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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 116 Documents
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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; Amalia, Lia
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 Yahya, Fata Asyrofi; 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 Shaifudin, Arif; Ernantika, Devi
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 Amaliyah, Intan Nur Fauziyah; Ubaidillah, Muh. Hafidh; Faizin, Moh.; Hamid, Abdulloh
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.

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