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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 85 Documents
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PESANTREN EDUCATION AS A STRATEGY FOR PREVENTING RADICALISM AND EXTREMISM Khoridatul Ilmiyah; Babun Suharto; Imam Syafi'i
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.v6i1.5428

Abstract

Pesantren are the oldest Islamic educational institutions in Indonesia and play a strategic role in shaping the religious character of students (santri). Amid the increasing phenomenon of religious radicalism and extremism, pesantren are often positioned ambivalently: on the one hand, they are accused of being fertile grounds for radicalism; on the other hand, they function as strongholds of Islamic moderation. This article aims to analyze the role of pesantren education as a strategy for preventing religious radicalism and extremism through a literature review. The study employs a library research method by examining books, reputable national and international journal articles, and policy documents relevant to pesantren, Islamic education, and deradicalization. The findings indicate that pesantren education contributes significantly to preventing radicalism through the internalization of religious moderation values, the strengthening of kiai’s scholarly authority, the preservation of classical Islamic scholarly traditions (turath), and pesantren culture that emphasizes the principles of tawassuth (moderation), tasamuh (tolerance), tawazun (balance), and i‘tidal (justice). Pesantren also play a role in building the ideological resilience of santri so that they are not easily exposed to extremist religious ideologies. This article recommends strengthening pesantren curricula based on religious moderation and enhancing students’ digital literacy as preventive measures against radicalism in the digital era
THE EFFECTIVENESS OF THE FLIPPED CLASSROOM ON STUDENTS LEARNING INDEPENDENCE IN AQIDAH AND AKHLAK Ningrum Ningrum; Heru Juabdin Sada; Erni Yusnita
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.v6i1.5444

Abstract

This study investigates the effectiveness of the flipped classroom model in enhancing students’ learner autonomy in Akidah Akhlak at MAN 2 Bandar Lampung, with particular attention to low levels of initiative and creativity. A quantitative experimental method with a posttest-only control group design was employed. The sample was selected through simple random sampling, designating class XI Science 4 as the control group (conventional learning) and class XI Science 5 as the experimental group (flipped classroom). The instrument used was a learner autonomy questionnaire consisting of 15 valid and reliable items. Data analysis included prerequisite tests (normality and homogeneity) and a pooled variance t-test. The results revealed a significant difference between the two groups. Students in the flipped classroom exhibited higher autonomy, initiative, and creativity compared to those in conventional settings. These findings are consistent with constructivist theory, which emphasizes active and participatory learning, and demonstrate that the flipped classroom can be effectively adapted to value- and spirituality-based subjects. The novelty of this research lies in its application of the flipped classroom to Akidah Akhlak, a subject rarely examined in this context, thereby expanding the model’s effectiveness beyond the natural and social sciences. The study implies that the flipped classroom may serve as an alternative strategy for teachers to foster learner autonomy while simultaneously strengthening students’ character.    
STUDENTS LEARNING MOTIVATION IN AQIDAH AND AKHLAK: AN EXPERIMENTAL STUDY OF THE SNOWBALL THROWING MODEL ASSISTED BY GIMKIT MEDIA Nur Hikmah; Siti Zulaikhah; Baharudin Baharudin
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.v6i1.5445

Abstract

The purpose of this study is to examine how well the cooperative learning model, which uses the Snowball Throwing technique and is supplemented by Gimkit media, can increase the learning motivation of eleventh-grade students at MAN 2 Bandar Lampung in the Akidah Akhlak topic. The study used a posttest-only control group design using a quantitative, quasi-experimental methodology. Two classes were chosen by simple random sampling to make up the research sample: a control class that was taught using traditional teaching techniques and an experimental class that received instruction using the Snowball Throwing model with assistance from Gimkit. A learning motivation questionnaire was used as the study tool; its validity and reliability were assessed using Cronbach's Alpha, which produced a coefficient of 0.750. Normality and homogeneity tests were used to analyze the data, and then an independent samples t-test was performed. The results indicated that the data were normally distributed and homogeneous. The results of the t-test analysis showed a statistically significant difference in learning motivation between the experimental and control groups, with a significance value of 0.000 (p < 0.05). Thus, it has been demonstrated that the Snowball Throwing learning approach, which Gimkit supports, improves students' motivation to learn in the Akidah Akhlak course. The integration of the Snowball Throwing cooperative learning model with a gamification-based digital medium, specifically used in Akidah Akhlak instruction at the Madrasah Aliyah level, is what makes this study novel.
EVALUATION OF EDUCATION MEASURING THE SUCCESS OF THE TEACHING AND LEARNING PROCESS IN A HOLISTIC WAY Ahmad Taufiqur Rohman; Fitriyatul Hanifiyah; Moch. Sahroni
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.v6i1.5599

Abstract

This study was motivated by the dominance of educational evaluation that focused only on cognitive aspects, which was not able to measure learning success comprehensively. The purpose of this study was to analyze the concept of educational evaluation in measuring the success of the teaching and learning process holistically. This study used a library research method by reviewing relevant literature, which was analyzed using descriptive qualitative techniques through data collection, classification, content analysis, and synthesis. The results showed that holistic evaluation covered cognitive, affective, and psychomotor aspects and provided a more comprehensive description of student development. In addition, authentic assessment played an important role in its implementation. However, several challenges were still found in its application. Therefore, holistic evaluation was considered more effective in improving the quality of learning. Keywords: Educational Evaluation; Holistic Evaluation; Authentic Assessment; Learning Outcomes
ISLAMIC SCHOOL CULTURE AND THE FORMATION OF STUDENTS RELIGIOUS CHARACTER: INSIGHTS FROM SMAN 2 TANGGUL Siti Fadilah Aini; Akhmad Munir
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.v6i1.5155

Abstract

The rapid development of globalization has brought significant changes to students’ ways of thinking and behavior, which in many cases has raised concerns about the weakening of religious values. This condition encourages schools to instill Islamic values through a living and meaningful school culture. This study aims to describe the forms of Islamic school culture, the strategies used in its implementation to foster students’ religious character, as well as the supporting and inhibiting factors at SMAN 2 Tanggul in the 2022/2023 academic year. This research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model with source and technique triangulation. The findings indicate that Islamic culture at SMAN 2 Tanggul is reflected in the habituation of congregational and dhuha prayers, Qur’an memorization, Islamic holy day commemorations, charitable giving, courteous behavior, and teacher role modeling. The implementation of Islamic culture is carried out through school policies, consistent habituation, and persuasive and humanistic approaches, including principal-led policy-based authority strategies, persuasive strategies through religious activities, and normative-educative strategies through teacher exemplification. The implementation is supported by the active involvement of all school members, the availability of human resources and facilities, and the presence of a school mosque, while obstacles arise from the diverse backgrounds of school members and teachers’ limited capacity to address students’ substantive issues, particularly in character development.

Page 9 of 9 | Total Record : 85

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