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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 178 Documents
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HABITUATING RELIGIOUS MODERATION IN ISLAMIC RELIGIOUS EDUCATION: STRATEGIES AND IMPLICATIONS FOR STUDENT TOLERANCE IN MULTICULTURAL SCHOOLS Holis Andika; Achmad Mahrus Helmi; Suyono Suyono; Fahmi Ziyyad Al Afthoni
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 2 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v10i2.8924

Abstract

This study examines the habituation strategy of religious moderation in Islamic Religious Education (IRE) and its implications for fostering student tolerance in multicultural school settings. Employing a qualitative case study design, the research was conducted at SDN 2 Sukoreno Umbulsari, Jember. Data were collected through in-depth interviews, participant observation, and document analysis. The findings indicate that the habituation of wasathiyyah values is systematically implemented through the integration of IRE content with the hidden curriculum, particularly via diversity-oriented activities and role-playing practices. These strategies effectively cultivate key moderation principles, including tawasut (balance), tasamuh (tolerance), and I’tidal (justice). The study further reveals a notable enhancement in students’ tolerance and inclusive attitudes, as reflected in their capacity for respectful interfaith interaction and their ability to manage minor social conflicts constructively. The findings underscore the importance of institutional support through strengthened school policies and targeted professional development for IRE teachers focusing on habituation-based, multicultural pedagogical approaches. Ultimately, this study contributes to the discourse on religious moderation by demonstrating how schools can foster inclusive learning environments and prepare students to navigate complex social and global challenges.
Bi’ah Islamiyah as a spiritual resilience framework: Implementation, internalization strategies and its impact on students in the digital disruption era Frendy Sasongko; Bagus Jamroji; M. Alfi Syahrin
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 11 No. 1 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v11i1.9261

Abstract

In the digital disruption era, fostering students’ spiritual resilience has emerged as a critical challenge for Islamic Religious Education (IRE). Nevertheless, empirical research examining the integration of bi’ah Islamiyah as a holistic framework for cultivating students’ spiritual resilience within IRE remains limited. This study aims to explore the implementation of bi’ah Islamiyah , the strategies employed to internalize spiritual values, and their impact on students’ spiritual resilience in the context of digital disruption. The methodology used is a descriptive qualitative approach. Data was obtained through in-depth interview techniques and analyzed using a thematic categorization method adapted to the Miles and Huberman interactive model. Furthermore, triangulation is used to ensure the credibility of the data generated. The results indicate that bi’ah Islamiyah plays a strategic role in strengthening students’ spiritual resilience through the integration of formal learning activities and extracurricular programs. Teachers internalize spiritual values by embedding them within the curriculum, cultivating a religious school culture, and demonstrating exemplary conduct. The implementation of bi’ah Islamiyah positively contributes to students’ discipline, digital self-regulation, inner well-being, and the development of a religious school environment. This study contributes to the advancement of IRE by providing an empirical foundation for developing spiritually resilient learners in the digital era and offers a practical framework for fostering a sustainable religious school culture. The originality of this study lies in integrating the concept of bi’ah Islamiyah with spiritual resilience as a comprehensive pedagogical framework for IRE in the context of digital disruption.
Transforming Islamic religious education within pesantren: A conceptual framework for integrating deep learning and 21st-century skills Afelia Friskiana Marzuki; Moh. Zamili
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 11 No. 1 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v11i1.9406

Abstract

Amid the rapid transformation of modern education, a critical tension has emerged between the pursuit of educational innovation and the preservation of Islamic education’s foundational identity, values, and epistemological framework in responding to contemporary challenges. This study aims to analyze the integration of deep learning as a pedagogical approach in IRE (Islamic Religious Education) in the context of pesantren and examine its contribution to strengthening 21st-century skills while maintaining Islamic values. This study employs a Systematic Literature Review of 18 selected studies from 300 articles (2016–2026), analyzed through thematic analysis and VOSviewer to identify trends in deep learning, 21st-century skills, and Islamic education in pesantren contexts. The results of the study indicate three main themes, namely: (1) deep learning and active pedagogy, (2) 21st-century skills and digital literacy, and (3) Islamic education in the context of pesantren. These findings indicate that deep learning can be integrated into values-based learning in pesantren, particularly in support of the development of students’ critical thinking, creativity, communication, and collaboration skills. However, the implementation of this approach still faces several challenges, such as limited infrastructure, teacher readiness, and resistance to pedagogical change. This study is limited by its reliance on secondary literature from 2016–2026; therefore, future empirical research is needed to validate the application of deep learning in pesantren contexts. This study contributes conceptually by synthesizing the interplay between deep learning, Islamic values, and 21st-century skills, providing a foundation for developing contextual, reflective, and adaptive pesantren learning models aligned with 21st-century educational demands.
Fostering digital adaptation in Islamic religious education through digital park space: Evidence from a secondary school Khofifah Indar Syafi'iyah; Muchamad Suraji; Khoirotun Nikmah; Livia Ramadani
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 11 No. 1 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v11i1.9452

Abstract

Digital transformation has become an imperative in contemporary education, yet the readiness of teachers, students, and digital infrastructure remains a significant challenge, particularly in IRE (Islamic Religious Education), where technology integration is often limited. This study aims to examine the implementation of a digital park as a digital adaptation space for IRE learning through a comprehensive and in-depth analysis. A qualitative case study was conducted at SMAN 1 Babat using in-depth interviews, participant observation, and document analysis. Data were analyzed through thematic analysis and triangulation to enhance credibility and contextual validity. The findings reveal that the digital park functions as a digital adaptation ecosystem that supports the transformation of IRE learning by integrating physical spaces, technology, and digital systems. Its implementation encompasses planning, execution, and evaluation processes, contributing to the development of students’ digital literacy, collaboration, communication, and self-directed learning skills. However, disparities in teachers’ digital competencies and limitations in internet infrastructure remain key challenges. Sustainable implementation therefore requires strengthened digital infrastructure, continuous professional development for teachers, and the adoption of more adaptive and dynamic digital pedagogies. Although this study is limited to a single case and does not quantitatively assess program effectiveness, it offers practical and conceptual insights for schools and policymakers seeking to advance technology-enhanced IRE learning.
Beyond religious instruction: Transformative strategies of Islamic religious education teachers for internalizing religious moderation values in multicultural vocational schools Dhea Ananda; Ilham Ilham; Masita Masita
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 11 No. 1 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v11i1.9533

Abstract

Strengthening religious moderation has become a national strategic priority in addressing the complexity of religious diversity, growing social fragmentation, and the challenges of digitalization that shape students’ religious perspectives. This study aims to comprehensively examine the transformative strategies employed by IRE (Islamic Religious Education) teachers in internalizing religious moderation values within a multicultural school environment, as well as to identify the factors influencing their effectiveness. Employing a qualitative approach with a case study design, this research collected data through in-depth interviews, observations, and document analysis. The findings reveal that the internalization of religious moderation is implemented through systemic, integrative, and sustainable transformative strategies, including teacher role modeling, habituation practices, integration of moderation values into formal learning processes, dialogical approaches, and the optimization of religious activities. Furthermore, the study demonstrates that the success of value transformation is shaped by the interplay of institutional, social, and pedagogical factors, encompassing school policy support, leadership capacity, teachers’ professional competence, family engagement, and students’ social environmental characteristics. Nevertheless, the pervasive influence of digital media and the diversity of students’ prior understanding of religious moderation remain significant challenges that require adaptive and context-sensitive pedagogical frameworks. This study contributes to the advancement of religious moderation scholarship by providing a contextual analysis of IRE teachers’ transformative strategies in fostering religious moderation values within vocational education, while highlighting the dynamic factors that shape its implementation.
Effectiveness of Islamic values-based problem-solving learning in enhancing social awareness in Islamic religious education subject Arman Arman; Khairudin Khairudin; Sri Jamilah; Nordinah Wati
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 11 No. 1 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v11i1.9626

Abstract

The rapid advancement of digital technology has contributed to increasing individualistic tendencies among adolescents. Meanwhile, IRE (Islamic Religious Education) remains predominantly conventionally oriented and has not adequately fostered students’ social awareness. Therefore, this study aims to examine the effectiveness of problem-solving learning integrated with Islamic values in enhancing students’ social awareness in IRE subjects. This study employed a quasi-experimental design involving 40 tenth-grade students from a vocational high school in Bima City, divided into an experimental group (n = 20) and a control group (n = 20). The experimental group received problem-solving instruction integrated with Islamic values, whereas the control group participated in conventional learning. Data were collected through validated and reliable pretests and posttests and analyzed using normality, homogeneity, and independent samples t-tests. The findings indicate that Islamic values–integrated problem-solving learning was significantly more effective in enhancing students’ social awareness than conventional instruction. The study further demonstrates that this learning model effectively promotes students’ cognitive understanding of social responsibility, including helping behavior, social harmony, empathy, and environmental awareness. The novelty of this research lies in the innovative design of IRE learning that integrates Islamic values into problem-solving activities to strengthen character education. Enhancing social awareness among vocational high school students is essential in preparing them to navigate the future dynamics of the workplace and industrial environments.
Cultivating religious moderation through a Kurikulum Berbasis Cinta: A teacher’s strategy in a Bali Muslim-minority madrasah Haris Nursyah Arifin; Rusmayani Rusmayani; Arjiman Arjiman; Moh Hafid
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 11 No. 1 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v11i1.9300

Abstract

The persistence of intolerance in Indonesia makes cultivating religious moderation through madrasah education urgent, particularly in Muslim minority regions where Islamic education must preserve faith identity while sustaining interfaith harmony. This study seeks to explore teachers’ perceptions and conceptual understandings of the Kurikulum Berbasis Cinta (Love-Based Curriculum) and religious moderation, investigate the pedagogical strategies employed to embed moderation values within learning processes, and interpret how these values are contextualized through Balinese local wisdom in a Muslim minority madrasah setting. Employing a qualitative case study at MA Al-Amin Tabanan, Bali, data were collected through in-depth interviews with teachers, the principal, students, religious leaders, and parents, complemented by participant observation and document analysis. The findings show, first, that teachers understand the Love-Based Curriculum and religious moderation as one integrated framework in which the graduate profile dimensions and the Panca Cinta (five loves) are mapped onto the four moderation indicators. Second, teachers integrate moderation values through Panca Cinta-based habituation, lesson planning that embeds the moderation indicators, experiential and problem-based learning, and the management of sensitive discussions supported by contextual media. Third, learning is contextualized with Balinese local wisdom, particularly Menyama Braya and Tri Hita Karana, and through arts programs such as Hadrah-Gamelan. The originality of this study lies in revealing that a minority context sharpens, rather than weakens, the operationalization of moderation values through teachers’ deliberate mapping of curriculum dimensions onto moderation indicators. The research contributes to multicultural Islamic education models in minority contexts and to madrasah curriculum development in diverse societies.
Developing digital gamification for Abbasid history learning in seventh-grade Islamic religious education Arifatul Ummiyah; Shokhibul Mighfar
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 11 No. 1 (2026): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v11i1.9696

Abstract

Historical learning in Islamic Religious Education (IRE), particularly Abbasid history, remains dominated by teacher-centered instruction and memorization, limiting students’ engagement and conceptual understanding. Despite the proven benefits of digital gamification, evidence in IRE remains limited. This study aimed to develop and evaluate a digital gamification medium for Abbasid history and assess its effectiveness in enhancing seventh-grade students’ conceptual understanding. The study employed a Research and Development approach using the ADDIE model. The developed media was validated by media and subject-matter experts, while its instructional effectiveness was assessed through a one-group pretest–posttest design using the Wilcoxon Signed-Rank Test and normalized gain (N-Gain) analysis. Expert validation indicated that the developed medium achieved acceptable feasibility, with scores of 72.7% from media experts and 76.3% from subject-matter experts. Statistical analysis revealed a significant improvement between pretest and posttest scores (Asymp. Sig. = 0.000), while the average N-Gain score of 0.6693 indicated a high increase in students’ conceptual understanding. The findings suggest that instructional effectiveness resulted primarily from the constructive alignment between historical content, pedagogical design, and gamification mechanics rather than technological novelty alone. The study highlights the potential of pedagogically aligned digital gamification to enhance historical learning within IRE and provides practical guidance for integrating interactive learning environments into humanities- and religion-based education. This research extends the gamification literature into the underexplored domain of Abbasid history in IRE and demonstrates that meaningful cognitive improvement can be achieved through well-designed instructional integration without requiring sophisticated technological infrastructure.

Page 18 of 18 | Total Record : 178

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