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Purniadi Putra
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IJGIE (International Journal of Graduate of Islamic Education)
Published by Institut Agama Islam Sultan Muhammad Syafiuddin Sambas
ISSN : 27218805     EISSN : 27218791     DOI : 10.37567
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
IJGIE publishes research paper in the field of: Islamic Education, Early Childhood Education, Primary Education, Educational Management, Counselling Education, Special Education, and Cross-Border Education in Southeast Asia - Teaching of Islamic Education - Islamic Early Childhood Education - Islamic Primary Education - Islamic Educational Psychology - Islamic Educational Guidance and Counselling - Islamic Educational Management - Islamic Educational Philosophy and Thought - Islamic Educational Policy Analysis - International Cross-border Education - Multicultural, Intercultural and Cross-cultural Education - Sociology and Anthropology of Education - Family Education - Character and Moral Value Education - General Education
Arjuna Subject : Umum - Umum
Articles 9 Documents
 1 
Search results for , issue "Vol. 7 No. 2 (2026): September" : 9 Documents clear
Implementation Of Problem-Based Learning Using Animation In Akidah Akhlak Instruction: A Case Study At Mi Bahrul Ulum Majalaya Wahyudin, Wahyudin; Darmiyanti, Astuti; Ferianto, Ferianto
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.4752

Abstract

This study aims to examine the implementation of Problem-Based Learning (PBL) supported by animated media in Aqidah Akhlak instruction at MI Bahrul Ulum Majalaya. This study employs a qualitative approach with a case study design to gain an in-depth understanding of the learning process, teacher strategies, and student responses to the implementation of PBL integrated with animated media. Data collection was conducted through observation, interviews, and documentation, followed by thematic analysis. The results indicate that the implementation of PBL supported by animated media enhances student engagement and understanding of Akidah Akhlak material. Students actively participate in identifying problems, discussing solutions, and presenting group work outcomes, thereby strengthening their critical thinking, collaboration, and communication skills. Observation data showed that approximately 90% of students demonstrated attention and active participation during the learning process. Additionally, the learning process became more interactive and contextual, thereby fostering increased student motivation. The novelty of this study lies in the integration of PBL with animation media in Akidah Akhlak instruction within the context of elementary madrasahs through a qualitative case study approach, a topic that has rarely been explored in depth. Although there were constraints in the form of limited teacher technological competence and digital facilities, these did not significantly hinder the effectiveness of learning. Overall, the findings of this study indicate that PBL supported by animated media is an effective approach in improving the quality of learning, although it still requires support in the form of technological and facility enhancements. This study provides theoretical and practical contributions to the development of innovative learning strategies in elementary education, particularly in Akidah Akhlak instruction
Analysis Of Religious Moderation Policy Within The Framework Of Islamic Education In Indonesia: A Documentary Study Armedi, Rama; Rudini; Hafidz Imaduddin
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.4870

Abstract

Intolerance and radicalism remain serious challenges to diversity in Indonesia, where schools which should serve as pillars of democracy have not yet been fully able to counter these challenges. Although religious moderation has been introduced as a solution, research specifically analysing formal policies as a foundation for integration within Islamic education remains very limited. The aim of this study is to analyse government policies regarding the strengthening of religious moderation through a qualitative approach, utilising a documentary study of Presidential Regulation No. 58 of 2023 and the National Medium-Term Development Plan (RPJPN) 2025–2045. The findings indicate that the strengthening of religious moderation within educational institutions can be implemented through four models: understanding, prevention, eradication, and development. Practical strategies include training for Islamic Education teachers, the development of teaching materials, interfaith activities, and academic publications. This study makes a theoretical contribution by clarifying the position of religious moderation within the national education system, as well as a practical contribution in the form of a structured approach for policymakers in Islamic educational institutions to foster an inclusive national character.
Integrating The Bank’s Multicultural Framework Into The Islamic Religious Education Curriculum: The Qaṭ'ī-Ẓannī Epistemological Approach Syifa Salsabila; Eko Puji Antoro; Alwi Hakim; Anita Setyarachma; Tri aprilia azmi
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.5169

Abstract

This study aims to formulate a theoretically grounded framework for integrating James A. Banks’ five dimensions of multicultural education into the Islamic Religious Education (PAI) curriculum in Indonesia. Using a qualitative-descriptive library research design, this study analyzes PAI curriculum documents including KMA No. 347/2022 and Banks’ foundational works through an integrative hermeneutic technique. The central contribution is the stratified epistemological compatibility framework, which resolves the tension between Banks’ secular-liberal epistemology and Islamic epistemic tradition by distinguishing between qaṭʻī (definitive, revelation-based) and ẓannī (interpretation-derived) knowledge. Banks’ dimensions are applicable at the ẓannī layer, enabling critical-inclusive pedagogy without compromising aqidah. This integration is anchored in Wasatiyyah and Ukhuwah Basyariyyah as indigenous theological foundations. Practically, this study recommends revising KMA No. 347/2022 operational guidelines, institutionalizing multicultural teacher training, and integrating digital literacy into PAI to counter exclusivist narratives. These findings contribute toward developing an adaptive PAI curriculum that fosters religious moderation within Indonesia’s pluralistic society.
A Systematic Review Of The Integration Of 21st-Century Skills And Educational Technology For The Career Development Of Islamic Education Teachers Darmanto; Yulia Wahyuni; Muhammad Sirozi
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.5182

Abstract

The integration of 21st-century skills and educational technology has become a critical issue in improving the quality of Islamic Education (PAI) and supporting teacher career development in the digital era. This study aims to analyze how the integration of the Four Cs critical thinking, creativity, collaboration, and communication and educational technology contributes to the professional growth of PAI teachers and the transformation of learning practices. This research employs a qualitative approach using a systematic literature review method, analyzing selected scholarly articles published between 2020 and 2025. Data were collected through structured searches in academic databases and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that the integration of 21st-century skills and educational technology enhances teachers’ pedagogical competence, promotes innovative and student-centered learning, and expands professional opportunities through digital engagement and scholarly activities. However, critical reflection reveals inconsistencies in previous studies, particularly in the gap between theoretical frameworks and classroom implementation, as well as the uneven impact of technology integration due to variations in teacher readiness and institutional support. Additionally, most studies focus on short-term outcomes, leaving a gap in understanding long-term career development. This study concludes that the integration of 21st-century skills and educational technology is essential but requires comprehensive and systemic support to be effectively implemented. The research contributes by providing an integrative framework that links competencies, technology, and career development, offering both theoretical insights and practical implications for advancing PAI education in the digital era.
Daud's Fasting Habituation And The Development Of Delayed Gratification: A Phenomenological Study Of Boarding School Student Naufal Zuhdi 'Afif; Luthfiah Tri Yunita; Muchammad Aji; Alwi Hakim
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.5183

Abstract

This study aims to examine students' experiences in practicing the fast of Daud and its implications for delayed gratification skills from an educational psychology perspective. The study employed a qualitative, descriptive phenomenological approach at the Al-Mumtazah Muhammadiyah Modern Islamic Boarding School in Ajibarang, with purposively selected subjects. Data were collected through in-depth interviews, observation, and documentation, then analyzed using Moustakas' phenomenological model. The results indicate that the fast of Daud is interpreted as a means of self-control, discipline, and spiritual closeness. This practice fosters the ability to delay gratification, control emotions, and increase responsibility for learning. The findings also indicate that the success of the practice is influenced by internal motivation and support from the Islamic boarding school environment. This study confirms that the fast of Daud contributes to the development of student self-regulation and is relevant as an experiential character learning model in Islamic education.
Learning Management In Modern Islamic Boarding School: A Study At Ar-Raudhatul Hasanah Islamic Boarding School, Medan Ahmad Fauzi Ilyas; Mangunsong, Irvan; Mahmud Jailani Dalimunthe; Ahmad Faisal
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.4924

Abstract

This study aims to analyze learning management at Pondok Pesantren Ar-Raudhatul Hasanah as a modern Islamic boarding school integrating traditional Islamic values with contemporary educational management. This research employed a descriptive qualitative approach. Data were collected through interviews, participant observation, and document analysis involving educational administrators, teachers, dormitory supervisors, and students. Data analysis used the interactive model of Miles, Huberman, and Saldana. The findings reveal that learning management at the pesantren is implemented systematically, structurally, and holistically through integrated planning, implementation, supervision, and evaluation within a 24-hour boarding education system. Learning activities are coordinated institutionally and aligned with pesantren values. The study also shows that pesantren culture contributes significantly to students’ character formation through discipline, habituation, communal life, and continuous supervision. In addition, technology is utilized selectively as a supporting medium for learning and educational administration. The study concludes that learning management in modern pesantren is oriented not only toward academic achievement but also toward character development through the integration of educational systems and pesantren culture.
The Effectiveness Of The Mind Mapping Method On Learning Achievement Of Islamic Cultural History In Class VIII Students Of Mtsn Kepulauan Selayar Nurul Qalbi; Syamsuddin; Muhammad Rusmin B; Saprin; Muhammad Yahdi
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.5236

Abstract

This study aims to determine the effectiveness of the mind mapping method in improving student learning achievement in the subject of Islamic Cultural History (SKI) for grade VIII at MTsN Kepulauan Selayar. This study was motivated by the low learning achievement of students in the subject of Islamic Cultural History (SKI), especially in memorization materials. The study used a quantitative approach with an experimental research type through the One Group Pretest-Posttest Design. The study population was 36 grade VIII students. Data collection techniques were carried out through tests and documentation, while data analysis used the Normalized Gain (N-Gain) test. The results showed that the average pre-test score of students was 58.33, increasing to 81.53 in the post-test, with an average increase of 23.20. The results of the N-Gain test obtained an average score of 56.34% which is in the moderate category. These findings indicate that the application of the mind mapping method is quite effective in improving student learning achievement in the subject of SKI. Theoretically, the mind mapping method supports the cognitive learning process through concept visualization, the use of keywords, colors, and relationships between ideas, making it easier for students to understand and remember material more systematically. In addition to improving learning outcomes, this method also creates a more active, interactive, and student-centered learning environment. Therefore, the mind mapping method can be used as an innovative learning alternative to improve the quality of Islamic Cultural History instruction.
Moral Internalisation In The Character Development Of Young Martial Art at The Tapak Suci Sumedang Training Centre Muhammad Rizal Iskandar; Tedi Supriyadi; Muhammad Nur Alif
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.5238

Abstract

This study aims to analyse the process of moral internalisation in shaping the character of adolescent martial arts students at the Tapak Suci Training Centre in Sumedang. The study highlights the novelty of martial arts education as a holistic medium for integrating moral, spiritual, and behavioural development among adolescents. A qualitative approach was employed, with data collected through observation, interviews, and documentation. The findings show that moral internalisation occurs through the integration of cognitive (moral knowing), affective (moral feeling), and behavioural (moral action) dimensions. These dimensions interact continuously within adolescents’ social environments and daily training activities. Family support and a positive social environment strengthen the implementation of moral values outside the training centre. In contrast, negative peer influence, conflicting environmental values, unstable adolescent psychology, and inconsistency in practising moral values become inhibiting factors. The study also reveals that adolescents interpret the organisation’s motto not only as physical strength but also as spiritual and moral strength. This internalisation is reflected in disciplined behaviour, responsibility, and self-control in everyday life. Therefore, effective moral internalisation requires consistent support from family, community, and educational environments to sustain adolescent character development.
A Model Of Worship Value Internalization and Religious Experience In Hasbanah Prayer Zahra Maknuna; Hasanah, Uswatun; Ristania Rahayu; Tri Hidayatul Septiana; Saifudin; Syifa Salsabila
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i2.5242

Abstract

This study aims to analyze the model of worship value internalization and the formation of students’ religious experiences through the practice of Hasbanah prayer. The study employed a qualitative approach with a phenomenological design involving three purposively selected informants. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using thematic analysis. The findings show that students’ religious experiences are formed gradually through habituation, collective worship practices, and emotional involvement in ritual activities. The internalization process begins with compliance with institutional rules, develops into emotional adaptation and spiritual awareness, and eventually becomes a personal spiritual need. The study also found that the religious experiences of students reflect several characteristics proposed by William James, including ineffability, noetic quality, transience, and partial passivity. In addition, Al-Ghazali’s perspective helps explain that worship education is not limited to ritual performance but also involves the spiritual dimensions of the heart and inner awareness. However, the aspect of tafahhum, or deep understanding of worship recitations, remains relatively weak. This indicates that students’ spiritual experiences are more strongly shaped by habituation and ritual atmosphere than by reflective understanding of worship meanings. This study concludes that collective worship practices play an important role in strengthening spiritual awareness and shaping students’ religious experiences through a gradual process of value internalization.

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