily social practices. This study aims to describe the level of religious moderation implementation, analyze students’ social harmony, and examine the relationship between the two variables in higher education. A quantitative approach with a survey method was employed. Data were collected through an online questionnaire distributed via Google Forms to 32 students and analyzed using descriptive percentage analysis. The findings indicate that the implementation of religious moderation is categorized as good, as shown by high levels of agreement on indicators of understanding and institutional support. Students’ social harmony is also relatively high, reflected in mutual respect for religious differences and comfort in interfaith interactions. The results further reveal a positive relationship between religious moderation and social harmony. This study highlights the importance of strengthening religious moderation to promote a tolerant, inclusive, and harmonious campus environment.
Crab Mentality from the Perspective of the Prophet's Hadith: Implications for Social Ethics in Islamic Education Dinar Mahesa Putri
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 20 No. 1 (2026): eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v20i1.14750

Abstract

The phenomenon of crab mentality is a form of social behavior characterized by the tendency to hinder and undermine the success of others, which often appears in various social relationship contexts, including in educational environments. In educational practice, such attitudes have the potential to weaken the value of togetherness, damage the academic climate, and hinder the character-building process of students. This article aims to analyze the phenomenon of crab mentality from the perspective of the Prophet's hadith and examine its implications for social ethics in Islamic education. This research uses a qualitative approach thru library study with the thematic hadith method (maudhu'i). The primary data sources come from hadiths relevant to the themes of social relations, envy, and brotherhood in Sunan At-Tirmidhi and Sunan Abu Dawud, while the secondary sources include hadith commentary books and related scientific literature. The analysis results show that the Prophet's hadiths explicitly criticize envy, hatred, and actions that disrupt social harmony, which are substantially in line with the characteristics of crab mentality. These findings affirm that the social ethical values in hadith are of significant relevance to Islamic education, particularly in fostering a healthy academic culture, fair competition, and educational relationships based on empathy and mutual respect.
Integration Of Curriculum And Yellow Books (Turats) In The Malay Scientific Tradition Mardiah; Popy Indar Sari; Choirun Niswah; Maryamah
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 20 No. 1 (2026): eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v20i1.14781

Abstract

Student housing is no longer merely a residence, but a developmental space that shapes habits, character, and a learning environment affecting students’ intellectual, spiritual, and social maturity. In this context, Islamic boarding houses (kost islami) hold potential to develop as learning-living laboratories that integrate a culture of knowledge, worship practices, and communal engagement within one educational ecosystem. This study aims to analyze how Islamic student housing functions as a holistic learning space that supports the formation of adab, academic productivity, and meaningful social relationships. This research employed a qualitative case study approach through observations, in-depth interviews, and documentation of daily activities. The findings indicate that intellectual interactions, worship routines, and social bonding emerge naturally among residents, although they are not yet supported by structured management or formal community programs. The integration of these three pillars contributes to character building and fosters balance between academic demands and spiritual well-being. The study concludes that Islamic student housing has strong potential to serve as a learning-living laboratory, yet requires strengthened management systems, structured mentorship, and programmed activities to ensure continuity and maximize its role within the framework of modern Islamic education.
Merdeka-Islamic Learning: Analysis of Merdeka Curriculum ‎Implementation in Islamic Religious Education at Elementary Schools in ‎‎2026‎ Hasbullah; Hamdan; Abdul Muis; Ahmad Sanusi; Akh Bayu Rifki
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 20 No. 1 (2026): eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v20i1.14904

Abstract

This study examines the implementation of the Merdeka Curriculum (Kurikulum Merdeka) in Islamic Religious Education (PAI) at the elementary school level in Indonesia in 2026. Employing a qualitative descriptive approach through document analysis, interviews, and classroom observations at selected primary schools, this research investigates how the Merdeka Curriculum's core principles student agency, differentiated learning, and the Pancasila Student Profile are integrated within PAI instruction. The findings reveal that while teachers demonstrate increased creativity and flexibility in lesson design, significant challenges remain, including limited digital literacy among PAI educators, inadequate training, and the tension between standardized religious content and adaptive pedagogy. The study concludes that successful integration requires sustained professional development, contextually responsive teaching materials, and stronger institutional support. This research contributes to the growing discourse on reforming Islamic education within national curriculum policy frameworks.
Reconstruction of Islamic Value-Based Islamic Education Learning Evaluation in the Independent Curriculum Mohammad Madani; Mohammad Iqbal Ujari
eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam Vol. 20 No. 1 (2026): eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam
Publisher : UIN Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elhikmah.v20i1.14906

Abstract

The evaluation of PAI learning is still oriented to the cognitive side, while the affective, spiritual, and character aspects are still not fully well reached. This research aims to reconstruct the evaluation of Islamic Religious Education (PAI) learning in the Independent Curriculum through the integration of Islamic values as the basis for assessment. This research uses a qualitative approach with a type of research called library research. The data obtained will be analyzed using content analysis techniques on various writings related to learning assessment, Islamic education, and Independent Curriculum assessment. This research produced a PAI evaluation reconstruction model that integrates the values of ṣidq, amanah, 'adl, mas'uliyyah, and ihsan into all stages of assessment, including diagnostic, formative, summative assessment, and learning follow-up. The model offered places amanah as the basis for diagnostic assessment, ihsan for formative assessment, 'adl for summative assessment, mas'uliyyah for evaluation follow-up, and ṣidq as a value that animates the entire assessment process. These findings show the formation of an evaluation framework that is comprehensive, humanist, and sustainable. Within this framework, evaluation is not solely directed at assessing students' academic achievements, but also plays a role in developing their character and strengthening their spiritual dimension.

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