cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Asmuki
Contact Email
edupediaft@gmail.com
Phone
+6285854816259
Journal Mail Official
moh.nawafil.98@gmail.com
Editorial Address
Jl. KHR. Syamsul Arifin No. 01-02 Sukorejo Situbondo Web : ft.ibrahimy.ac.id Email : edupedia@ibrahimy.com / faktaibrahimy@gmail.com
Location
Kab. situbondo,
Jawa timur
INDONESIA
Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Published by Universitas Ibrahimy
ISSN : 22528164     EISSN : 25800884     DOI : https://doi.org/10.35316/edupedia.v5i2
Core Subject : Religion, Education,
Religion Education Other
This journal has a deep concern on issues of general education study and the study of Islamic education. We are so pleased to invite scientists, scholars, researchers, as well as professionals in the field of education to publish their manuscripts in our journal. The Journal Edupedia: Studi Pendidikan dan Pedagogi Islam also publishes superb quality theoretical and empirical research including all constructions of Islamic education or universal education. the following scopes are courtesy of Journal Edupedia: Studi Pendidikan dan Pedagogi Islam, included: 1. Islamic education studies 2. Theoretical and practical’s study of Islamic education 3. Development of instrument in evaluation of islamic education 4. Development of instructional Islamic education media 5. Islamic education learning model development, 6. Philosophy of Islamic education 7. Islamic education policy 8. Pesantren education 9. Curriculum of Islamic education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 168 Documents
 13   14   15   16   17 
LEARNING IMPLEMENTATION USING TPACK WITH SCIENTIFIC APPROACH ASSISTED BY E-MODUL PAI Moh. Nawafil; Luluk Maktumah; Junaidi Junaidi; Moh. Hafid
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 1 (2025): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v10i1.7316

Abstract

This study aims to analyze the differences in learning outcomes between students who apply scientific TPACK learning assisted by PAI (Islamic Religious Education) e-modules and students who apply scientific TPACK learning in grade IX on the subject of Islam's presence in reconciling the Indonesian archipelago. A quantitative approach with a quasi-experimental research design was used in this study. Data collection utilized testing techniques and observation techniques. The data analyzed were quantitative data obtained from pretest and posttest learning outcomes of students in the experimental and control groups. Based on the research results, at a significance level of 5% and a sig. (two-tailed) of 0,000, it was found that students who participated in TPACK learning using a scientific approach assisted by PAI e-modules in the ninth grade of junior high school achieved significantly higher learning outcomes than students who only participated in TPACK learning using a scientific approach. These results are also supported by previous studies that confirm the effectiveness of digital teaching materials in improving the quality of learning. Through this research, it is also proven that PAI learning, which was previously textual and abstract, resulting in a decline in student learning outcomes, has now become more concrete, interactive, and applicable, and has successfully improved student learning outcomes through the use of emodules.
PEMBENTUKAN KARAKTER DISIPLIN SISWA MELALUI IMPLEMENTASI BEHAVIORISME DALAM PEMBELAJARAN PAI DI SEKOLAH DASAR Rohmaniyah Rohmaniyah; Abd. Hadi Rohmani
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 1 (2025): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v10i1.7629

Abstract

This study aims to describe the implementation of behaviorism in Islamic religious education learning as the formation of students’ disciplined character and its challenges. The research method is descriptive qualitative. Interviews, observations and documentation are used as data collection techniques. Furthermore, the data analysis stage consists of reduction, presentation and drawing conclusions. The implementation of behaviorism conducted with three approaches, including the habituation method, reward giving, and punishment. The habituation aspect is conducted by coming to school on time, implementing congregation Dhuha and Dzuhur prayers, discipline in cleaning the classroom, begining and finish learning with prayer. The reward aspect given to students is manifested in the form of verbal, visual praise or other special concrete gifts. The punishment aspect is carried out by means of reprimands, reduction of student rights such as recess time, and physiological-constructive such as cleaning the school yard. The forms of challenges that occur such as the characteristics of students who come from different backgrounds, the influence of the social environment, culture, and peer interactions.
LIVING QUR'AN PERSPEKTIF PENDIDIKAN ISLAM: BELAJAR DARI TRADISI KEAGAMAAN ETNIS SASAK TRANSMIGRASI DI DESA KARYA MUKTI DONGGALA SULAWESI TENGAH Baitur Rahman; Saed M Adam; Hasanah Hasanah; Moh. Ilham
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 1 (2025): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v10i1.7773

Abstract

This study examines the Living Qur’an in the religious traditions of the Sasak ethnic group in Karya Mukti Village, Dampelas District, Donggala Regency, from the perspective of Islamic education. The main focus of this research is to explore how the implementation of the Living Qur’an within the religious traditions of the Sasak community in Karya Mukti Village can be viewed from an educational perspective, particularly in shaping Islamic character through Qur’anic values. This study employs a qualitative method with a descriptive approach. Data were collected through interviews with village heads, religious leaders, traditional leaders, and community figures, as well as through relevant documentation. The data collection techniques included observation, interviews, and document analysis. The data were analyzed through reduction, presentation, and conclusion drawing. The findings indicate that the implementation of the Living Qur’an is reflected in various religious practices such as completing the Qur’an, congregational prayers, serakan, and hiziban, all of which embody Qur’anic values. Furthermore, Islamic values are manifested in the community’s social life through attitudes of tolerance, cooperation, and respect for religious leaders. From the perspective of Islamic education, these traditions play a significant role in the informal transmission of Islamic values that shape the religious and social character of the younger generation. Thus, the Living Qur'an serves not only as a spiritual symbol but also as a contextual educational medium rooted in local culture.
UTILIZATION OF ARTIFICIAL INTELLIGENCE IN CREATIVE LEARNING: IMPLICATIONS FOR STUDENT ENGAGEMENT AND ACHIEVEMENT IN ISLAMIC RELIGIOUS EDUCATION Ayu Mentari Mutmainnah; Khalilah Ramadhani
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 2 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Utilization of technology Artificial Intelligence (AI) in education has become increasingly popular in recent years. This study was conducted to determine how AI can improve student achievement in the Islamic Religious Education (PAI) learning process through creative learning that can increase student engagement. The research method used was field research, located at Rambah Middle School. The data source for this study was eighth-grade students discussing the use of AI in creative learning. Data collection techniques were carried out through observation, interviews, and data reduction. Data analysis was carried out by analyzing and synthesizing the collected data to determine the use of AI in creative learning. The results of the study indicate that the use of AI in creative learning in Islamic Religious Education can increase student engagement and achievement in a more effective and efficient manner through projects and assignments using technology. AI can help improve students’ ability to understand learning materials, develop skills, and increase learning motivation during independent learning. In addition, AI can also assist teachers in developing curricula that are appropriate to students' needs and abilities. Thus, the use of AI in creative learning can be one solution to improve the quality of education in Indonesia and help students achieve better performance. .
PENGARUH LINGKUNGAN KELUARGA DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PAI MELALUI MOTIVASI BELAJAR SEBAGAI VARIABEL INTERVENING Rusmayani Rusmayani; Jumari Jumari; Uswatun Khasanah; Kurniyatul Faizah
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 2 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The lack of family support, interest, and motivation impacts students' low learning outcomes. This study aims to examine and analyze the direct and indirect effects of family environment, interest, and learning motivation on learning outcomes. This research uses an ex post facto quantitative method with SEM-PLS analysis; data were collected using questionnaires and learning outcome documents. The results show: 1) Family environment has a direct, positive, and significant effect on learning interest; 2) Learning interest has a direct, positive, and significant effect on learning motivation; 3) Learning motivation does not have a direct and significant effect on learning outcomes; 4) Family environment does not have a direct and significant effect on learning motivation; 5) Family environment has a direct, positive, and significant effect on learning outcomes; 6) Learning interest does not have a direct, positive, and significant effect on learning outcomes; 7) Indirectly, family environment does not have a significant effect on learning outcomes through learning motivation; 8) Indirectly, learning interest does not have a significant effect on learning outcomes through learning motivation; 9) Indirectly, family environment has a positive and significant effect on learning motivation through learning interest; 10) Indirectly, family environment does not have a positive and significant effect on learning outcomes through learning interest.
DIGITAL ASSESSMENT PRACTICES IN ISLAMIC RELIGIOUS EDUCATION: EVIDENCE FROM THE MY ALAZKA PLATFORM IN AN INDONESIAN ISLAMIC PRIMARY SCHOOL Naila Nafahatus Sahariyah Al-Ulya; Is’ad Churiyah Zahidah; Muhammad Fikri Fardiyansyah
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 2 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The digital transformation of Islamic schools demands new methods of assessing learning outcomes that are fast, transparent, and grounded in spiritual values. SD Islam Al Azhar Kelapa Gading Surabaya utilizes the My Alazka platform to manage Islamic Religious Education assessments online. This study focuses on how the system is implemented and its impact on teachers and students A qualitative case-study approach was employed through interviews, observations, and documentation, with data analyzed using the interactive model of Miles, Huberman, and Saldaña involving data reduction, data display, and conclusion drawing. The findings reveal that the use of My Alazka simplifies test management, accelerates grading, and presents learning results in real time. Teachers act as digital murabbīs, instilling honesty, responsibility, and justice throughout the assessment process. Students feel more motivated as they can immediately view their progress through an interactive digital interface. Overall, the implementation of My Alazka demonstrates an effective integration between technological efficiency and Islamic values such as amanah (trustworthiness), ‘adl (justice), and ihsan (excellence) in PAI learning within the digital era.
ANALYSIS OF CONSTRUCTIVIST FOUNDATIONS IN THE GROUP INVESTIGATION LEARNING MODEL AND ITS RELEVANCE TO ISLAMIC RELIGIOUS EDUCATION Intan Wardatul Karimah; Syahidin Syahidin; Zakia Fitri Nabila; Muhammad Sulaiman
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 2 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Islamic Religious Education (IRE) in the 21st century faces significant challenges in adapting to technological advancements and demands for student centered, active learning approaches. Traditional teacher centered methods remain dominant, limiting students’ opportunities to develop critical thinking, collaboration, and reflective skills. Thile existing literature has examined cooperative learning broadly, scholarship specifically analyzing the Group Investigation (GI) model’s constructivist foundations within IRE contexts remains limited. This study aims to analyze the constructivist foundations of the GI model and examine its relevance to IRE instruction. Using a qualitative library research method, this study reviewed book, journals, and academic articles from Scopus, Google Scholar, and DOAJ databases through descriptive analytical methods. The findings demonstrate that the GI represents a concrete application of social constructivism, emphasizing learners’ active roles in constructing knowledge through collaborative investigation. Most significantly, the study reveals that Islamic ethical principles such as ta’awun, ukhuwah, and musyawarah do not merely coexist with constructivist pedagogy but actively enhances learning outcomes, develops 4C skills (Critical Thinking, Communication, Collaboration, Creativity), and facilitates internalization of Islamic values. Theoretically, this study demonstrates how constructivist pedagogy can be successfully integrated with Islamic education frameworks. Practically, it aligns with Kurikulum Merdeka principles promoting active, participatory, and meaningful learning.
TA'ZĪR METHOD AS AN INSTRUMENT FOR CHARACTER DEVELOPMENT OF STUDENTS IN ISLAMIC BOARDING SCHOOL Mohamad Alfan Niam; Ahmad Saefudin
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 2 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the application of the ta’zīr method to cultivate disciplinary character among students at Pondok Pesantren Daruttauhid Al Alawiyyah Jepara. The research arises from the essential role of discipline in shaping responsible and virtuous individuals, as well as from the need to reinterpret ta’zīr as a pedagogical practice rather than merely a punitive act. Employing a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis with caregivers, administrators, and students as key informants. Data analysis followed the Miles and Huberman interactive model, encompassing data reduction, data presentation, and conclusion drawing. The findings indicate that ta’zīr is implemented in a wise, proportional, and educational manner, tailored to the level of violation and individual circumstances of the students. This approach has proven effective in fostering discipline, responsibility, moral awareness, and social cohesion within the pesantren community. Supporting elements such as exemplary leadership, a religiously nurturing environment, and open communication further enhance the success of ta’zīr. Overall, the research offers valuable insights into developing character-building strategies in Islamic educational settings by balancing firmness and compassion.

Page 17 of 17 | Total Record : 168

 13   14   15   16   17 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 2 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 1 (2025): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 9 No. 2 (2025): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 9 No. 1 (2024): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 8 No. 2 (2024): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 8 No. 1 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 1 (2022): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 6 No. 2 (2022): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 6 No. 1 (2021): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 5 No. 2 (2021): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 5 No. 1 (2020): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 4 No. 2 (2020): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 4 No. 1 (2019): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 3 No. 2 (2019): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 3 No. 1 (2018): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 2 No. 2 (2018): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 2 No. 1 (2017): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam More Issue