Garuda - Garba Rujukan Digital

Program parenting islami untuk orang tua siswa SMK Informatika Hamdan Abdul Aziz; Wisber Wiryanto; Santi Lisnawati
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.22977

This study aims to design and examine the feasibility of an Islamic parenting program for parents of Informatics Vocational High School (SMK) students to overcome moral degradation in the digital disruption era. The phenomenon of digital delinquency such as online gambling, pornography, and cyberbullying is vulnerable to students due to their high technical competence which is not balanced with adequate supervision. This study uses a qualitative method with a library research approach that combines the concept of Tarbiyatul Aulad fil Islam by Abdullah Nashih Ulwan with the eight family functions of the Bina Keluarga Remaja (BKR) program by BKKBN. Product validation was carried out through Focus Group Discussion (FGD) with curriculum, Islamic religion, and language experts. The results showed that the "Madrasah Walidain Digital" product consisting of four main sessions was rated as highly feasible. The curriculum expert assessment reached 96.4%, religious experts 82.1%, and language experts 100%. In conclusion, this program is theoretically valid and applicable as a strategic guide for schools and families in shaping digitally competent and spiritually solid student characters. Abstrak Penelitian ini bertujuan merancang dan menguji kelayakan program parenting Islami untuk orang tua siswa Sekolah Menengah Kejuruan (SMK) Informatika guna mengatasi degradasi moral di era digital. Fenomena kenakalan digital seperti judi Online, pornografi, dan cyberbullying rentan dialami siswa karena tingginya kompetensi teknis yang tidak diimbangi pengawasan memadai. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kepustakaan (library research) yang memadukan konsep Tarbiyatul Aulad fil Islam karya Abdullah Nashih Ulwan dengan delapan fungsi keluarga program Bina Keluarga Remaja (BKR) BKKBN. Validasi produk dilakukan melalui Focus Group Discussion (FGD) bersama ahli kurikulum, ahli materi agama, dan ahli bahasa. Hasil penelitian menunjukkan bahwa produk "Madrasah Walidain Digital" yang terdiri atas empat sesi utama dinilai sangat layak. Penilaian ahli kurikulum mencapai 96,4%, ahli agama 82,1%, dan ahli bahasa 100%. Kesimpulannya, program ini valid secara teoritis dan aplikatif sebagai panduan strategis sekolah dan keluarga dalam membentuk karakter siswa yang cakap digital sekaligus kokoh secara spiritual.

Implementasi asesmen holistik berbasis autentik dalam pembelajaran pendidikan agama Islam Nurhidayat; Durotul Qoyimah
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 7 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i7.23289

This study aims to analyze the implementation of authentic-based holistic assessment in Islamic Religious Education (PAI) learning. The study used a qualitative approach with field research. Data were collected through semi-structured interviews with three teachers and two students directly involved in the Islamic Religious Education (PAI) learning and assessment process. Data analysis was conducted descriptively and qualitatively through data reduction, data presentation, and conclusion drawing, while data validity was maintained through source triangulation. The results showed that authentic-based holistic assessment was implemented through direct assessment of religious practices, contextual religious assignments, the use of assessment indicators, and the provision of feedback to students. The assessment not only assessed cognitive aspects but also included religious practice skills, participation in religious activities, and the internalization of religious values in students' social behavior. This study also found that authentic assessment contributed to the formation of religious awareness, discipline, responsibility, and respect in students, although its implementation still faces challenges such as uneven student awareness, variations in the quality of feedback, and the influence of family support. Thus, authentic-based holistic assessment in Islamic Religious Education learning needs to be positioned not only as an evaluation technique, but also as a pedagogical process that supports the integration of religious knowledge, values, and practices in students' daily lives. Abstrak Penelitian ini bertujuan untuk menganalisis implementasi asesmen holistik berbasis autentik dalam pembelajaran Pendidikan Agama Islam. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian lapangan. Data dikumpulkan melalui wawancara semi-terstruktur terhadap tiga guru dan dua siswa yang terlibat langsung dalam proses pembelajaran dan penilaian PAI. Analisis data dilakukan secara deskriptif-kualitatif melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data dijaga melalui triangulasi sumber. Hasil penelitian menunjukkan bahwa asesmen holistik berbasis autentik dilaksanakan melalui penilaian langsung terhadap praktik ibadah, pemberian tugas keagamaan yang kontekstual, penggunaan indikator penilaian, serta pemberian umpan balik kepada siswa. Asesmen tersebut tidak hanya menilai aspek kognitif, tetapi juga mencakup keterampilan praktik ibadah, partisipasi dalam kegiatan keagamaan, serta internalisasi nilai-nilai agama dalam perilaku sosial siswa. Penelitian ini juga menemukan bahwa asesmen autentik berkontribusi terhadap pembentukan kesadaran beragama, kedisiplinan, tanggung jawab, dan sikap hormat siswa, meskipun implementasinya masih menghadapi tantangan berupa belum meratanya kesadaran siswa, variasi kualitas umpan balik, dan pengaruh dukungan keluarga. Dengan demikian, asesmen holistik berbasis autentik dalam pembelajaran PAI perlu diposisikan tidak hanya sebagai teknik evaluasi, tetapi juga sebagai proses pedagogis yang mendukung keterpaduan antara pengetahuan, nilai, dan praktik keagamaan dalam kehidupan sehari-hari siswa.

Kebijakan dan program peningkatan kompetensi guru PAI dalam upaya meningkatkan mutu pendidikan di madrasah Ayu Windarsih; Tasman Hamami
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 9 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i9.23477

This research is motivated by the strategic role of the competence of Islamic Religious Education (PAI) teachers in improving the quality of madrasah education in Indonesia, but its implementation still faces various obstacles in the field. The purpose of this study is to analyze national education policies and the effectiveness of PAI teacher competency improvement programs in improving the quality of madrasah education, especially in the context of challenges in the 3T (Frontier, Outermost, and Disadvantaged) areas. The research method used is qualitative descriptive with a literature study approach and content analysis techniques to relevant policy documents and scientific literature. The results of the study show that policies such as the National Education System Law, the Regulation of the Minister of Religion Number 60 of 2015, the Teacher Professional Education Program (PPG), and the Independent Teaching Platform have provided the basis for strengthening the competence of PAI teachers, but their implementation still faces obstacles in the form of inequality of access to training, limited technological infrastructure, and low distribution of resources in the 3T area. In addition, the policy approach that tends to top-down causes the program to not fully comply with the contextual needs of madrasas in the regions. The conclusion of this study emphasizes that improving the quality of madrassas requires a more adaptive, inclusive, and local needs-based policy reformulation through strengthening School-Based Management (SBM), equitable access to teacher training, and effective infrastructure and madrasah leadership support so that improving the competence of PAI teachers can run more sustainably and fairly. Abstrak Penelitian ini dilatarbelakangi oleh peran strategis kompetensi guru Pendidikan Agama Islam (PAI) dalam meningkatkan mutu pendidikan madrasah di Indonesia, namun implementasinya masih menghadapi berbagai kendala di lapangan. Tujuan penelitian ini, untuk menganalisis kebijakan pendidikan nasional serta efektivitas program peningkatan kompetensi guru PAI dalam meningkatkan mutu pendidikan madrasah, khususnya dalam konteks tantangan di wilayah 3T (Terdepan, Terluar, dan Tertinggal). Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan studi pustaka dan teknik analisis isi terhadap dokumen kebijakan serta literatur ilmiah yang relevan. Hasil penelitian menunjukkan bahwa kebijakan seperti Undang-Undang Sistem Pendidikan Nasional, Peraturan Menteri Agama Nomor 60 Tahun 2015, Program Pendidikan Profesi Guru (PPG), dan Platform Merdeka Mengajar telah memberikan dasar penguatan kompetensi guru PAI, namun implementasinya masih menghadapi kendala berupa ketimpangan akses pelatihan, keterbatasan infrastruktur teknologi, serta rendahnya pemerataan sumber daya di wilayah 3T. Selain itu, pendekatan kebijakan yang cenderung top-down menyebabkan program belum sepenuhnya sesuai dengan kebutuhan kontekstual madrasah di daerah. Simpulan penelitian ini menegaskan bahwa peningkatan mutu madrasah memerlukan reformulasi kebijakan yang lebih adaptif, inklusif, dan berbasis kebutuhan lokal melalui penguatan Manajemen Berbasis Sekolah (MBS), pemerataan akses pelatihan guru, serta dukungan infrastruktur dan kepemimpinan madrasah yang efektif agar peningkatan kompetensi guru PAI dapat berjalan lebih berkelanjutan dan berkeadilan.

Program pembinaan kepribadian Islami pendidik dan tenaga kependidikan sekolah menengah pertama Azmi Zahruddin Thohir; Santi Lisnawati; Abdul Hayyie Al-Kattani
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.23698

Islamic education in the current era is faced with fundamental changes, especially in preparing humans who will later integrate with society with diverse religious, cultural, ethnic, and scientific backgrounds. The most important thing is about the existence of Islamic education and Islamic educational institutions, how they can provide answers to all the problems currently faced by humans (Minarti, 2016). The purpose of this study is to analyze the need for an Islamic personality development program for educators and junior high school education personnel. The method used in this study is Research and Development (R&D) because it aims to produce educational products in the form of assessment instruments for the development of educators and junior high school education personnel. The development program for educators and education personnel must be carried out consciously, planned, regularly, and directed to improve attitudes, skills and actions, direction, guidance, development, stimulation, and supervision to achieve a goal. In implementing the program, there are several management processes such as planning, implementation, and evaluation. Islamic personality development programs can use several approaches, namely: Development through advice, development through role models, and developmnet through habitutaion. Abstrak Pendidikan Islam di era saat ini dihadapkan kepada perubahan yang mendasar, khususnya dalam mempersiapkan manusia yang nantinya akan berintegrasi dengan masyarakat dengan latar belakang agama, budaya, suku, serta wawasan ilmu pengetahuan yang berbeda-beda. Hal yang paling utama adalah tentang eksistensi pendidikan Islam dan lembaga pendidikan Islam bagaimana bisa memberikan jawaban terhadap segala problematika yang sedang dihadapi oleh manusia saat ini (Minarti, 2016). Tujuan dari penelitian ini adalah untuk menganalisis kebutuhan program pembinaan kepribadian Islami pendidik dan tenaga kependidikan sekolah menegah pertama. Metode yang digunakan dalam penelitian ini adalah menggunakan Research and Development (R&D) karena bertujuan untuk menghasilkan produk pendidikan berupa instrumen penilaian pembinaan pendidik dan tenaga kependidikan sekolah menengah pertama. Program pembinaan terhadap pendidik dan tenaga kependidikan memang harus dilakukan secara sadar, terencana, teratur, serta terarah untuk meningkatkan sikap keterampilan dan tindakan-tindakan, pengarahan, pembimbingan, pengembangan, stimulasi, serta pengawasan untuk mencapai suatu tujuan.. Dalam melaksanakan program terdapat beberapa pengelolaan seperti perencanaan, pelaksanaan, serta evaluasi. Program pembinaan kepribadian Islami dapat menggunakan beberapa pendekatan, yaitu: Pembinaan dengan nasehat, pembinaan dengan keteladanan, dan pembinaan dengan pembiasaan.

Perencanaan dan pengelolaan kerja sama antar lembaga pendidikan Islam Eva Nursyarifah Muslim; Endin Mujahidin; Ahmad
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 7 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i7.23742

This research aims to analyze the planning and management of collaboration between Islamic educational institutions and organizing foundations in student visit. The case study examines the partnership between SMP Madina Islamic School and Yayasan Bina Mustaqbal Internasional in conducting educational activities abroad. The research employs a qualitative approach with case study method, involving in-depth interviews, observations, and documentation study. Findings indicate that effective collaboration requires systematic stages including: (1) preparation and partner identification; (2) initial communication and exploration; (3) program planning and negotiation; (4) formalization through MoU; (5) activity implementation; and (6) post-activity evaluation. Key success factors include clarity of shared vision, budget transparency, commitment from both parties, and comprehensive risk mitigation mechanisms. This research contributes theoretically to developing collaboration management models in Islamic education and practically for educational institutions seeking to develop similar programs. Abstrak Penelitian ini bertujuan untuk menganalisis perencanaan dan pengelolaan kerja sama antara lembaga pendidikan Islam dengan yayasan penyelenggara dalam program student visit (study tour). Studi kasus dilakukan pada kerja sama antara SMP Madina Islamic School dengan Yayasan Bina Mustaqbal Internasional dalam penyelenggaraan kegiatan pembelajaran di luar negeri. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus, melibatkan wawancara mendalam, observasi, dan studi dokumentasi. Temuan penelitian menunjukkan bahwa kerja sama yang efektif memerlukan tahapan sistematis yang meliputi: (1) persiapan dan identifikasi mitra; (2) penjajakan dan komunikasi awal; (3) perencanaan dan negosiasi program; (4) formalisasi melalui MoU; (5) implementasi kegiatan; dan (6) evaluasi pasca kegiatan. Faktor kunci keberhasilan meliputi kejelasan visi bersama, transparansi anggaran, komitmen kedua belah pihak, serta mekanisme mitigasi risiko yang komprehensif. Hasil penelitian ini adalah memberikan kontribusi teoritis dalam pengembangan model manajemen kerja sama pendidikan Islam dan praktis bagi lembaga pendidikan yang ingin mengembangkan program serupa.

Paradoks profesionalisme guru: Analisis kebijakan dan dampaknya terhadap mutu pembelajaran pendidikan agama Islam Nurhafiza; Helmiati; Hariza Hasyim
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 6 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i6.23814

Teacher professionalism policy is a key pillar in efforts to improve the quality of national education. This study aims to analyze the teacher professionalism policy in Law No. 14 of 2005 concerning Teachers and Lecturers and Regulation of the Minister of National Education No. 16 of 2007 concerning Academic Qualification Standards and Teacher Competencies, and examine its importance to the quality of Islamic Religious Education (PAI). The method used is library research with a qualitative approach through policy analysis, thematic analysis, and comparative analysis of primary documents and the latest scientific literature. The research findings indicate that although the regulation provides a comprehensive normative framework, its implementation in the field still holds significant gaps. Certification and PPG programs tend to have a greater impact on improving teacher welfare than improving the quality of PAI learning. In the context of PAI, this alignment is evident in the dominance of conventional learning models, minimal internalization of spiritual values, and weak learning innovation. This study offers a conceptual model for strengthening PAI quality based on the integration of professional competencies, pedagogical-spiritual, and a holistic approach that is relevant to the challenges of 21st-century education. Abstrak Kebijakan profesionalisme guru merupakan pilar utama dalam upaya peningkatan mutu pendidikan nasional. Penelitian ini bertujuan menganalisis kebijakan profesionalisme guru dalam UU No. 14 Tahun 2005 tentang Guru dan Dosen serta Permendiknas No. 16 Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru, dan mengkaji implikasinya terhadap mutu Pendidikan Agama Islam (PAI). Metode yang digunakan adalah library research dengan pendekatan kualitatif melalui analisis kebijakan, analisis tematik, dan analisis komparatif terhadap dokumen primer dan literatur ilmiah terbaru. Temuan penelitian menunjukkan bahwa meskipun regulasi tersebut menyediakan kerangka normatif yang komprehensif, implementasinya di lapangan masih menghadapi kesenjangan signifikan. Program sertifikasi dan PPG cenderung lebih berdampak pada peningkatan kesejahteraan guru daripada peningkatan kualitas pembelajaran PAI. Dalam konteks PAI, kesenjangan ini tampak dari dominasi model pembelajaran konvensional, minimnya internalisasi nilai spiritual, dan lemahnya inovasi pembelajaran. Penelitian ini menawarkan model konseptual penguatan mutu PAI berbasis integrasi kompetensi profesional, pedagogik-spiritual, dan pendekatan holistik yang relevan dengan tantangan pendidikan abad ke-21.

A critical study of the presentation of Islamic dynamics in the Indian subcontinent in the ISH curriculum Dhiya Roiha Anah; Nurhawatee Sulongsen; Fahri Hidayat; Anisa Dwi Ramadani
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 7 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i7.23934

Islamic Cultural History (ISH) learning plays a crucial role in shaping students' historical awareness, critical thinking skills, and contextual understanding of Islam. However, in practice, ISH learning tends to be descriptive and memorization-oriented, thus failing to optimally develop students' analytical skills. This study aims to critically examine the presentation of material on the dynamics of Islam in the Indian subcontinent in the ISH curriculum, particularly regarding conflict, identity politics, and the influence of colonialism. This study employed a qualitative approach with a descriptive-analytical library research method. Data were obtained from curriculum documents, textbooks, and relevant scientific literature, then analyzed using critical historiography, the double movement concept, and the 'ashabiyyah concept. The results show that ISH material is still dominated by chronological narratives that emphasize political success and prominent figures, while aspects of conflict and socio-political dynamics are less discussed. Therefore, a more critical, contextual, and reflective reconstruction of learning is needed to foster students' tolerance and critical thinking skills. Abstrak Pembelajaran Sejarah Kebudayaan Islam (SKI) memainkan peran penting dalam membentuk kesadaran sejarah, kemampuan berpikir kritis, dan pemahaman kontekstual siswa terhadap Islam. Namun, dalam praktiknya, pembelajaran SKI cenderung bersifat deskriptif dan berorientasi pada menghafal, sehingga gagal mengembangkan kemampuan analitis siswa secara optimal. Penelitian ini bertujuan untuk mengkaji secara kritis penyajian materi mengenai dinamika Islam di anak benua India dalam kurikulum SKI, khususnya terkait konflik, politik identitas, dan pengaruh kolonialisme. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian perpustakaan deskriptif-analitis. Data diperoleh dari dokumen kurikulum, buku teks, dan literatur ilmiah yang relevan, kemudian dianalisis menggunakan historiografi kritis, konsep gerakan ganda, dan konsep ‘ashabiyyah. Hasil penelitian menunjukkan bahwa materi SKI masih didominasi oleh narasi kronologis yang menekankan keberhasilan politik dan tokoh-tokoh terkemuka, sementara aspek konflik dan dinamika sosial-politik kurang dibahas. Oleh karena itu, diperlukan rekonstruksi pembelajaran yang lebih kritis, kontekstual, dan reflektif untuk menumbuhkan toleransi serta keterampilan berpikir kritis siswa.

Implementasi PjBL berbasis green education untuk meningkatkan kolaborasi dan sikap peduli lingkungan di sekolah dasar Ratna Sari; Neni Hermita; Jesi Alexander Alim
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 7 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i7.23996

This study aims to examine the effect of the green education-based Project-Based Learning (PjBL) model on students' collaboration skills and environmental awareness in the science subject (IPAS) at SDN 169 Pekanbaru. A quasi-experimental design with a non-equivalent control group pretest-posttest design was employed, involving 36 students in the experimental class (Class IIID) and 31 students in the control class (Class IIIC). The experimental group received instruction using the PjBL model integrated with green education principles, while the control group received conventional instruction. Data were collected through an observation rubric for collaboration skills and a questionnaire for environmental awareness attitudes, then analyzed using IBM SPSS Statistics 25. The results indicated a significant improvement in collaboration skills in the experimental class, with a posttest mean of 84.14 (N-Gain = 0.753, high category), compared to the control class mean of 68.42 (N-Gain = 0.488, medium category). An independent sample t-test yielded t = 9.856 with p = 0.000 < 0.05, and Cohen's d = 2.48, indicating a very large effect size. For environmental awareness, the experimental class achieved an N-Gain of 0.665, compared to the control class N-Gain of 0.599. Although the between-group posttest difference was not statistically significant (p = 0.128), the within-group improvement was significant (t = -19.62; p = 0.000). These findings suggest that the green education-based PjBL model significantly improves collaboration skills and meaningfully fosters environmental awareness among elementary school students. Abstrak Penelitian ini bertujuan untuk mengkaji implementasi model pembelajaran Project-Based Learning (PjBL) berbasis green education terhadap keterampilan kolaborasi dan sikap peduli lingkungan siswa pada mata pelajaran IPAS di SDN 169 Pekanbaru. Penelitian menggunakan desain kuasi-eksperimen dengan non-equivalent control group pretest-posttest design, melibatkan 36 siswa kelas eksperimen (Kelas IIID) dan 31 siswa kelas kontrol (Kelas IIIC). Kelompok eksperimen memperoleh pembelajaran dengan model PjBL terintegrasi prinsip green education, sedangkan kelompok kontrol menggunakan pembelajaran konvensional. Data dikumpulkan melalui lembar observasi keterampilan kolaborasi dan angket sikap peduli lingkungan, kemudian dianalisis menggunakan IBM SPSS Statistics 25. Hasil penelitian menunjukkan peningkatan signifikan keterampilan kolaborasi pada kelas eksperimen dengan rata-rata posttest 84,14 (N-Gain = 0,753, kategori tinggi), dibandingkan kelas kontrol 68,42 (N-Gain = 0,488, kategori sedang). Uji independent sample t-test menghasilkan t = 9,856 dengan p = 0,000 < 0,05 dan Cohen's d = 2,48 (efek sangat besar). Untuk sikap peduli lingkungan, N-Gain kelas eksperimen sebesar 0,665 melampaui kelas kontrol 0,599; meskipun perbedaan antarkelompok belum signifikan secara statistik (p = 0,128), peningkatan dalam kelompok eksperimen terbukti sangat signifikan (t = -19,62; p = 0,000). Temuan ini menunjukkan bahwa model PjBL berbasis green education secara signifikan meningkatkan keterampilan kolaborasi dan secara bermakna menumbuhkan sikap peduli lingkungan siswa sekolah dasar.

Manajemen kurikulum muatan lokal berbasis Arab Pegon dalam pembelajaran kitab kuning Irmasari Mesdi Pratiwi; Gilang Abiyyu Ridho Sugiyanto
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 7 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i7.24003

This study is focused on examining how local content curriculum management based on Arab Pegon is carried out in the teaching of classical Islamic text (kitab Kuning at the Al-Ihsan Religious and social Foundation located in Karas, Magatean. Mowadays, in globalized world, many modern school often overlock local cultural practices such as Arab Pegon. This research utilizeda qualitive approach and used a descriptive method for field study. Information was gathered through organized interviews with the leaders and educators of the foundation, ongoing observations in the field, and an analysis of documents. The finding show that the management of the Arab Pegon curriculum is part of a well organized plan that includes choosing materials, standardized training for teacher, ongoing assessment. This management approach effectively maintints local Islamic traditions while also improving studens ablilities to understand classical writings. The implications of this research provide a useful guide for Islamic education instutions to implement traditional curricula within a contempory management fremawork. Abstrak Studi ini meneliti bagaimana pengelolaan kurikulum konten lokal Arab Pegon diterapkan dalam studi buku kuning di Yayasan Pendidikan dan Sosial-Keagamaan Al-Ihsan Karas di Magetan. Banyak lembaga pendidikan kontemporer mengabaikan adat istiadat budaya lokal seperti Arab Pegon di dunia yang saling terhubung ini. Dengan menggunakan teknik kualitatif dengan pendekatan studi lapangan deskriptif, studi ini mencatat bahwa wawancara terorganisir dengan kepala yayasan dan guru, observasi lapangan berkelanjutan, dan analisis dokumen membantu mengumpulkan data. Penelitian menunjukkan bahwa kurikulum Arab Pegon berada dalam struktur yang disiplin yang terdiri dari pemilihan materi, pelatihan guru dalam standar pengajaran, dan pengujian berkala. Metode pengelolaan ini berhasil melestarikan warisan budaya Islam lokal sekaligus meningkatkan keterampilan membaca siswa dalam interpretasi karya klasik. Hasil studi ini menawarkan contoh yang baik bagi sekolah-sekolah Islam untuk merencanakan pengelolaan modern dalam mengajarkan mata pelajaran tradisional mereka.

Respons afektif dan dinamika spiritualitas siswa dalam penggunaan Kahoot! pada pembelajaran Aqidah Akhlak Nur Ayisya Rosyida; Masnor Maltufah; Indah Aminatuz Zuhriyah; Luthfiyah Fathi Pusposari
Idarah Tarbawiyah: Journal of Management in Islamic Education Vol. 7 No. 8 (2026)
Publisher : Program Studi Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/itjmie.v7i8.24008

Aqidah Akhlak learning plays an important role in shaping students' faith, attitudes, and character. However, its implementation still tends to focus on the cognitive aspect, so that the development of the affective domain is not optimal. In addition, the use of less varied learning methods can reduce student motivation and engagement. This study aims to explore students' affective experiences in using Kahoot! gamification in Aqidah Akhlak learning and analyze the influence of the competitive element on the internalization of spiritual values. The study used a qualitative case study approach involving 28 seventh-grade students of MTs Al-Ma'arif as participants. Data were collected through learning observations, documentation of Kahoot! game results, and written reflections. Data validity was carried out through triangulation of techniques and sources, while data analysis used thematic analysis. The results showed that Kahoot! was able to increase students' enthusiasm, learning motivation, active participation, and emotional involvement. The competitive element elicited various affective responses, such as joy, confidence, and enthusiasm for learning, although some students experienced pressure due to rankings and scores. Research findings show that gamification can support the internalization of Aqidah Akhlak values if balanced with teacher guidance that emphasizes spiritual meaning and character building. Abstrak Pembelajaran Aqidah Akhlak memiliki peran penting dalam membentuk keimanan, sikap, dan karakter peserta didik. Namun, pelaksanaannya masih cenderung berfokus pada aspek kognitif sehingga pengembangan ranah afektif belum optimal. Selain itu, penggunaan metode pembelajaran yang kurang variatif dapat menurunkan motivasi dan keterlibatan siswa. Penelitian ini bertujuan untuk mengeksplorasi pengalaman afektif siswa dalam penggunaan gamifikasi Kahoot! pada pembelajaran Aqidah Akhlak serta menganalisis pengaruh unsur kompetisi terhadap internalisasi nilai-nilai spiritual. Penelitian menggunakan pendekatan studi kasus kualitatif dengan melibatkan 28 siswa kelas VII MTs Al-Ma’arif sebagai partisipan. Data dikumpulkan melalui observasi pembelajaran, dokumentasi hasil permainan Kahoot! dan refleksi tertulis siswa. Keabsahan data dilakukan melalui triangulasi teknik dan sumber, sedangkan analisis data menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa Kahoot! mampu meningkatkan antusiasme, motivasi belajar, partisipasi aktif, dan keterlibatan emosional siswa. Unsur kompetisi memunculkan respons afektif yang beragam, seperti rasa senang, percaya diri, dan semangat belajar, meskipun sebagian siswa mengalami tekanan akibat peringkat dan skor. Temuan penelitian menunjukkan bahwa gamifikasi dapat mendukung internalisasi nilai-nilai Aqidah Akhlak apabila diimbangi dengan pendampingan guru yang menekankan makna spiritual dan pembentukan karakter.

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Admin Idarah

Contact Email
jurnal.idarah@uika-bogor.ac.id

Phone
+62251-7559354

Journal Mail Official
jurnal.idarah@uika-bogor.ac.id

Editorial Address
Sekolah Pascasarjana UIKA Gedung Pascasarjana K.H. Sholeh Iskandar Lt. 2 Kampus Universitas Ibn Khaldun Jl. K.H. Sholeh Iskandar Km. 2, Kec. Tanah Sereal, Kota Bogor, Jawa Barat 16164

Location
Kota bogor,

Jawa barat

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Admin Idarah

Contact Email jurnal.idarah@uika-bogor.ac.id

Phone +62251-7559354

Journal Mail Official jurnal.idarah@uika-bogor.ac.id

Editorial Address Sekolah Pascasarjana UIKA Gedung Pascasarjana K.H. Sholeh Iskandar Lt. 2 Kampus Universitas Ibn Khaldun Jl. K.H. Sholeh Iskandar Km. 2, Kec. Tanah Sereal, Kota Bogor, Jawa Barat 16164

Location Kota bogor, Jawa barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Admin Idarah

Contact Email
jurnal.idarah@uika-bogor.ac.id

Phone
+62251-7559354

Journal Mail Official
jurnal.idarah@uika-bogor.ac.id

Editorial Address
Sekolah Pascasarjana UIKA Gedung Pascasarjana K.H. Sholeh Iskandar Lt. 2 Kampus Universitas Ibn Khaldun Jl. K.H. Sholeh Iskandar Km. 2, Kec. Tanah Sereal, Kota Bogor, Jawa Barat 16164

Location
Kota bogor,

Jawa barat

INDONESIA