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Peningkatan kemampuan berpikir kritis anak usia dini melalui pendekatan multisensori pada pembelajaran PAI Yesi Ulandari; Zulfani Sesmiarni
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.v7i8.24267

This study was motivated by the low critical thinking ability of early childhood learners in Islamic Religious Education (PAI) learning. This condition was reflected in children’s limited ability to observe, ask questions, respond to questions, express opinions, and provide simple reasoning based on the information obtained during the learning process. Therefore, an instructional approach that actively engages children and provides meaningful learning experiences is needed. One of the approaches that can be implemented is the multisensory approach. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of four stages: planning, action implementation, observation, and reflection. The research was conducted in two cycles during Islamic Religious Education learning at TK Surya Kids Bukittinggi, involving 20 children from Group B as research subjects. Data were collected through observation, documentation, and critical thinking ability assessment sheets. The data were analyzed using descriptive quantitative and qualitative approaches. The implementation of the multisensory approach involved various sensory modalities, including visual activities through pictures, picture cards, and Islamic learning videos; auditory activities through teacher explanations, stories of the prophets’ exemplary behaviors, and Islamic songs; kinesthetic activities through educational games and practical worship activities; and tactile activities through the use of concrete learning media that children could touch and manipulate. These learning experiences encouraged children to observe, ask questions, express opinions, answer questions, and provide simple reasoning related to the learning materials. The results showed that the implementation of the multisensory approach improved children’s critical thinking abilities in Islamic Religious Education learning. The percentage of children’s critical thinking ability increased from 40.28% in the pre-action stage to 61.91% in Cycle I and further increased to 76.06% in Cycle II. This achievement exceeded the predetermined success indicator of 75%. Therefore, it can be concluded that the multisensory approach is effective in improving early childhood critical thinking abilities in Islamic Religious Education learning at TK Surya Kids Bukittinggi. Abstrak Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis anak usia dini dalam pembelajaran Pendidikan Agama Islam (PAI), yang terlihat dari keterbatasan anak dalam mengamati, bertanya, menjawab pertanyaan, mengemukakan pendapat, serta memberikan alasan sederhana terhadap informasi yang diperoleh. Kondisi tersebut menunjukkan perlunya pendekatan pembelajaran yang mampu melibatkan anak secara aktif dan memberikan pengalaman belajar yang bermakna. Salah satu pendekatan yang dapat diterapkan adalah pendekatan multisensori. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Penelitian dilaksanakan dalam dua siklus pada pembelajaran Pendidikan Agama Islam di TK Surya Kids Bukittinggi dengan subjek penelitian sebanyak 20 anak kelompok B. Teknik pengumpulan data menggunakan observasi, dokumentasi, dan lembar penilaian kemampuan berpikir kritis anak. Data dianalisis menggunakan pendekatan deskriptif kuantitatif dan kualitatif. Penerapan pendekatan multisensori dilakukan melalui keterlibatan berbagai indera anak, yaitu visual melalui gambar, kartu bergambar, dan video pembelajaran Islami; auditori melalui penjelasan guru, cerita keteladanan nabi, dan lagu Islami; kinestetik melalui permainan edukatif dan praktik ibadah; serta taktil melalui penggunaan media konkret yang dapat disentuh dan dimanipulasi anak. Hasil penelitian menunjukkan adanya peningkatan kemampuan berpikir kritis anak, yaitu dari 40,28% pada pra tindakan menjadi 61,91% pada Siklus I dan meningkat menjadi 76,06% pada Siklus II. Persentase tersebut telah mencapai indikator keberhasilan sebesar 75%. Dengan demikian, dapat disimpulkan bahwa pendekatan multisensori efektif dalam meningkatkan kemampuan berpikir kritis anak usia dini pada pembelajaran Pendidikan Agama Islam di TK Surya Kids Bukittinggi.

Pengaruh penggunaan Artificial Intelligence (AI) terhadap motivasi dan kreatifitas siswa di Sekolah Menengah Atas Rio Hidayat; Supratman Zakir
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.v7i8.24269

The rapid advancement of Artificial Intelligence (AI) has accelerated its adoption in education as a learning resource, instructional medium, and tool for completing academic tasks. AI facilitates access to information and supports idea generation; however, its impact on students' learning motivation and creativity remains a subject of ongoing debate. This study aimed to examine the effect of AI utilization on students' learning motivation and creativity. A quantitative approach employing an ex post facto correlational design was adopted. The study population consisted of 410 students, from which 203 participants were selected using the Slovin formula and the Proportional Stratified Random Sampling technique. Data were collected through a validated and reliable questionnaire and analyzed using simple linear regression and Multivariate Analysis of Variance (MANOVA). The findings revealed that AI utilization had a positive and statistically significant effect on students' learning motivation (t = 9.985, p < 0.05) and creativity (t = 8.863, p < 0.05). Furthermore, the MANOVA results indicated a significant simultaneous effect of AI utilization on both learning motivation and creativity (Pillai's Trace = 0.340; Wilks' Lambda = 0.660; F = 51.581; p < 0.05). These findings demonstrate that AI utilization positively influences students' learning motivation and creativity, both individually and simultaneously. Therefore, AI should be integrated into the learning process in a thoughtful and responsible manner to enhance students' motivation, foster creativity, and improve overall learning quality. Abstrak Pesatnya perkembangan Artificial Intelligence (AI) telah mendorong pemanfaatannya dalam pendidikan sebagai sumber belajar, media pembelajaran, dan sarana penyelesaian tugas. AI memberikan kemudahan akses informasi dan mendukung pengembangan ide, namun juga memunculkan perdebatan mengenai pengaruhnya terhadap motivasi dan kreativitas siswa. Penelitian ini bertujuan menganalisis pengaruh penggunaan AI terhadap motivasi dan kreativitas siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto dan jenis penelitian korelasional. Populasi berjumlah 410 siswa, dengan sampel 203 siswa yang ditentukan menggunakan rumus Slovin dan teknik Proportional Stratified Random Sampling. Data dikumpulkan melalui angket yang telah memenuhi uji validitas dan reliabilitas, kemudian dianalisis menggunakan regresi linear sederhana dan Multivariate Analysis of Variance (MANOVA). Hasil penelitian menunjukkan bahwa penggunaan AI berpengaruh positif dan signifikan terhadap motivasi siswa (t = 9,985; p = 0,000 < 0,05) serta kreativitas siswa (t = 8,863; p = 0,000 < 0,05). Uji MANOVA juga menunjukkan pengaruh signifikan AI terhadap motivasi dan kreativitas secara simultan dengan nilai Pillai’s Trace = 0,340, Wilks’ Lambda = 0,660, F = 51,581, dan p = 0,000 < 0,05. Temuan ini menunjukkan bahwa penggunaan AI berpengaruh positif terhadap motivasi dan kreativitas siswa sehingga pemanfaatannya perlu diarahkan secara bijaksana untuk mendukung kualitas pembelajaran.

Eksistensi regulasi diri dan kesadaran spiritual pada ekosistem digital: Mengurai Pengalaman siswa dalam merespons hegemoni teman sebaya dan tipologi luaran sosio-kognitif Shalza Alifia Yasha; Agus Fakhruddin; Saepul Anwar
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.v7i8.24270

This study aims to explore in-depth how peer pressure on social media influences the digital behavior of senior high school students, as well as the extent to which self-control and spiritual autonomy play a role in responding to such conformity pressure. Employing a qualitative approach with a phenomenological design, data were collected through in-depth interviews with six students categorized into three typologies: failed mediation, resilience, and congruent/ideal. The results reveal a fundamental finding that conformity pressure in the digital space does not deterministically lead to delinquency or deviant behavior. The trajectory of behavior relies entirely on the strength of the individual's self-control. For students with a weak foundation of faith and self-regulation, peer pressure triggers engagement in toxic behaviors such as cyberbullying, driven by a desire for validation and the Fear of Missing Out (FOMO). Conversely, for students possessing robust self-control and spiritual awareness (muraqabah), this social pressure transforms into an opportunity to demonstrate integrity. They exhibit the mental courage to go against the tide and independently uphold moral principles. Practically, these findings imply the necessity of reconstructing the educational approaches utilized by parents and educators. Delivering religious values that are reduced to mere rigid prohibitions without room for dialogue has proven to be less effective; these fundamental religious doctrines must instead be maintained and contextualized with real, everyday case studies. This dialogical approach is essential to connect religious teachings with the critical logic of adolescents in order to strengthen their faith, thereby fostering a solid stance to navigate toxic social environments. Abstrak Penelitian ini bertujuan untuk mengeksplorasi secara mendalam bagaimana tekanan teman sebaya di media sosial memengaruhi perilaku digital siswa Sekolah Menengah Atas (SMA), serta sejauh mana peran kontrol diri dan otonomi spiritual dalam merespons tekanan konformitas tersebut. Melalui pendekatan kualitatif dengan desain fenomenologis, data dikumpulkan menggunakan teknik wawancara mendalam terhadap enam siswa yang diklasifikasikan ke dalam tiga tipologi: mediasi gagal, resiliensi, dan kongruen/ideal. Hasil penelitian mengungkap sebuah temuan fundamental bahwa tekanan konformitas di ruang digital tidak secara deterministik menghasilkan kenakalan atau perilaku menyimpang. Arah perilaku sepenuhnya bergantung pada kekuatan kontrol diri masing-masing individu. Pada siswa dengan landasan iman dan regulasi diri yang lemah, tekanan kelompok memicu keterlibatan dalam perilaku toksik seperti perundungan siber, yang didorong oleh hasrat validasi dan kecemasan tertinggal tren (Fear of Missing Out/FOMO). Sebaliknya, bagi siswa yang memiliki kontrol diri dan kesadaran spiritual yang kuat (muraqabah), tekanan sosial tersebut justru bertransformasi menjadi momentum pembuktian integritas. Mereka mendemonstrasikan keberanian mental untuk melawan arus dan menegakkan aturan secara mandiri. Temuan ini secara praktis mengimplikasikan perlunya rekonstruksi metode edukasi dari orang tua dan pendidik. Penyampaian nilai agama yang direduksi menjadi sekadar larangan kaku tanpa ruang dialog terbukti kurang efektif; nilai-nilai fundamental keagamaan tersebut justru harus dipertahankan dan dikontekstualisasikan dengan studi kasus nyata sehari-hari. Pendekatan dialogis ini esensial agar ajaran agama terhubung dengan logika kritis remaja guna memperkuat akidah, sehingga mampu membentuk pendirian yang kokoh dalam menghadapi lingkungan pergaulan yang toksik.

Pengaruh Joyful Learning berbantuan Smartboard dan motivasi belajar terhadap hasil belajar siswa Ansor Azhari Simanungkalit; Zulfani Sesmiarni
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.v7i8.24277

This study is motivated by the suboptimal learning outcomes in Fiqh due to the implementation of learning approaches that remain predominantly teacher-centered and have not fully utilized educational technology. The Joyful Learning strategy assisted by Smartboard media is proposed as an alternative approach to create an active, enjoyable, and engaging learning environment that enhances students’ learning experiences. This study aims to examine the differences in Fiqh learning outcomes between students taught using the Joyful Learning strategy assisted by Smartboard media and those taught through conventional instruction, to analyze differences in learning outcomes based on students’ learning motivation levels, and to investigate the interaction between learning strategies and learning motivation on students’ Fiqh achievement. This research employed a quantitative approach using a quasi-experimental method with a 2×2 factorial design. The sample consisted of 56 fifth-grade students at MIN Kota Bukittinggi, divided into an experimental class and a control class. Data were collected through learning motivation questionnaires and Fiqh achievement tests. The data were analyzed using the Independent Samples t-Test and Two-Way ANOVA at a significance level of 0.05. The findings indicate a significant difference in learning outcomes between students who received the Joyful Learning strategy assisted by Smartboard media and those who received conventional instruction, with students in the experimental class achieving higher learning outcomes than those in the control class. Significant differences were also found among students with high learning motivation, whereas no significant differences were identified among students with low learning motivation. Furthermore, there was no significant interaction between learning strategy and learning motivation on students’ Fiqh learning outcomes. Therefore, the Joyful Learning strategy assisted by Smartboard media is effective in improving students’ Fiqh learning outcomes regardless of their level of learning motivation. This study highlights the importance of pedagogically appropriate technology integration to create interactive, meaningful, and learner-centered educational experiences. Abstrak Penelitian ini dilatarbelakangi oleh belum optimalnya hasil belajar Fikih akibat penerapan pembelajaran yang masih cenderung berpusat pada guru dan belum maksimal memanfaatkan teknologi pembelajaran. Strategi Joyful Learning berbantuan media Smartboard menjadi salah satu alternatif untuk menciptakan pembelajaran yang aktif, menyenangkan, dan meningkatkan keterlibatan siswa. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar Fikih antara siswa yang menggunakan strategi Joyful Learning berbantuan Smartboard dan pembelajaran konvensional, perbedaan hasil belajar berdasarkan tingkat motivasi belajar, serta interaksi antara strategi pembelajaran dan motivasi belajar terhadap hasil belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain faktorial 2×2. Sampel penelitian berjumlah 56 siswa kelas V MIN Kota Bukittinggi yang terbagi menjadi kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui angket motivasi belajar dan tes hasil belajar Fikih. Analisis data dilakukan menggunakan uji Independent Sample t-Test dan Two Way ANOVA dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan hasil belajar antara siswa yang mengikuti strategi Joyful Learning berbantuan Smartboard dan pembelajaran konvensional, dengan hasil belajar kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Pada kelompok siswa dengan motivasi belajar tinggi ditemukan perbedaan hasil belajar yang signifikan, sedangkan pada kelompok motivasi belajar rendah tidak terdapat perbedaan yang signifikan. Selain itu, tidak ditemukan interaksi antara strategi pembelajaran dan motivasi belajar terhadap hasil belajar Fikih. Dengan demikian, strategi Joyful Learning berbantuan Smartboard efektif meningkatkan hasil belajar Fikih siswa tanpa dipengaruhi tingkat motivasi belajar. Penelitian ini menegaskan pentingnya pemanfaatan teknologi pembelajaran secara tepat untuk menciptakan proses belajar yang interaktif dan bermakna.

Manajemen ekosistem inkubator fitrah dalam transformasi spiritual Generasi Z Muslim Widiya Sariningsih; Aep Kusnawan; Sugandi Miharja
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.v7i8.24301

Generation Z Muslims in the digital era face complex psychological and spiritual challenges, primarily triggered by the gap between idealism and reality. This situation creates layered psycho-spiritual fragility that cannot be resolved through partial individual counseling. This research aims to construct a substantive theory regarding the comprehensive ecosystem for the spiritual transformation of Generation Z Muslims based on the practices at One Ummah Syari'ah Center (OSC). This study uses a qualitative approach with a grounded theory design. Data were collected through in-depth interviews with six informants, participant observation, and document analysis, then analyzed using constant comparative methods through open, axial, and selective coding. The results reveal that the OSC coaching ecosystem acts as a "Fitrah Incubator" consisting of four circular components: structured counseling, continuous guidance, interest-based support communities, and actualization spaces as applied monotheism laboratories. The interaction of these components produces a three-stage spiritual transformation process: cognitive reconstruction, affective internalization, and amaliah actualization. The conclusion shows that a comprehensive ecosystem effectively transforms the orientation of Generation Z from merely pursuing life to living a meaningful life based on tauhid. Abstrak Generasi Z Muslim di era digital menghadapi tantangan psikologis dan spiritual yang kompleks, terutama dipicu oleh kesenjangan antara idealisme dan realitas. Situasi ini menciptakan kerapuhan psikospiritual berlapis yang tidak dapat diselesaikan melalui bimbingan parsial. Penelitian ini bertujuan untuk mengonstruksi teori substantif tentang ekosistem komprehensif dalam transformasi spiritual Generasi Z Muslim berdasarkan praktik di One Ummah Syari'ah Center (OSC). Penelitian ini menggunakan pendekatan kualitatif dengan desain grounded theory. Data dikumpulkan melalui wawancara mendalam dengan enam informan, observasi partisipan, dan studi dokumentasi, kemudian dianalisis menggunakan metode perbandingan konstan melalui open, axial, dan selective coding. Hasil penelitian mengungkapkan bahwa ekosistem bimbingan OSC bertindak sebagai "Inkubator Fitrah" yang terdiri atas empat komponen sirkular: konseling terstruktur, bimbingan berkelanjutan, komunitas pendukung lintas minat, dan ruang aktualisasi sebagai laboratorium tauhid terapan. Interaksi keempat komponen tersebut menghasilkan proses transformasi spiritual tiga tahap: rekonstruksi kognitif, internalisasi afektif, dan aktualisasi amaliah. Simpulan penelitian ini menunjukkan bahwa ekosistem komprehensif secara efektif mentransformasi orientasi Generasi Z dari sekadar menjalani hidup (pursuing life) menuju kehidupan yang bermakna (meaningful life) dengan landasan kesadaran tauhid.

Strengthening Islamic religious education reading literacy through differentiated learning Rizki Agustina; Mulyadi Eko Purnomo; Elhefni
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.v7i8.24308

The purpose of this research is to discuss the use of various learning strategies to enhance students reading literacy skills in Islamic Religious Education (PAI) at SDN 12 Talang Kelapa. A case study design and a qualitative methodology were employed. Data were collected through interviews, observations, and document reviews with the principal, PAI teacher, and fourth grade students. The findings show that in the preparation phase, teachers determine their students’ learning needs, develop individual lesson plans and create a supportive learning environment. In implementation teachers employ process differentiation through a variety of teaching approaches and environmental changes. In the evaluation stage, formative and summative tests are adjusted according to the level of student proficiency. The reading literacy of the students is still in an acceptable level with an average score of 2.7 from 5 although the teachers excellent in the implementation of differentiated learning (100% of indicators met). Half the pupils have reading comprehension difficulties, the other half reading delays. Besides the quality of instruction, internal student factors such as motivation, reading habits at home and parental engagement are found to have a major impact on the success of differentiated learning in this study. Abstrak Penelitian ini bertujuan untuk membahas penggunaan berbagai strategi pembelajaran berdiferensiasi guna meningkatkan keterampilan literasi membaca siswa dalam mata pelajaran Pendidikan Agama Islam (PAI) di SDN 12 Talang Kelapa. Menggunakan metodologi kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan tinjauan dokumen dengan kepala sekolah, guru PAI, dan siswa kelas empat. Temuan menunjukkan bahwa pada fase persiapan, guru menentukan kebutuhan belajar siswa, mengembangkan rencana pelajaran individu, dan menciptakan lingkungan belajar yang mendukung. Dalam tahap implementasi, guru menerapkan diferensiasi proses melalui berbagai pendekatan pengajaran dan perubahan lingkungan. Pada tahap evaluasi, tes formatif dan sumatif disesuaikan dengan tingkat kemahiran siswa. Literasi membaca siswa masih dalm tingkat rata-rata yakni dengan skor 2.7 dari 5 meski guru sudah sangat baik melaksanakan pembelajaran yang berbeda (100% indikator terpenuhi). Setengah dari siswa mengalami kesulitan dalam pemahaman bahan bacaan, setengah lainnya mengalami keterlambatan membaca. Selain kualitas pengajar, faktor internal siswa seperti motivasi, kebiasaan membaca dirumah, dan keterlibatan orang tua memiliki dampak besar terhadap keberhasilan pembelajaran berdiferensiasi.

Pendidikan Agama Islam dan praktik keberagamaan digital mahasiswa muslim: Analisis fenomena religious flexing di media sosial Atikah Ramadhani; Anisa Dwi Makrufi
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.v7i8.24339

This research aims to analyze Muslim students’ perceptions of the phenomenon of religious flexing on social media, understand students’ interpretations of the value of sincerity, and explain the Islamic educational perspective on digital religious practices. This research uses a descriptive qualitative approach with data collection techniques in the form of semi-structural interviews and documentation studies. The research informants consisted of six Muslim students who actively use social media and have encountered posts displaying religious activities, symbols, or identities. The data were analyzed thru the processes of data condensation, data presentation, and conclusion drawing. The research results show that Muslim students view religious flexing ambivalently. Religious posts can be accepted if they are oriented toward preaching, motivation, and invitations to goodness, but they can be questioned if they are displayed excessively and oriented toward praise or social validation. The value of sincerity is understood as a guardian of intention so that religious practices do not shift into ostentation. Islamic education servers as an ethical-spiritual control that helps students maintain manners, intentions, simplicity, and responsibility in social media. Abstrak Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa Muslim terhadap fenomena religious flexing di media sosial, memahami pemaknaan mahasiswa terhadap nilai keikhlasan, serta menjelaskan pandangan pendidikan Islam terhadap praktik keberagamaan digital. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara semi-terstruktur dan studi dokumentasi. Informan penelitian terdiri atas enam mahasiswa Muslim yang aktif menggunakan media sosial dan pernah menemukan unggahan yang menampilkan aktivitas, simbol, atau identitas keagamaan. Data dianalisis melalui proses kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa Muslim memandang religious flexing secara ambivalen. Unggahan religius dapat diterima apabila berorientasi pada dakwah, motivasi, dan ajakan kebaikan, tetapi dapat dipersoalkan apabila ditampilkan secara berlebihan dan berorientasi pada pujian atau validasi sosial. Nilai keikhlasan dipahami sebagai penjaga niat agar praktik keberagamaan tidak bergeser menjadi riya’. Pendidikan Islam berperan sebagai kontrol etis-spiritual yang membantu mahasiswa menjaga adab, niat, kesederhanaan, dan tanggung jawab dalam bermedia sosial.

Implementasi model CIPP dalam evaluasi program pembelajaran pendidikan agama Islam: Kajian literatur Siti Jubaedah Ghani; Mahawi; Ika Rostika; Akhmad Fauzi; Karman
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.v7i8.24347

This study aims to analyze the implementation of the Context, Input, Process, Product (CIPP) evaluation model in Islamic Religious Education learning and to identify its strengths, weaknesses, and implications for improving instructional quality. This research employs a qualitative approach using a Systematic Literature Review (SLR) based on the PRISMA framework. Data were collected from relevant national and international scientific articles and analyzed using content analysis to identify patterns within each CIPP component. The findings reveal that, in the context dimension, Islamic Religious Education has not been fully based on students’ contextual needs, making it less responsive to digital era challenges. In the input dimension, limitations were found in teachers’ competencies, digital technology skills, and curriculum alignment with learners’ needs. In the process dimension, instruction remains predominantly conventional, indicating that student-centered learning is not yet optimally implemented. In the product dimension, learning outcomes are still mainly assessed cognitively, while affective and spiritual aspects are not comprehensively measured. Overall, the CIPP model is proven to be a comprehensive evaluation framework; however, its implementation in Islamic Religious Education still requires strengthening across all components to ensure greater relevance and meaningful learning outcomes. Abstrak Penelitian ini bertujuan untuk menganalisis implementasi model evaluasi Context, Input, Process, Product (CIPP) dalam pembelajaran Pendidikan Agama Islam (PAI) serta mengidentifikasi kekuatan, kelemahan, dan implikasinya terhadap peningkatan mutu pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode Systematic Literature Review (SLR) berdasarkan pedoman PRISMA. Data diperoleh dari artikel ilmiah nasional dan internasional yang relevan, kemudian dianalisis menggunakan teknik analisis isi untuk mengidentifikasi pola pada setiap komponen CIPP. Hasil penelitian menunjukkan bahwa pada aspek konteks, pembelajaran PAI belum sepenuhnya berbasis analisis kebutuhan kontekstual peserta didik sehingga kurang adaptif terhadap tantangan era digital. Pada aspek input, ditemukan keterbatasan kompetensi guru, kesenjangan penguasaan teknologi, serta ketidaksesuaian sebagian kurikulum dengan kebutuhan peserta didik. Pada aspek proses, pembelajaran masih didominasi pendekatan konvensional sehingga implementasi pembelajaran aktif belum optimal. Pada aspek produk, evaluasi hasil masih berfokus pada aspek kognitif, sedangkan aspek afektif dan spiritual belum terukur secara komprehensif. Secara keseluruhan, model CIPP terbukti efektif sebagai pendekatan evaluasi yang komprehensif, namun implementasinya dalam pembelajaran PAI masih memerlukan penguatan pada seluruh komponen agar lebih relevan dan bermakna.

Efektivitas model Project Based Learning (PjBL) berbantuan aplikasi Canva terhadap kreativitas dan hasil belajar PAI Anggi Nurmalita; Tryana Hafilda Dewi; Dini Fitriyani; Roslia Arfanti; Dwi Puspitasari; Hafid Muslih
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.v7i8.24371

This study evaluates the effectiveness of the Project Based Learning (PjBL) model assisted by the Canva application on the creativity and cognitive learning outcomes of Islamic Religious Education (PAI) students at SMP Pasundan 1 Bandung. Utilizing a quantitative approach with a quasi-experimental one-group pretest-posttest design, data were collected from a purposive sample of 30 eighth-grade students. Due to non-normally distributed data verified by the Shapiro-Wilk test (p < 0.05), hypothesis testing was shifted to the non-parametric Wilcoxon Signed-Rank Test. The descriptive analysis revealed that the mean cognitive score increased from 85.90 in the pre-test to 88.50 in the post-test, complemented by a high product creativity mean score of 87.53. The inferential analysis yielded an Asymp. Sig. (2-tailed) value of 0.009 (p < 0.05), indicating a highly significant improvement. These results confirm that integrating PjBL with Canva effectively minimizes students' cognitive load during art based tasks, seamlessly transforming text-heavy religious concepts into aesthetically educational infographics. This integration empowers students as active creators of their learning materials. This research contributes a practical blueprint for digitalizing PAI instruction without compromising its core spiritual and doctrinal essence. Abstrak Penelitian ini bertujuan untuk mengevaluasi efektivitas model Project Based Learning (PjBL) berbantuan aplikasi Canva terhadap kreativitas dan hasil belajar kognitif Pendidikan Agama Islam (PAI) siswa di SMP Pasundan 1 Bandung. Melalui pendekatan kuantitatif dengan metode eksperimen semu menggunakan desain one-group pretest-posttest, data dihimpun dari sampel bertujuan sebanyak 30 siswa kelas VIII. Mengingat sebaran data tidak berdistribusi normal berdasarkan uji Shapiro-Wilk ($p < 0,05$), pengujian hipotesis beralih menggunakan Uji Jenjang Bertanda Wilcoxon. Hasil statistika deskriptif menunjukkan kenaikan nilai rata-rata kognitif dari 85,90 (pre-test) menjadi 88,50 (post-test), didukung oleh nilai rata-rata kreativitas produk visual sebesar 87,53. Hasil uji inferensial menunjukkan nilai Asymp. Sig. (2-tailed) sebesar 0,009 ($p < 0,05$), sehingga hipotesis diterima secara signifikan. Integrasi PjBL dan Canva terbukti efektif mereduksi beban kognitif siswa dalam mendesain, mentransformasi materi keagamaan yang abstrak menjadi info grafis edukatif, sekaligus reposisi peran siswa menjadi pengembang bahan ajar mandiri. Riset ini menyumbang cetak biru operasional dalam modernisasi instruksional PAI di era digital.

Analisis kurikulum merdeka dan deep learning: Transformasi paradigma dan implikasinya terhadap pendidikan Islam Hairul Amin; Helmiati; Hariza Hasyim; Sekarmaji Sirulhaq; Irfan Abdurrahman
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.v7i8.24376

This article examines the integration of the Merdeka Curriculum and the deep learning approach in Islamic education through a systematic literature review following PRISMA guidelines, synthesizing scholarly articles, policy documents, and academic sources published between 2020 and 2026. The findings reveal a strong philosophical alignment between the Merdeka Curriculum and deep learning, both of which emphasize student-centered learning, contextual understanding, higher-order thinking skills, and meaningful, reflective learning experiences. However, their implementation faces several challenges, including limited pedagogical competence among teachers, disparities in educational infrastructure, suboptimal curriculum integration at the operational level, and insufficient institutional support for professional development. The study highlights that the successful integration of these approaches requires comprehensive support from the educational system. The review contributes to the development of deep learning within an Islamic epistemological framework and demonstrates that contemporary pedagogical innovations can be meaningfully adapted without compromising Islamic values. It concludes that the effective integration of the Merdeka Curriculum and deep learning requires systemic transformation through policy coherence, teacher capacity building, equitable infrastructure development, and the cultivation of reflective school cultures to foster a generation of Muslim learners who are critical, adaptive, morally grounded, and firmly rooted in Islamic values. Abstrak Artikel ini mengkaji integrasi Kurikulum Merdeka dan pendekatan deep learning dalam pendidikan Islam melalui systematic literature review berdasarkan pedoman PRISMA terhadap berbagai artikel ilmiah, dokumen kebijakan, dan sumber akademik terbitan 2020–2026. Hasil kajian menunjukkan adanya keselarasan filosofis antara Kurikulum Merdeka dan deep learning yang sama-sama menekankan pembelajaran berpusat pada peserta didik, pemahaman kontekstual, pengembangan kemampuan berpikir tingkat tinggi, serta pembelajaran yang bermakna dan reflektif. Implementasinya masih menghadapi berbagai tantangan, meliputi keterbatasan kompetensi pedagogis guru, kesenjangan infrastruktur pendidikan, belum optimalnya integrasi kurikulum pada tingkat operasional, serta lemahnya dukungan institusional terhadap pengembangan profesional pendidik. Temuan penelitian menegaskan bahwa keberhasilan integrasi kedua pendekatan memerlukan dukungan sistem pendidikan yang komprehensif. Kajian ini berkontribusi pada pengembangan konsep deep learning dalam perspektif epistemologi Islam sekaligus menunjukkan bahwa inovasi pedagogis modern dapat diadaptasi tanpa mengabaikan nilai-nilai keislaman. Penelitian menyimpulkan bahwa integrasi Kurikulum Merdeka dan deep learning memerlukan transformasi sistemik melalui penguatan kebijakan, peningkatan kapasitas guru, pemerataan infrastruktur, serta pengembangan budaya sekolah yang reflektif guna membentuk generasi muslim yang kritis, adaptif, berkarakter, dan berlandaskan nilai-nilai Islam.

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Admin Idarah

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jurnal.idarah@uika-bogor.ac.id

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+62251-7559354

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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

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Abstract

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