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Educate: Jurnal Ilmu Pendidikan dan Pengajaran
Published by Yayasan Rahmat Islamiyah
ISSN : -     EISSN : 2828108X     DOI : -
Core Subject : Education,
Education
Educate: Jurnal Ilmu Pendidikan dan Pengajaran adalah jurnal ilmiah yang menerbitkan dan menyebarluaskan hasil penelitian, studi mendalam, pemikiran kreatif, inovatif atau karya-karya dalam pendidikan dan pengajaran. Educate: Jurnal Ilmu Pendidikan dan Pengajaran memiliki fokus kajian terkait tentang pengajaran, pengembangan pendidikan, manajemen pendidikan, kurikulum, filosofi pendidikan, pendekatan pendidikan, dan pengembangan media pembelajaran.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 4, No 3 (2025)" : 6 Documents clear
The Role of Islamic Religious Education Teachers in Preventing Bullying Behavior at SMP IT Darur Rasyid Aceh Singkil Sartina, Sartina; Tanjung, Nurfadilah; Hidayati, Sri; Setiawan, Hasrian Rudi
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 4, No 3 (2025)
Publisher : Educate: Jurnal Ilmu Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v4i3.12809

Abstract

This study aims to determine the role of Islamic Religious Education teachers in preventing bullying behavior at SMP IT Darur Rasyid Aceh Singkil. The research employs a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation. The results show that Islamic Religious Education teachers play a crucial role in preventing bullying through three main aspects: (1) educative role, by teaching moral values and Islamic teachings that forbid harming others; (2) guidance role, by providing Islamic counseling and support to students involved in bullying; and (3) exemplary role, by serving as role models through daily behavior and attitudes. Preventive efforts are also implemented through religious activities such as Qur’an recitation, congregational prayers, and short sermons that instill compassion and Islamic brotherhood. This study concludes that Islamic Religious Education teachers significantly contribute to creating a harmonious, religious, and bullying-free school environment.
Epistemological Analysis of the Integration of the Merdeka Curriculum and Deep Learning Technology in Islamic Education in the Digital Era Syuhada, Muhammad Nadhif; Helmiati, Helmiati; Hasyim, Hariza
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 4, No 3 (2025)
Publisher : Educate: Jurnal Ilmu Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v4i3.12845

Abstract

The transformation of education in the digital era has shifted the paradigm from conventional learning systems toward more adaptive, personalized, and technology-based models. This study aims to analyze the epistemological integration between the Merdeka Curriculum and deep learning technology within the development of Islamic education in the digital age. The research employed a library research method using content analysis of academic books, scholarly articles, and relevant policy documents. The findings reveal that the integration offers significant opportunities, including enhanced learning personalization, strengthened spiritual digital literacy, and pedagogical efficiency through adaptive learning systems. However, the study also identifies several epistemological and ethical challenges, such as value bias within algorithms, the risk of reducing spiritual dimensions into computational data, and limitations in digital competence among Islamic education teachers and institutional infrastructures. Epistemologically, the integration of technology in Islamic education must remain grounded in the principles of tawhid, adab, and maq??id al-tarbiyah to prevent fragmentation between knowledge and values. This study contributes theoretically by proposing an epistemological integration framework between curriculum and technology, and practically by offering insights for developing Islamic pedagogy that remains ethically and spiritually rooted while adapting to digital advancements.
Variety of Leadership Styles in the Islamic Education Ecosystem of the Archipelago Syahapala, Muhammad Azamuddin; Ikhwan, Afiful
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 4, No 3 (2025)
Publisher : Educate: Jurnal Ilmu Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v4i3.12904

Abstract

Leadership serves as a determining factor in the success of Islamic educational institutions in Indonesia, which currently face complex challenges due to globalization and intense competition among educational institutions. This research examines various leadership typologies applied in different types of Islamic educational institutions in the Archipelago, ranging from traditional pesantren to modern madrasah, focusing on how charismatic leadership interacts with professional management demands and how local wisdom can be integrated into contemporary leadership practices. The research employs a qualitative approach with library research methods through content analysis of various Islamic educational leadership literature. Research findings reveal four main leadership typologies: charisma-based leadership centered on barakah that still dominates pesantren, collective leadership based on deliberation emphasizing participation, transformative leadership based on empowerment focusing on potential development, and adaptive leadership based on context that remains flexible to change. Historical, cultural, and contextual factors influence the selection of leadership styles in each institution. The novelty of this research lies in its comprehensive approach that integrates dimensions of Archipelago local wisdom, Islamic prophetic values, and contemporary leadership theories into a single analytical framework across various types of Islamic educational institutions. The research recommends a transformative-prophetic leadership model based on local wisdom that combines spiritual strength with professional management systems as an ideal solution for developing Islamic educational institutions that are authentic yet remain competitive in the modern era.
The Relevance of 21st Century Education Skills with the Values in the Tarbawi Hadith Wijaya, Adept Wahyu; Thobroni, Ahmad Yusam; Baihaqi, M
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 4, No 3 (2025)
Publisher : Educate: Jurnal Ilmu Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v4i3.12871

Abstract

This study aims to analyze the profound relevance between 21st century skills, namely 4C: Critical Thinking, Communication, Collaboration, Creativity, with the values of the Tarbawi hadith and to formulate an integrative education model. The research used a qualitative approach with library research method through content analysis of 21st century skills literature and the value of Tarbawi hadith. The findings reveal a fundamental and operational alignment between the two frameworks: critical thinking aligns with the concepts of tafaqquh, tadabbur, and tafakkur; communication aligns with the ethics of qaulan sadida, karima, and layyinan; collaboration aligns with the spirit of ta’awun and ukhuwah; and creativity aligns with the tradition of ijtihad and is oriented toward ishlah. This study concludes that the integration of 21st century skills and Hadith Tarbawi values is essential for creating holistic education. The implication is that educators and curriculum developers need to design learning models that organically unite the achievement of 21st century competencies with the internalization of Islamic values, in order to realize the Golden Generation of 2045 that is both competent and of noble character.
Principal Leadership Typology in Improving the Quality of Education at Muhammadiyah 1 Ponorogo Middle School Afrizal, Afrizal; Ikhwan, Afiful
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 4, No 3 (2025)
Publisher : Educate: Jurnal Ilmu Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v4i3.12955

Abstract

This study aims to answer two research questions: identifying the leadership typology of the principal of Muhammadiyah 1 Junior High School, Ponorogo, and analyzing their contribution to improving the quality of education at the madrasah. The focus of this research is based on the principal's strategic role as a director, manager, and innovator, who determines educational programs and the achievement of service quality. This study used a qualitative approach with descriptive-analytical methods. Data were collected through observation, in-depth interviews, and documentation analysis that illustrated actual leadership practices. Process analysis was conducted inductively and deductively to identify leadership patterns and summarize their links to improving educational quality. The research results indicate that school principals apply democratic, humanistic, and collective leadership typologies. This typology is evident in decision-making patterns involving teachers and the school committee, attention to the welfare and professional needs of educators, and cross-stakeholder collaboration in implementing school programs. Principals also combine their roles as educators, managers, supervisors, and innovators to strengthen the digitalization of learning, improve teacher competency, and develop student achievement programs. This approach creates a conducive, collaborative, and quality-oriented learning environment. Based on these findings, the research recommends strengthening accountability systems to ensure a more structured collective process, as well as regular evaluation of innovative and digital programs to ensure their relevance to student needs and educational development.
Internalization of Ulil Albab Values in Character-Based Islamic Education Pratama, Pebrian Yoza; Ramadhan, Galih Dwi
Educate: Jurnal Ilmu Pendidikan dan Pengajaran Vol 4, No 3 (2025)
Publisher : Educate: Jurnal Ilmu Pendidikan dan Pengajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/edu.v4i3.12987

Abstract

This study aims to analyze the internalization of ulil albab values within character-based Islamic education through a literature review approach. The concept of ulil albab, rooted in the integration of dhikr, intellectual reflection, and righteous action, is considered highly relevant as a foundation for character formation. By reviewing scholarly works, Qur’anic exegeses, and previous research, this study finds that the internalization of ulil albab values strengthens students’ moral, spiritual, intellectual, and social dimensions. The internalization process becomes effective when implemented through teacher role modeling, habituation, curriculum integration, and the development of a religious school culture. The findings indicate that Islamic education that harmonizes intellectual reasoning and spiritual awareness can cultivate students who are ethical, critical, and possess strong integrity. Therefore, ulil albab values serve not only as a theological framework but also as a practical guideline for character-building in Islamic educational institutions. This study is expected to provide theoretical and practical contributions to the development of Islamic education models relevant to contemporary challenges

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