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Al-Ulum: Jurnal Pendidikan Islam
Published by Yayasan Rahmat Islamiyah
ISSN : -     EISSN : 27235459     DOI : 10.56114/al-ulum
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
Al-Ulum: Jurnal Pendidikan Islam, published by the Yayasan Rahmat Islamiyah Medan, Indonesia. In this journal the articles contain articles about the fields of Islamic scientific research and Islamic education. Al-Ulum: Jurnal Pendidikan Islam accepts manuscripts in research fields including scientific fields that are relevant to: Islamic studies, and Islamic education. Al-Ulum: Jurnal Pendidikan Islam published three times published in February, June, and October. ISSN 2723-5459 (Online)
Arjuna Subject : Umum - Umum
Articles 283 Documents
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Fostering Obedience to Worship and Respect for Teachers Through Taruna Extracurricular Activities: A Case Study at SMK PGRI 2 Ponorogo Azza Ounine Kusuma; Siti Rohmaturrosyidah Ratnawati; Ahmad Sulton
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13552

Abstract

This study was conducted to address the need to improve students’ obedience to worship and respect for teachers in the school environment. One strategy applied is the implementation of Taruna (cadet) extracurricular activities that emphasize discipline, ethics, and continuous guidance. This research aims to examine how Taruna extracurricular activities contribute to shaping students’ obedience to worship and respect for teachers at SMK PGRI 2 Ponorogo. The study employed a qualitative case study approach, with data collected through in-depth interviews, non-participant observation, and documentation. The research participants included supervising teachers, Islam Religius Education teachers, and students involved in Taruna extracurricular activities. The findings show that Taruna extracurricular activities not only develop discipline and order but also foster responsibility, politeness, obedience to worship, and respect for teachers through habituation, exemplary practices, continuous guidance, and a disciplined Taruna culture. Taruna extracurricular activities contribute to changes in students’ behavior, making them more orderly, responsible, and respectful toward others. Thus, Taruna extracurricular activities can serve as a means of student character development, particularly in fostering obedience to worship and respect for teachers within the schoil environment.
Development of Teaching Materials on Islamic Beliefs and Ethics Based on Mandar Local Wisdom: Sibaliparriq, Sipakatau, and Sipamandar in Madrasah Aliyah Nurul Jirana. M; St. Aminah; Ahmad Yani; Ahdar Ahdar; Abd. Khalik
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13766

Abstract

This study aims to: (1) describe the process of developing Akidah Akhlak teaching materials based on Mandar local wisdom at Madrasah Aliyah; (2) determine the validity and practicality of the developed teaching materials; and (3) determine the effectiveness of the teaching materials in improving student learning outcomes. This study is a research and development (RD) project that adapts the 4D (Four-D) Model, namely define, design, develop, and disseminate. The research subjects were 12th-grade students at MA DDI Banua. Data collection techniques included subject matter expert validation forms, media expert validation forms, teacher response questionnaires, and learning outcome tests in the form of pretests and posttests. Data analysis was conducted using quantitative descriptive methods, employing percentage analysis to measure validity and practicality, while effectiveness was analyzed using the Normalized Gain (N-Gain) test. The results of the study indicate that the developed instructional materials met the criteria for high validity, with a subject matter expert validation percentage of 93.1% and a media expert validation percentage of 92.5%. Teacher feedback on the use of the instructional materials yielded a response rate of 91%, categorized as highly practical. The effectiveness test results showed that the average pretest score of 58.4 increased to 90 on the posttest. Based on the N-Gain test results, an average value of 0.7631 was obtained, falling into the “high” category, with an effectiveness level of 76.31%, which falls into the “effective” category.
Conceptual Reconstruction of Islamic Moral Values in Islamic Religious Education Learning for Digital Ethics Ika Meidiansyah; A’inun Suci Rohmah; El Wida Febriyanti; Munifah Nur Nakhriyah; Akhsin Ridho
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13320

Abstract

The rapid expansion of digital technologies has transformed students’ social interactions and learning environments, while simultaneously generating ethical challenges such as cyberbullying, misinformation, and irresponsible online behavior. In this context, Islamic Religious Education (IRE) plays a strategic role in cultivating students’ moral awareness by integrating Islamic ethical values (akhlak). This study aims to conceptually reconstruct the integration of Islamic moral values into IRE to strengthen students’ digital ethics. This research employs a qualitative library-based approach grounded in philosophical-normative and conceptual analysis. Data sources include the Qur’an, Hadith, classical Islamic ethical literature, and contemporary studies on Islamic education and digital ethics. Data were analyzed using content analysis and conceptual synthesis to develop an integrative framework. The findings reveal that strengthening digital ethics can be operationalized through three core principles: value internalization, exemplary conduct (uswah), and ethical habituation, supported by contextual and reflective pedagogical approaches. This study contributes a conceptual framework for character-based digital ethics education, offering theoretical grounding for curriculum development and pedagogical innovation in the digital era.
Habituation of Islamic Values in Village Community-Based Tutoring: A Predictive Analysis of the Formation of Discipline and Responsibility Dewi Syafa'atun Nurjanah; Arim Irsyadulloh Albin Jaya
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13858

Abstract

This study aims to analyse the effect of the habituation of Islamic values within village community-based learning guidance on students' discipline and responsibility, given that quantitative testing in the field of non-formal learning guidance in rural areas remains scarce. The approach applied is explanatory quantitative research using a saturated sampling technique involving 28 students, who represent all active participants of the learning guidance programme in Bandungrojo Village. Data were collected through a Likert-scale questionnaire that has been proven valid and reliable with very high internal consistency, and were then analysed using simple linear regression after the assumptions of residual normality and linearity had been fulfilled. The results indicate that habituation has a positive and significant effect on discipline (B = 0.546; ? = 0.880; R² = 0.774; p 0.001) as well as on responsibility (B = 0.391; ? = 0.575; R² = 0.331; p = 0.001). The explanatory power of the model is considerably greater for discipline than for responsibility, indicating that habituation is more effective in shaping overt behaviour than internal awareness. These findings enrich empirical evidence on the effectiveness of habituation in community-based non-formal education and imply the importance of strengthening habituation routines accompanied by reflective activities in order to foster students' responsibility more optimally.
Islamic Epistemology in Islamic Religious Education in the Algorithmic Era: A Conceptual Analysis of Bayani, Burhani, and Irfani Khairul Umam; Eva Dewi
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13680

Abstract

The algorithm era shifts the authority of truth in the ecosystem of religious knowledge from the verified Islamic scientific tradition to the logic of machine engagement, so that the crisis faced by Islamic Religious Education is not merely technical but also epistemological. This study aims to reconstruct Islamic epistemology through the framework of bayani, burhani, and irfani as a solution to the epistemic crisis of Islamic Religious Education in the algorithm era. The method used is library research with a critical comparative analysis approach through three stages: content analysis, systematic comparison of Islamic and Western epistemologies, and integrative synthesis. The findings show that the epistemic crisis of Islamic Religious Education operates through an interlocking system of filter bubbles, black box AI, and shifts in religious epistemic authority. Systematic comparison reveals that the failure of Western epistemology is inherently structural, while Islamic epistemology has potential structural advantages through the hierarchical integration of bayani as a normative compass, burhani as an instrument of critical verification, and irfani as a guardian of spiritual meaning that cannot be replicated by machines. This hierarchical model reconstruction implies the transformation of Islamic Religious Education in three dimensions simultaneously: curricular, pedagogical, and evaluative.
Strategies for Utilizing Instructional Media in Islamic Religious Education Learning at An-Nikmah Al-Islamiyah Phnom Penh Institute, Cambodia Ina Zainah Nasution; Math Alpy; Rifqi Aziz Dhiaurrahman
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13776

Abstract

This study aims to analyze strategies for utilizing instructional media in Islamic Religious Education (IRE) learning at An-Nikmah Al-Islamiyah Phnom Penh Institute, Cambodia. This research employed a qualitative approach using a case study design. Data were collected through observations, interviews, and documentation involving Islamic Religious Education teachers and students as data sources. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification. The findings indicate that instructional media are utilized through a selection process that considers learning objectives, the characteristics of the instructional materials, students' needs, and the availability of educational facilities and infrastructure. Teachers utilize visual media, audio-visual media, printed materials, and digital technology-based media to enhance students' attention, understanding, and engagement in Islamic Religious Education learning. The strategy for utilizing instructional media is implemented flexibly by combining conventional and digital media according to instructional needs. The use of instructional media contributes positively to creating Islamic Religious Education learning that is more engaging, interactive, and contextual. The study emphasizes that the effectiveness of instructional media is determined not only by technological sophistication but also by teachers' ability to select, integrate, and optimize media according to learning objectives and the educational context.
The Epistemology of Islamic Education in Shaykh Nawawi al-Bantani's Thought and Its Relevance to Islamic Education in the Digital Era Muhammad Alawi Sumairi; Jian Fareza; Rifki Auliak; Muhammad Ihsan Siregar; Maragustam Siregar
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13401

Abstract

The rapid expansion of digital technology has transformed Islamic education while creating epistemic challenges, including information overload, fragmented religious authority, and the spread of unverified knowledge. This study aims to reconstruct the epistemology of Islamic education in the thought of Shaykh Nawawi al-Bantani and examine its relevance to the digital era. Using a qualitative library research approach, the study analyzes Shaykh Nawawi’s major works through a hermeneutic framework inspired by Hans-Georg Gadamer. The findings show that Shaykh Nawawi’s educational epistemology is grounded in the integration of revelation (naql), reason (‘aql), and spiritual experience (kashf) as complementary sources of knowledge. The study also reveals that adab functions as an epistemological foundation for acquiring knowledge, while sanad serves as a mechanism for ensuring the credibility of knowledge transmission. Furthermore, knowledge is understood not merely as cognitive attainment but as a transformative process that integrates intellectual, moral, and spiritual development. These findings suggest that Shaykh Nawawi’s epistemology provides a relevant framework for strengthening digital literacy and developing a critical, ethical, and spiritually grounded model of Islamic education in the digital era.
Optimizing Project-Based Learning and Formative Assessment in Islamic Religious Education to Foster Elementary School Students' Intrinsic Motivation under the Merdeka Curriculum Nabila Auliya Rahma; Dyah Nawangsari; Matkur Matkur
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13685

Abstract

This study aims to identify the gap between the current implementation of Islamic Religious Education (PAI) learning and the learning objectives outlined in the Merdeka Curriculum at SD Intensif Al-Musthofa, as well as to formulate appropriate instructional development strategies. The findings indicate that students exhibit low reading interest, high enthusiasm for contextual numeracy learning, and learning motivation that is predominantly driven by external factors. Instruction remains largely teacher-centered through lecture-based methods, while the utilization of digital learning media and diagnostic and formative assessments has not yet been optimized, despite the availability of adequate educational facilities. Therefore, this study recommends the implementation of Project-Based Learning (PjBL) integrated with differentiated instruction, interactive digital media, and strengthened diagnostic and formative assessments to enhance students’ intrinsic motivation, literacy, numeracy, and social skills.
The Implementation of Deep Learning Approaches in Islamic Religious Education: A Qualitative Study on the Transformation of Teaching Practices Reni Jasmita; Usman Usman; Nuzmi Sasferi
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13777

Abstract

This study aims to analyse the implementation of the Deep Learning approach in Islamic Education (PAI) teaching, identify transformations in teaching practices, and describe the factors that support and hinder its implementation in a school setting. This study employs a qualitative approach using a case study design. Data analysis was conducted interactively and comprised data condensation, data presentation and drawing conclusions. The results of the study indicate that the implementation of Deep Learning is capable of transforming learning to make it more meaningful, reflective, contextual and learner-centred. This approach fosters deep understanding and the internalisation of Islamic values through exploration, collaboration, problem-solving and reflection, whilst strengthening the role of the teacher as a facilitator. Its implementation still faces challenges in the form of teacher competence, time constraints, learner readiness, and supporting facilities. This research contributes to the development of Islamic Education (PAI) that is contextual, humanistic, and in line with national educational transformation.
Collaboration between Teachers and Parents in Instilling Islamic Values in Early Childhood Muhammad Asmariadi Arsyad; Katni Katni; Sigit Dwi Laksana
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 3 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i3.13409

Abstract

Instilling Islamic values in early childhood is an essential foundation for developing children's character, morality, and spirituality, particularly during the golden age, which significantly influences personality development in later stages. This study aims to analyze the importance of teacher-parent collaboration in instilling Islamic values in early childhood and to identify effective forms of cooperation that support the internalization of Islamic values. This study employs a literature review method by analyzing relevant scientific articles, journals, books, and research findings published within the last eight years. The findings indicate that collaboration between teachers and parents plays a significant role in strengthening the internalization of Islamic values, including honesty, discipline, responsibility, politeness, religious practices, and noble character. Teachers act as professional educators who provide Islamic value-based learning stimulation at school, while parents serve as children's primary educators through role modeling, habituation, and guidance at home. Effective collaboration can be implemented through intensive communication, parental involvement in school programs, monitoring children's development, and consistency in applying Islamic values in both school and family environments. Therefore, the integration of teachers' and parents' roles is a strategic factor in optimizing Islamic value education in early childhood.

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