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FAJAR Jurnal Pendidikan Islam
Published by Universitas Islam Jember
ISSN : 28092864     EISSN : 28084527     DOI : -
Core Subject : Religion, Education,
Religion Education
FAJAR: Jurnal Pendidikan Islam diterbitkan oleh Program Studi Pendidikan Agama Islam Fakultas Tarbiyah Universitas Islam Jember merupakan wadah publikasi yang berupa hasil penelitian dan kajian ilmiah Dosen, Guru, Praktisi, Pengawas, dan Mahasiswa yang membahas tentang permasalahan Pembelajaran Pendidikan Agama Islam dan pemikiran Tokoh Pendidikan Agama Islam. Artikel yang diterbitkan dalam FAJAR: Jurnal Pendidikan Islam ruang lingkup kajiannya sebagai berikut: 1. Pembelajaran Pendidikan Islam; 2. Kurikulum Pendidikan Islam; 3. Inovasi Pembelajaran Pendidikan Islam; 4. Perkembangan-Perkembangan Anak; 5. Tekhnologi dan Media Pembelajaran; 6. Konsep Ide, Teori dan Praktik Pendidikan Islam; 7. Kajian Pendidikan dalam Prespektif Islam; 8. Penelitian Pendidikan Agama Islam; 9. Kompetensi dan Profesionalisme Guru; 10. Kajian Kritis terhadap Problem dan alternative Pendidikan Agama Islam; 11. Kajian Analisis Pemikiran Tokoh Pendidikan Agam Islam; 12. Pendidikan Karakter; 13. Manajemen Pendidikan.
Arjuna Subject : Umum - Umum
Articles 83 Documents
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THE IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION IN THE FORMATION OF RELIGIOUS CHARACTER AMONG INMATES IN THE PAREPARE CITY CORRECTIONAL FACILITY Zalzabila, Jumrana; Mahsyar, Mahsyar; Ahdar, Ahdar
FAJAR Jurnal Pendidikan Islam Vol. 5 No. 2 (2025): FAJAR Jurnal Pendidikan Islam (September)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v5i2.4532

Abstract

Islamic education in the Parepare Correctional Institution plays a crucial role in shaping the religious character of inmates. This study examines the implementation of religious education as a rehabilitation effort that focuses not only on cognitive aspects but also on moral and spiritual values. The methods used include interviews, observations, and documentation, with descriptive data analysis. The results indicate that religious activities, such as communal prayers and Quran recitations, successfully enhance the religious awareness of inmates. However, challenges such as staff competency and inmate boredom need to be addressed to achieve optimal outcomes. This study provides recommendations for developing more effective and innovative training programs to support the social reintegration of inmates.
ISLAMIC EDUCATION IN TWO THOUGHT POLES: AN ANALYSIS OF THE IDEAS OF KH. HASYIM ASY’ARI AND KH. AHMAD DAHLAN Fathonah, Enden Siti Nur; Sahudi, Sahudi; Sejati, Cakra Sastra Sukma; Mulyadi, Yadi; Mukhsin, Mukhsin
FAJAR Jurnal Pendidikan Islam Vol. 5 No. 2 (2025): FAJAR Jurnal Pendidikan Islam (September)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v5i2.4533

Abstract

The purpose of this study is to compare the concepts of Islamic education from the perspectives of KH. Hasyim Asy'ari and KH. Ahmad Dahlan. This study uses a qualitative method with a literature review. The collected data are analyzed descriptively. This study concludes that KH. Hasyim Asy'ari is known for his pesantren education model, which emphasizes the deepening of religious knowledge and character building, while KH. Ahmad Dahlan pioneered the integration of religious and general knowledge through the modern madrasah system. Pesantren and madrasah are two main educational models that complement each other in shaping a generation of Muslims who are knowledgeable, have good character, and are ready to face the challenges of the times. The integration of religious and general knowledge is the key to creating holistic Islamic education that is relevant to the needs of modern society. NU plays a role in preserving classical Islamic scholarly traditions through pesantren and madrasah diniyah, while Muhammadiyah develops modern education that adapts to the times without neglecting Islamic values. The educational concepts and practices proposed by these two figures have become important pillars in national development, making Islamic education in Indonesia adaptive, inclusive, and rooted in Islamic values. The contributions of NU and Muhammadiyah to contemporary Islamic education are highly significant in addressing the challenges of the times. By combining the strength of traditional scholarship with modern innovation, both organizations have created a holistic, adaptive model of Islamic education that is oriented toward Islamic values and 21st-century competencies. Their synergy must continue to be strengthened to shape a moderate, competitive Muslim generation ready to face the era of globalization.
ISLAMIC RELIGIOUS EDUCATION ORIENTED TOWARDS SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP IN THE MANAGEMENT AND DEVELOPMENT OF ISLAMIC EDUCATIONAL INSTITUTIONS Halid, Ahmad
FAJAR Jurnal Pendidikan Islam Vol. 5 No. 2 (2025): FAJAR Jurnal Pendidikan Islam (September)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v5i2.4591

Abstract

This article examines Islamic religious education oriented towards science and technology and entrepreneurship in the development of Islamic Educational Institution management. This research uses a descriptive qualitative method and data collection through observation, documentation, and interviews. The validity of the data uses the triangulation model by communicating the results of this research with the findings of at least three experts in the same field as this research. The results of this research are that (1) Islamic Religious Education survives and advances when oriented towards science and technology because science and technology are a necessity for humans in all fields of modern life, and (2) Islamic Religious Education not only teaches knowledge to students but also Islamic Educational Institutions teach teachers and students to have entrepreneurship skills as a preparation for independent, creative, and innovative living in the socio-economic field. entrepreneurship is also an effort to minimize graduate unemployment (3) Islamic religious education teaches noble morals, such as humility, respecting differences (multiculturalism), mutual cooperation, and so on.
THE ROLE OF TEACHERS IN CULTIVATING COURTESY AND POLITENESS CHARACTER AMONG FIFTH-GRADE STUDENTS AT MI ROUDLOTUL MUBTADIIN KEDIRI Rofi'i, Fathur; Khotib, Moh; Pahlawati, Fatimatuszuro
FAJAR Jurnal Pendidikan Islam Vol. 5 No. 2 (2025): FAJAR Jurnal Pendidikan Islam (September)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v5i2.4828

Abstract

In the Islamic perspective, character is synonymous with morals, and morals are synonymous with personality. Character formation is influenced by three environmental aspects. The shift in the culture of politeness has spread to all sectors, even schools in various locations. For example, schools no longer incorporate Javanese cultural values. Some simply convey material without attempting to translate these cultural values, which have become beliefs, into everyday practice. This is also true for fifth-grade students at Roudlotul Mubtadiin, Mojo, Kediri. Therefore, special attention and concrete efforts are needed from the educational environment. This research uses qualitative methods, focusing on an in-depth description of a phenomenon. Researchers understand a phenomenon from the perspective of the research subjects. Data obtained in the form of words, including interviews, observations, and documents, are then analyzed in depth. This study concluded that Akidah Akhlak Learning has a central role in shaping and developing the personality of students in MI Roudlotul Mubtadiin Grade V. This success depends on the synergy between teaching methods that are in accordance with the principles of the Prophet Muhammad SAW, directed learning objectives, teacher role models, and support from the school and family environment. The role of Akidah Akhlak teachers in installing the character values of politeness includes the dimensions of role models, education, training, direction, and evaluation that are carried out continuously and consistently.
RECONSTRUCTION OF ISLAMIC RELIGIOUS EDUCATION BASED ON RELIGIOUS MODERATION: A CONCEPTUAL STUDY FROM THE PERSPECTIVE OF CONTEMPORARY ISLAMIC EDUCATION Puji Astutik; Syaiful Hadi
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.4986

Abstract

Islamic Religious Education (PAI) plays a strategic role in shaping students’ religious character within the context of Indonesia’s plural society. Current challenges such as the rise of religious extremism, social polarization, and widespread misconceptions about Islamic teachings exacerbated by digital media demand a comprehensive educational framework that fosters religious moderation. This study aims to construct a conceptual model of PAI learning based on religious moderation by examining the Islamic principles of wasathiyah, reconstructing curriculum content, identifying supportive pedagogical approaches, clarifying the teacher’s role, and synthesizing these elements into a coherent theoretical framework. This research employs a qualitative design using a library research approach. Data were collected from classical Islamic texts, contemporary scholarly works, official policy documents, and relevant academic articles. The analysis was conducted through data reduction, thematic categorization, and theoretical synthesis using content analysis techniques. The study focuses on conceptual development rather than empirical testing. The findings reveal that the principles of religious moderation—including justice, balance, tolerance, and anti-extremism—are firmly rooted in Islamic teachings and serve as essential foundations for PAI instruction. The PAI curriculum needs to be reconstructed to become more inclusive, contextual, and grounded in diverse Islamic scholarly traditions in order to cultivate comprehensive religious understanding. Pedagogically, dialogic, reflective, collaborative, and experiential learning approaches are effective in fostering moderate religious awareness among students. Teachers function not only as knowledge transmitters but also as moral exemplars, facilitators, and agents of moderation who shape the school’s religious climate. These four domains are synthesized into a conceptual model for PAI instruction that encompasses foundational values, curriculum reconstruction, pedagogical strategies, teacher roles, and supportive learning environments.
THE INFLUENCE OF KAHOOT-BASED LEARNING MEDIA ON STUDENTS LEARNING OUTCOMES IN ISLAMIC EDUCATION SUBJECT FOR SIXTH GRADE AT SD NEGERI 06 MERIGI Ceshelya Astra; Aniska Septi Sabena; Aida Rahmi Nasution; Mirzon Daheri
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.5022

Abstract

Learning media play a role as tools that help educators deliver materials so that they are more easily understood by students. Initial observations at SD Negeri 06 Merigi show that some students are not yet able to maintain learning focus, resulting in learning outcomes that have not reached the expected level. Although the teacher has tried several learning models, these efforts did not last long due to low student engagement, and the learning process returned to the lecture method. This study aims to examine the effect of using Kahoot application-based learning media on the learning outcomes of sixth-grade students in Islamic Religious Education at SD Negeri 06 Merigi. The study employed a quantitative approach with a pre-experimental one-group pretest–posttest design. All sixth-grade students were involved as the research sample. The findings show that the average pretest score was 53.33 and increased to 75.00 in the posttest after the implementation of Kahoot. The Paired Samples Test resulted in a significance value of 0.000 (<0.05). These results confirm that the use of the Kahoot application has a significant effect on improving students’ learning outcomes in Islamic Religious Education.
INTERFAITH DIALOGUE IN ISLAMIC RELIGIOUS EDUCATION: A THEOLOGICAL AND PEDAGOGICAL FRAMEWORK Rifka Kurnia; Syaiful Hadi
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.5058

Abstract

The reality of religious diversity in modern society requires Islamic Religious Education (PAI) to develop learning models that foster inclusive, dialogical, and constructive religious understanding. This study aims to analyze the theological and pedagogical foundations of interfaith dialogue in PAI and to formulate a conceptual framework applicable to contemporary educational contexts. This research employs a library-based approach by reviewing primary and secondary literature related to Islamic theology, dialogical pedagogy, and discourses on religious plurality. The findings reveal that interfaith dialogue has strong legitimacy within Islamic teachings through the principles of ta‘āruf, justice, public good, and the recognition of diversity as part of divine design. Pedagogically, interfaith dialogue enhances critical thinking, empathy, cross-religious communication, and students’ resilience toward unfiltered religious information in the post-truth era. Moreover, teachers hold a central role as facilitators of dialogue, ethical role models, and guarantors of psychological safety in classrooms that respect differences. This study emphasizes the urgency of integrating interfaith dialogue into PAI curricula, teaching methods, and learning activities to shape Muslim learners who are peaceful, rational, and capable of living harmoniously in plural societies. These findings offer a conceptual contribution for developing a more humanistic and globally relevant PAI curriculum.
CRITICAL RELIGIOUS LITERACY IN ISLAMIC RELIGIOUS EDUCATION: STRENGTHENING RATIONALITY, ETHICS, AND FAITH IN THE POST-TRUTH ERA Okta Khairul Hikmah; Syaiful Hadi
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.5057

Abstract

Islamic Religious Education (PAI) plays a strategic role in shaping students’ religious character within the context of Indonesia’s plural society. Current challenges such as the rise of religious extremism, social polarization, and widespread misconceptions about Islamic teachings exacerbated by digital media demand a comprehensive educational framework that fosters religious moderation. This study aims to construct a conceptual model of PAI learning based on religious moderation by examining the Islamic principles of wasathiyah, reconstructing curriculum content, identifying supportive pedagogical approaches, clarifying the teacher’s role, and synthesizing these elements into a coherent theoretical framework. This research employs a qualitative design using a library research approach. Data were collected from classical Islamic texts, contemporary scholarly works, official policy documents, and relevant academic articles. The analysis was conducted through data reduction, thematic categorization, and theoretical synthesis using content analysis techniques. The study focuses on conceptual development rather than empirical testing. The findings reveal that the principles of religious moderation including justice, balance, tolerance, and anti-extremism are firmly rooted in Islamic teachings and serve as essential foundations for PAI instruction. The PAI curriculum needs to be reconstructed to become more inclusive, contextual, and grounded in diverse Islamic scholarly traditions in order to cultivate comprehensive religious understanding. Pedagogically, dialogic, reflective, collaborative, and experiential learning approaches are effective in fostering moderate religious awareness among students. Teachers function not only as knowledge transmitters but also as moral exemplars, facilitators, and agents of moderation who shape the school’s religious climate. These four domains are synthesized into a conceptual model for PAI instruction that encompasses foundational values, curriculum reconstruction, pedagogical strategies, teacher roles, and supportive learning environments. The post-truth era is characterized by the massive circulation of information, the weakening of knowledge authority, and the dominance of emotion over rational judgment. These conditions significantly influence the religious sphere, including Islamic Religious Education (PAI), which now faces challenges such as religious misinformation, digital radicalism, and sentiment based polarization. This article aims to analyze the concept of critical religious literacy as a foundation for strengthening rationality, ethics, and faith within PAI instruction. This study employs a literature review method by examining works related to critical literacy, Islamic education, cognitive theory, and the dynamics of the post-truth era. The findings indicate that critical religious literacy is essential as a framework that harmonizes reason and faith, builds moral sensitivity, and enhances students’ ability to evaluate religious information responsibly. Strengthening rationality improves verification and analytical skills; the ethical dimension guides moral conduct; and faith provides spiritual stability amid information disruption. This study concludes that integrating these three dimensions is a fundamental strategy to develop learners who are not only critical thinkers but also ethical and spiritually grounded. Therefore, critical religious literacy serves as a relevant and strategic approach to reinforcing cognitive and spiritual resilience among Muslim learners in today’s post-truth context.
THE STRATEGIES OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN SHAPING STUDENTS RELIGIOUS CHARACTER AT SD NEGERI 168 REJANG LEBONG Jerri Sundari; Feni Karya Utami; M. Azimmullah Ilyas; Aida Rahmi Nasution; Mirzon Daheri
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.5081

Abstract

Development character religious at the level school base own role important in form moral and religious behavior participant Educate . Islamic Religious Education (PAI) teachers are required to For implementing appropriate strategies to encourage internalization Islamic values in general effective . Research This aim For analyzing the strategies of Islamic Religious Education teachers in form character religiosity students at SD Negeri 168 Rejang Lebong . The method used is descriptive qualitative through interviews , observations , and documentation . Research results show that Islamic religious education teachers implement various strategies, including role models , habituation activity religious, integration cross- Islamic values eye lessons and work The same with parents . The strategy give impact positive in behavior religious student in life everyday . However Still there is constraint like lack of consistency home habits and influences​ environment outside school . Therefore that , synergy between schools , families and communities are very necessary For optimize education character religious.
INTEGRATION OF THE VALUES OF TAWHID, AMANAH, AND IHSAN IN THE THEORY OF ISLAMIC EDUCATIONAL ORGANIZATION: AN ETHICAL THEOLOGICAL APPROACH Fil Isnaeni
FAJAR Jurnal Pendidikan Islam Vol. 6 No. 1 (2026): FAJAR Jurnal Pendidikan Islam (Maret)
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/fj.v6i1.5184

Abstract

This article aims to conceptually analyze organizational theory from the perspective of Islamic values and ethics through the integration of three main principles, namely monotheism, amanah, and ihsan. This study uses a qualitative approach with the library research method. The results of the study show that monotheism functions as an ontological foundation that affirms that the existence of the organization is rooted in divine consciousness and oriented towards falah (success in the world-hereafter). Amanah plays a role as an epistemological principle that guides organizational governance based on justice, honesty, and moral responsibility. Meanwhile, ihsan is an axiological dimension that shapes the performance ethics and culture of professional organizations based on sincerity and spiritual awareness. The integration of these three values resulted in a holistic and equitable model of Islamic organizational theory, combining the rationality of modern management with Islamic spirituality. Implicitly, this theory not only enriches the academic discourse of Islamic management, but also offers a practical paradigm in building an organization that is efficient, moral, and oriented towards the benefit of the ummah (rahmatan lil 'alamin).

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