cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Safiruddin Al Baqi
Contact Email
albaqi@iainponorogo.ac.id
Phone
+6285646562647
Journal Mail Official
maalim@iainponorogo.ac.id
Editorial Address
Jl. Pramuka No. 156 Ronowijayan Siman Ponorogo
Location
Kab. ponorogo,
Jawa timur
INDONESIA
Ma'alim: Jurnal Pendidikan Islam
Published by Institut Agama Islam Negeri Ponorogo
ISSN : 27456293     EISSN : 27456285     DOI : https://doi.org/10.21154/maalim
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Maalim Jurnal Pendidikan Islam adalah jurnal yang dikelola oleh Juruasan Pendidikan Agama Islam Fakultas Tarbiyah dan Ilmu Keguruan IAIN Ponorogo. Maalim Jurnal Pendidikan Islam terbit dua kali dalam satu tahun yaitu di bulan Juni dan Desember. Maalim Jurnal Pendidikan Islam menerbitkan karya ilmiah baik studi literature ataupun hasil penelitian lapangan dengan tema pendidikan agama Islam, pendidikan pesantren dan tema lain terkait pendidikan Islam.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 122 Documents
 9   10   11   12   13 
Analisis Perbedaan Materi Pokok Pembelajaran Akidah pada Kurikulum 2013 dan Kurikulum Prototipe 2022 Basuki
MA'ALIM: Jurnal Pendidikan Islam Vol. 5 No. 1 (2024): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v5i1.9776

Abstract

The burden of each subject matter of faith in schools in the 2013 curriculum during the COVID-19 pandemic is very heavy because learning for each subject matter is forced to achieve four indicators of competency (spiritual attitudes, social attitudes, knowledge, and skills). This condition is one of the backgrounds for the implementation of the 2022 prototype curriculum starting in the 2022-2023 school year. This study aims to identify and analyze differences in faith’s subject matter in the 2013 curriculum and the 2022 prototype curriculum. This research is library research with the main data sources "2013 curriculum policy" and "2022 prototype curriculum policy". By using content analysis, it has been found that the subject matter of faith in the 2013 curriculum is formulated based on the basic competence based on twelve classes. While the creed material in the 2022 prototype curriculum is formulated based on learning achievement based on six phases. Based on these differences, the subject matter of the 2022 prototype curriculum emphasizes the achievement of essential materials in each phase. Thus, the 2022 prototype curriculum can recover the problem of the burden of each subject matter of faith in schools in the 2013 curriculum during the COVID-19 pandemic.
Disability-Friendly Campus: Assessing Infrastructure, Support, and Campus Community Perceptions Husen Ismail, Faisal; Mohammad Amir Wan Harun
MA'ALIM: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v6i2.12403

Abstract

This study examines issues related to disability-friendly (OKU) facilities in Malaysian higher education institutions (HEIs) by assessing the level of infrastructure readiness, social support, and campus community acceptance of students with disabilities. Despite various initiatives implemented by the government and HEIs to enhance inclusive educational access, students with disabilities continue to face challenges concerning infrastructure, learning accessibility, and societal perceptions. Key issues identified include inadequate physical facilities such as elevators, barrier-free pathways, accessible transportation, and specialised learning equipment. Additionally, social challenges such as stigma, limited awareness, and constraints in support services negatively impact the learning experiences of OKU students. The objectives of this study are to examine the support and barriers encountered by OKU students in HEIs, identify campus community perceptions toward these students, and evaluate the effectiveness of disability-friendly facilities provided. This study employs a qualitative-descriptive design through content analysis of 10 relevant scholarly articles, including prior studies that utilised interviews, surveys, and document analysis. Data was collected through systematic searches using keywords such as OKU, campus accessibility, and inclusive higher education. The findings indicate that although peers generally demonstrate positive attitudes and contribute to strong social support, physical facilities in HEIs still do not fully comply with accessibility standards. Incomplete and non-inclusive infrastructure remains a major barrier to mobility, learning, and academic performance among OKU students. The study underscores the importance of adhering to accessibility standards and providing comprehensive academic and social support to ensure a fair and inclusive educational experience for all students.
Fenomena Fear of Missing Out (Fomo) Pada Mahasiswa Pendidikan Agama Islam di IAIN Ponorogo Fadhilah Ocky Prismatika Putri; Lia Amalia
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13246

Abstract

As a generation that grew up in the era of digital acceleration, Generation Z with the category of late adolescene in the age range of 18-22 years, grew into a generation that is technologically savvy, active in seeking new information, following the latest trends, and the desire to always be connected with their social environment. Their hobby of surfing on social media causes excessive dependence on the use of digital media which results in FoMO. Fear of Missing Out (FoMO) is influenced by feelings of anxiety, envy, and excessive desire experienced by individuals when they are afraid of missing out on other people's experiences or opportunities that are more satisfying than their own. The purpose of this study was to describe Fear of Missing Out (FoMO) in the social and digital aspects that occur in Islamic Religious Education students at IAIN Ponorogo. This study uses a descriptive qualitative approach. The data collection method uses interviews and observations on the FoMO scale. This study has 3 subjects, namely Islamic Religious Education students in late adolescence who experience feelings of envy and anxiety about missing interesting moments based on the FoMO scale studied. The results of the study show that FoMO that occurs in the social aspect is influenced by a high sense of curiosity about the social environment which results in feelings of anxiety, envy, and fear of social comparison when seeing peers actively participating in social activities or organizations on and off campus. Then, in the digital aspect, FoMO can result in phubbing and nomophobia which are caused by feelings of excessive anxiety and envy of everything that other people have. This study also discusses artificial intelligence or Artificial Intelligence which has penetrated the lives of students, where in doing college assignments, they rely more on artificial intelligence than having to bother reading books to find references.
The Concept of Reason as the Controller of the Self and the Formation of Character in Islamic Education: A Conceptual Analysis Based on al-Ghazali’s Ihya’ Ulum al-Din Fata Asyrofi Yahya; Basuki Basuki
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13539

Abstract

Abstract This article examines the concept of reason in Imam al-Ghazali's thought and its relevance to character education in contemporary Islamic education. The background of this research stems from the tendency to reduce rationality in modern education, which emphasizes cognitive and instrumental dimensions and often neglects moral and spiritual dimensions in shaping the character of students. This study aims to analyze the concept of reason as a controller of the nafs in al-Ghazali's perspective and explain its relevance to the development of character education in contemporary Islamic education. This study uses a qualitative approach with a literature review method through conceptual analysis of al-Ghazali's works, especially Ihya 'Ulum al-Din, as well as relevant academic literature. The results of the study show that reason in al-Ghazali's thinking functions as a moral guide that controls the impulses of the nafs and becomes the foundation for the integration of cognitive, moral, and spiritual dimensions in character education. The limitations of this study lie in its conceptual approach, which has not been empirically tested in educational practice. The novelty of this study lies in the reconstruction of al-Ghazali's concept of reason as an integrative framework for the development of character education in the context of contemporary Islamic education. Abstrak Artikel ini mengkaji konsep akal dalam pemikiran Imam al-Ghazali dan relevansinya bagi pendidikan karakter dalam pendidikan Islam kontemporer. Latar belakang penelitian ini berangkat dari kecenderungan reduksi rasionalitas dalam pendidikan modern yang lebih menekankan dimensi kognitif dan instrumental sehingga sering mengabaikan dimensi moral dan spiritual dalam pembentukan karakter peserta didik. Penelitian ini bertujuan menganalisis konsep akal sebagai pengendali nafs dalam perspektif al-Ghazali serta menjelaskan relevansinya bagi pengembangan pendidikan karakter dalam pendidikan Islam kontemporer. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka melalui analisis konseptual terhadap karya al-Ghazali, terutama Ihya’ ‘Ulum al-Din, serta literatur akademik yang relevan. Hasil penelitian menunjukkan bahwa akal dalam pemikiran al-Ghazali berfungsi sebagai pengarah moral yang mengendalikan dorongan nafs dan menjadi fondasi integrasi antara dimensi kognitif, moral, dan spiritual dalam pendidikan karakter. Keterbatasan penelitian ini terletak pada pendekatan konseptual yang belum diuji secara empiris dalam praktik pendidikan. Nilai kebaruan penelitian ini terletak pada rekonstruksi konsep akal al-Ghazali sebagai kerangka integratif bagi pengembangan pendidikan karakter dalam konteks pendidikan Islam kontemporer.
Karakteristik Pembelajaran Di Madrasah Analisis Keputusan Menteri Agama No. 347 Tahun 2022 Tentang Pedoman Implementasi Kurikulum Merdeka Pada Madrasah Arif Shaifudin; Devi Ernantika
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13610

Abstract

Madrasah is an Islamic educational institution under the auspices of the Ministry of Religion. When compared to educational institutions under the auspices of the Ministry of Education and Culture, madrasah has the advantage of integrating general knowledge with religion. Religious knowledge is an advantage for madrasahs to equip their alumni as a specialty in community life. The Kurikulum Merdeka is present as a macro policy that is currently being implemented in Indonesia which also has an impact on madrasahs. Independent learning which is the tagline of the Kurikulum Merdeka provides a fairly dynamic space for madrasahs to design school-level curriculum and learning so that it feels contextual to the needs of students and society. The article talks about KMA No. 347 of 2022 concerning Guidelines for the implementation of the Kurikulum Merdeka in Madrasahs, so that it is hoped that the characteristics of madrasahs will be seen in the context of the Kurikulum Merdeka.
Ki Hajar Dewantara’s Among System and Mobile Seamless Learning in Islamic Religious Education: A Conceptual Study Intan Nur Fauziyah Amaliyah; Muh. Hafidh Ubaidillah; Moh. Faizin; Abdulloh Hamid
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13767

Abstract

The development of digital technology has led to the emergence of the mobile seamless learning (MSL) paradigm, which allows the learning process to take place flexibly and sustainably across space and time. However, the implementation of digital learning in Islamic Religious Education (PAI) still tends to be technically oriented and does not fully support the formation of character and religious experiences of students. This study aims to reconstruct the Among Ki Hajar Dewantara System from the perspective of mobile seamless learning as the foundation of humanist digital pedagogy in PAI learning. The study uses a qualitative approach with a library research type. Data were obtained through documentation and literature searches from books, national and international journals, and previous studies relevant to the Among System, mobile seamless learning, and Islamic education. Data analysis was carried out using content analysis through the stages of reduction, categorization, interpretation, and conceptual synthesis. The results of the study indicate that the integration of the principles of ing ngarso sung tulodo, ing madya mangun karso, tut wuri handayani, and the concept of Tri Pusat Pendidikan with the MSL paradigm is able to build PAI learning that is humanist, contextual, flexible, and oriented towards the internalization of Islamic values. This reconstruction positions digital technology as a means of sustainably shaping students' morals, spirituality, and learning freedom in the era of digital transformation.
Pengaruh Motivasi, Disiplin dan Fokus terhadap Manajemen Waktu Mahasiswa Ma’had UIN Kiai Ageng Muhammad Besari Ponorogo Tahun 2025/2026 Zainul Abror; Athok Fuadi
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13646

Abstract

This study aims to analyze the influence of motivation, discipline, and focus on the time management of students residing at Ma’had UIN Kiai Ageng Muhammad Besari Ponorogo. The study employed a quantitative approach using a survey method. The population consisted of all students residing at Ma’had UIN Kiai Ageng Muhammad Besari Ponorogo, with a sample of 130 respondents selected using a saturated sampling technique. Data were collected through questionnaires that had met validity and reliability requirements. The data were analyzed using multiple linear regression with the assistance of SPSS software. The results showed that, partially, motivation did not have a significant effect on time management, with a significance value of 0.512 (> 0.05). Discipline also did not have a significant effect on time management, with a significance value of 0.570 (> 0.05). In contrast, focus had a positive and significant effect on time management, with a significance value of 0.000 (< 0.05), and was identified as the most dominant variable. Simultaneously, motivation, discipline, and focus had a significant effect on time management, as indicated by the F-test significance value of 0.000 (< 0.05). The coefficient of determination (R²) was 0.554, indicating that these three variables explained 55.4% of the variance in students’ time management, while the remaining 44.6% was influenced by other factors not included in this study. Based on these findings, it can be concluded that focus plays the most important role in improving students’ time management. Therefore, efforts to strengthen students’ ability to maintain focus through academic and dormitory-based development programs are necessary to support more effective time management.
Reconstructing the Philosophical Foundation of Education : A Three Tiered Integrative Model in the Contemporary Era Ibadullah; Neng Julia; Abdullah; Badrudin; Machdum Bachtiar
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13772

Abstract

In the contemporary era, modern educational systems are heavily challenged by a utilitarian paradigm that overemphasizes cognitive and technical achievements, leading to a pervasive dichotomy of knowledge and moral degradation among students. This study aims to address these deficiencies by reconstructing the fundamental philosophy of education through a systematic conceptual synthesis. Employing a qualitative method with a library research approach, this study critically analyzes authoritative texts specifically focusing on the seminal works of Ramayulis and Abuddin Nata as primary benchmarks to establish rigorous conceptual criteria for educational philosophy. The findings introduce a novel, three tiered integrative matrix that redefines the relationship between general thought and educational policy. In this hierarchical framework: (a) General Philosophy serves as the foundational baseline for critical thinking; (b) Philosophy of Education operates as the functional instrument for curriculum development; and (c) Islamic Philosophy of Education acts as the overarching transcendental value system that anchors the ultimate goals of education. By shifting the paradigm from a purely rational-empirical domain to a comprehensive framework that integrates divine revelation, reason, and human experience, this model offers a distinct methodology to reconstruct the concepts of Insan Kamil and Ulul Albab within modern schools. This study concludes that the three tiered model provides a robust, non-dichotomous framework necessary to cultivate an education system that balances intellectual competence with profound spiritual and character development.
Theoretical Reconstruction of Kalam Science Learning Design in the Digital Era: Integration of Constructive Alignment and Technological Pedagogical Content Knowledge (TPACK) Lalita Ni'mal Fajria; Irma Soraya
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13776

Abstract

The transformation of digital space has changed the landscape of religious discourse, including the emergence of narratives of atheism and religious skepticism on social media, influencing how the digital generation understands faith. However, the learning of theology (Ilm al-Kalam) still tends to be textual and lacks context, thus failing to optimally respond to digital challenges. This study aims to reconstruct the learning design of theology in the digital era through the integration of Constructive Alignment and Technological Pedagogical Content Knowledge (TPACK). This study uses a qualitative approach with a library research method. Data were obtained through a documentation study of books, journal articles, and relevant academic documents from the past ten years. Data were analyzed using content analysis and conceptual synthesis techniques. The results show that Constructive Alignment provides a systematic framework for aligning learning objectives, activities, and assessments, while TPACK enables the meaningful integration of technology into the learning process. The integration of these two approaches produces a conceptual model of theology learning that encourages critical thinking skills, theological argumentation, and contextual digital learning. This research contributes to the development of Islamic education by strengthening the learning design of theology to be more adaptive and relevant to the digital era.
Analisis Metode Dan Gaya Mengajar Guru Sebagai Sumber Gangguan Disiplin Kelas Terhadap Kondisi Peserta Didik Zulli Nurrita; Shofwatul Qolbiyah; Muhammad Qoidul Ghurril Muhajjalin; Khoridatul Azizah
MA'ALIM: Jurnal Pendidikan Islam Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/maalim.v7i1.13789

Abstract

This article aims to analyze the sources of classroom disciplinary disturbances and their impact on student performance. This research examines internal factors such as learning motivation, self-control, and emotional state, as well as external factors including the family environment, social interactions, and school culture, which contribute to disciplinary violations. Furthermore, the roles of schools and families are analyzed as two primary environments in shaping disciplinary behavior through coaching, supervision, and role modeling. The results of the study indicate that disciplinary violations have a significant impact on the learning process, including reducing concentration, hindering learning effectiveness, and affecting academic achievement. Furthermore, disciplinary disturbances are also closely related to students' psychological and social conditions, such as a low sense of responsibility and difficulties in adjustment. Therefore, ongoing synergy between schools and families is needed to create a conducive learning environment and support the optimal development of students' disciplinary character.

Page 12 of 13 | Total Record : 122

 9   10   11   12   13 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): MA'ALIM: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025): MA'ALIM: Jurnal Pendidikan Islam Vol. 6 No. 1 (2025): MA'ALIM: Jurnal Pendidikan Islam Vol. 5 No. 2 (2024): MA'ALIM: Jurnal Pendidikan Islam Vol. 5 No. 1 (2024): MA'ALIM: Jurnal Pendidikan Islam Vol. 4 No. 2 (2023): MA'ALIM: Jurnal Pendidikan Islam Vol 4, No 1 (2023): MA'ALIM: Jurnal Pendidikan Islam Vol 3, No 02 (2022): MA'ALIM: Jurnal Pendidikan Islam Vol 3, No 01 (2022): MA'ALIM: Jurnal Pendidikan Islam Vol 2, No 02 (2021): MA'ALIM: Jurnal Pendidikan Islam Vol 2, No 01 (2021): MA'ALIM: Jurnal Pendidikan Islam Vol 1, No 02 (2020): MA'ALIM: Jurnal Pendidikan Islam Vol 1, No 01 (2020): MA'ALIM: Jurnal Pendidikan Islam More Issue