Didaktika Religia
DIDAKTIKA Religia is published bi-annually in June and December by Postgraduate Program, State Islamic Institute (IAIN) Kediri. This journal was accredited by Kementerian Riset dan Teknologi/Badan Riset dan Inovasi Nasional No. 200/M/KPT/2020 (SINTA 2). This journal contains a lot of studies about Islamic education. We warmly invite academicians, lecturers, and researchers to submit articles on the area of Islamic Education. This journal is focused on the development of Islamic education, both locally, nationally, and internationally through the publication of articles and research reports. This journal should cover a range of disciplines, and contains a study of Islamic education.
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<![CDATA[Strengthening The Character of Pacifism Through History Learning at Madrasah Aliyah in Aceh ]]>
<![CDATA[Inayatillah, Inayatillah]]>;
<![CDATA[Yussuf, Ahmad]]>;
<![CDATA[Kurniawan, Ade]]>;
<![CDATA[Hasnadi, Hasnadi]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3451
<![CDATA[The study aims to describe and analyze the process of learning history and strengthening pacifism characters in Madrasah Aliyah Aceh with data collection locations carried out in Pidie, Banda Aceh, West Aceh, and East Aceh. The subjects in this study were the head of the Madrasah, the teacher of history subjects and the supervisor of the madrasa. Data collection was conducted through interviews, observations, Focus Group Discussions and document studies. The results showed that the process of learning History at Madrasah Aliyah in Aceh had been carried out with several records of findings. There are still teachers who copy and paste in compiling lesson plans without making modifications. Active involvement of students in the history learning process is still lacking. This can be seen from the passivity of students, teachers rarely invite students to discuss, learning is still dominant in one direction and learning that has not been able to involve students' higher-order thinking skills. History teachers do not analyze evaluation instruments caused by the teacher's lack of understanding in conducting question point analysis. Then, the strengthening of pacifism character through history learning at Madrasah Aliyah in Aceh has not been carried out optimally. This happens because pacifism characters have not become priority characters in schools, pacifism character education-based lesson plans have not been implemented, history teachers have not all made lesson plans as a guideline in carrying out learning, history teachers have different educational backgrounds, teacher pedagogic competence and lack of history teacher development activities.]]>
<![CDATA[Fostering Inclusivity: Fitting Learning Methods With The Needs of Deaf Students at SLB Ma’arif NU Lamongan ]]>
<![CDATA[Wahyudi, Winarto Eka]]>;
<![CDATA[Masuwd, Mowafg Abrahem]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3455
<![CDATA[Every child possesses an equal entitlement to receive high-quality education, including those with auditory impairments. Delivering Islamic education to deaf students poses distinctive challenges, necessitating a tailored instructional approach. SLB Ma’arif NU Lamongan exemplifies a commitment to diversity through the implementation of a differential learning strategy to cater to the educational requirements of deaf students. This study endeavors to scrutinize the application of the aforementioned learning approach within the Islamic education framework for deaf students at SLB Ma'arif NU Lamongan, with a particular focus on comprehending the methodologies and tactics employed to address varied learning needs. Employing a qualitative research methodology, the study incorporates observations, in-depth interviews with educators and administrative personnel, and analysis of curriculum documents. Thematic analysis is utilized to discern recurring patterns and themes pertaining to the execution of the learning approach. The findings reveal the adoption of a differential learning model to accommodate the diverse requirements of deaf students in Islamic education. This approach entails the customization of lesson plans tailored to individual students’ levels of hearing impairment, leveraging sign language and assistive technologies, and deploying both individualized and collaborative learning strategies. Furthermore, the institution cultivates an inclusive educational milieu conducive to the spiritual, cognitive, and emotional development of deaf learners. This research contributes to elucidating the significance of adapting instructional methodologies to address diverse learning needs and cultivating an inclusive learning environment to ensure equitable educational opportunities for all students, irrespective of their auditory capabilities.]]>
<![CDATA[Indonesian Migrant Community Behavior and Awareness in Providing Education Rights for Children ]]>
<![CDATA[Aththoillah, Muhammad Sabiq]]>;
<![CDATA[Mahardhani, Ardhana Januar]]>;
<![CDATA[Cahyono, Hadi]]>;
<![CDATA[Majid, Ikhwanuddin Abdul]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3457
<![CDATA[Migrant workers frequently face many problems and difficulties, such as not having official documents such as deeds, family cards, passports, and residence permits. The absence of these documents prevents migrant workers from enjoying their rights, such as the right to send their children to school and healthcare. This research aims to analyze the behavior of Indonesian migrant communities and their awareness of the need to provide education rights for children. The type of research used is qualitative with a descriptive approach. The subjects of this research are the Indonesian migrant community and the manager of the Sanggar Bimbingan Gombak Utara. Data were collected through interviews, observation, and documentation. Data analysis techniques include data reduction, data presentation, and conclusion drawing. The results show that migrant workers show high responsibility for their children's education rights. Despite being faced with legal document constraints, migrant workers are proactive in finding solutions. The government’s initiative through the sanggar bimbingan shows its seriousness in fulfilling the right to education. The research findings show that, despite facing economic challenges, migrant workers still give high priority to their children’s education.]]>
<![CDATA[Islamic Spiritual E-Leadership Integration Model for Education Quality Improvement in The Digital Era ]]>
<![CDATA[Sutrisno, Sutrisno]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3477
<![CDATA[This research explores the integration of Islamic spiritual leadership and e-leadership in improving the quality of education in madrasahs. Islamic spiritual leadership emphasizes ethical, moral and spiritual values as the basis for decision-making and daily actions. In the context of madrasahs, this leadership not only aims to achieve academic excellence but also create an environment that supports learners' spiritual development. This research supports the theory that effective leaders in Islamic education inspire and motivate through exemplary worship and good morals, as exemplified by the Prophet Muhammad. E-leadership utilizes information and communication technology to facilitate the learning process and school management. Using PLS-SEM analysis, this study found that madrasah principals who combine spiritual values with technological capabilities can create a school culture that is more adaptive and responsive to change. The analysis showed that Islamic spiritual leadership significantly affects the quality of education, with the mediating influence of E-leadership. The integration of these two approaches enables madrasahs to remain relevant in the digital age, increase accessibility and flexibility in the learning process, and ensure education rooted in strong Islamic values. This research provides a foundation for the development of effective leadership models to improve the quality of education in madrasahs in the digital era.]]>
<![CDATA[Islamic School Promotion Through Multicultural Education Curriculum Integration at As-Salam Day School, North America ]]>
<![CDATA[Aniq, Ahmad Fathan]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3478
<![CDATA[This study aims to uncover the promotion strategies carried out by teachers and school leaders of as-Salam Day School in America through moderation-based multicultural education. This Islamic school was able to get the best praise with double accreditation. This achievement answers the accusation that Islam is harsh and unable to compete in America. As-Salam Islamic School integrates Islamic achievements and teachings into an independent curriculum. Using qualitative research methods, this research was approached institutionally. Data were obtained from document study in the form of reports. The research findings illustrate that first, the main curriculum implemented by As-Salam Day School is based on academic achievement and strengthening multiculturalist religious identity. Second, As-Salam Day School's curriculum integration integrates various cultural and religious backgrounds, both Muslim and non-Muslim. Third, the Islamic school's promotional strategy is carried out at community celebrations involving parents, alumni, and the wider community, which aims to promote intercultural dialogue and strengthen the relationship between the school and the community. The school also embraces inclusive youth and parents who want to learn Islam.]]>
<![CDATA[Renewal of Islamic Studies Approach From Above: The Growth and Development of Religious Teacher Thought in Contemporary Indonesia ]]>
<![CDATA[Ulum, Miftahul]]>;
<![CDATA[Romlah, Siti]]>;
<![CDATA[Fadhilah, Rifqi Zaidan]]>;
<![CDATA[Mahmudah, Mahmudah]]>;
<![CDATA[Muazzaroh, Faizatul]]>;
<![CDATA[Habib, Muhammad Alhada Fuadilah]]>;
<![CDATA[Binmong, Sorhibulbahree]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3479
<![CDATA[The Religious Teachers Education Program is a forum for guidance that is held to provide debriefing and at a time increasing the mastery of the material of a religious teacher, especially in religious knowledge scope. Data analysis was carried out namely during the study and after the study was conducted. The results showed that the education program of the religious teachers was held every day at 16.00-17.00. The form of the implementation is the same as the teaching and learning process carried out in the classes usually. The method commonly used is the lecture and question and answer methods. And the study material covers 8 fields of science, which is ushūl sciences (the book of Jawẖaroh at-Tauẖīd), furu sciences (the book of Fatul al-Qarīb), tafsīr (the book of Tafsīr Jalalain), hadits (the book of Riyad as-Sholiẖīn), tools sciences (the book of Ibn Aqīl), the qushos sciences (the book of Daqoiqul Akhbar), Sufi sciences (the book of Bidāyatul Hidāyah), moral sciences (the book of Ta'līmul Muta'allīm and Uqudul Lujain). Constraints faced in the implementation of the Religious Teacher Education program on the development of Religious teachers competencies i.e. lack of interesting or willingness of the asatidz to consistently participate in the program with the excuse of being lazy or busy working, inadequate time, social activities such tahlilan. Efforts made in overcoming obstacles are by providing stabilization and convincing the asatidz of the importance of participating in the program of the education of the religious teachers to increase and expand mastery of the material to be delivered to his students. In addition, the madrasah head also provides allowances.]]>
<![CDATA[The Use of Digital Learning Platform as Communication Media for Generation Z at PB. Soedirman Islamic High School, Jakarta ]]>
<![CDATA[Iswadi, Iswadi]]>;
<![CDATA[Iriansyah, Herinto Sidik]]>;
<![CDATA[Erman Anom, Erman Anom]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3480
<![CDATA[This study aims to evaluate the effectiveness of using digital learning platforms as communication media in Islamic education with a focus on Generation Z teachers at PB. Soedirman Islamic High School, Jakarta. This generation is known as digital natives who are highly adaptive to information technology. The research method used is a case study with a qualitative approach, involving interviews, participatory observation, and surveys. The results show that Generation Z teachers at PB. Soedirman Islamic High School, Jakarta feel comfortable and helped by the use of digital learning platforms for communication and learning. These platforms enable faster and more efficient communication. However, some challenges were also found, such as limitations in conveying messages clearly and the risk of information overload. Factors affecting the effectiveness of communication through digital platforms were identified, including Teachers' technological competence, platform design, organizational culture, and adequate training and support. This research is consistent with technology acceptance theory which states that perceived ease of use and usefulness have a significant effect on technology acceptance. The results of this study provide practical implications to optimize the use of digital learning platforms through continuous training, intuitive platform design, and digital culture support in the organization. Thus, digital platforms can improve the performance and job satisfaction of Generation Z teachers.]]>
<![CDATA[Construction of Tasamuh Concept into Islamic Education Curriculum at Islamic College of Melbourne Australia ]]>
<![CDATA[Suherman, Rudi]]>;
<![CDATA[Bakhtiar, Moch.]]>;
<![CDATA[Hariyanto, Bambang]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3482
<![CDATA[This article describes how the values of tasamuh (religious tolerance) are integrated into the Islamic private learning curriculum and manifested in the social life of the people in Australia. Islamic values are believed by both Muslim and non-Muslim communities to create social stability, amidst the phenomenon of Islamophobia and securalization in Australia. Not only integration, but Islamic values are realized in schools and social life so as to form a harmonious and anti-conflict life order. This research is qualitative with a phenomenological approach. Data were collected from interviews and documentation studies. The findings show that Islamic education in Australia has experienced rapid development since the time when the education curriculum internalized tasamuh in social life. The integration of the concept of tasamuh in the Islamic College of Melbourne Australia educational institution is in the form of the inclusion of the value of tasamuh (tolerance), ukhuwah (brotherhood) and ta’aruf (getting to know each other). These values are internalized in the curriculum, especially in the aspects of learning and output. Third, the construction of the concept of tasamuh at the Islamic College of Melbourne Australia is realized in the school and social environment through extracurricular activities, social care and national events.]]>
<![CDATA[Analysis of Leadership Crisis Factors in Islamic Educational Institutions (Case Study at MAS Al-Washliyah Tanjung Tiram) ]]>
<![CDATA[Cahaya, Cahaya]]>;
<![CDATA[Rusdi, Muhammad]]>;
<![CDATA[Damanik, Muhammad Zein]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3483
<![CDATA[MAS Al-Washliyah Tanjung Tiram as one of the long-established Islamic educational institutions in Batu Bara Regency faces serious challenges related to the effectiveness and quality of leadership in the school. The leadership crisis at MAS Al-Washliyah Tanjung Tiram is the result of a complex interaction between internal and external factors. To overcome this crisis, strategic steps are needed that involve improving leadership competencies, strengthening communication, and adapting to external changes. The purpose of this article is to describe and analyze the internal and external factors that caused the leadership crisis at MAS Al-Washliyah Tanjung Tiram, Batu Bara Regency. This research uses a type of qualitative research with a case study approach. Data were collected through in-depth interviews, participative observation, and document analysis. The results showed that the internal factors that caused the leadership crisis at MAS Al-Washliyah Tanjung Tiram Batu Bara Regency included ineffective communication, lack of innovation and adaptation, problems in resource management, and lack of support and staff development. Meanwhile, from an external aspect, the causes of the leadership crisis at MAS Al-Washliyah Tanjung Tiram Batu Bara District are changes in government policy, economic pressure, competition with other educational institutions, and technological developments.]]>
<![CDATA[Adapting Home Educated Learning: The Creation of A Thriving Minority Islamic Education in Blackburn, England ]]>
<![CDATA[Hanani, Nurul]]>;
<![CDATA[Albshkar, Hajer Abdallah]]>
<![CDATA[ Didaktika Religia Vol. 12 No. 1 (2024): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v12i1.3484
<![CDATA[This research elaborates on the learning strategy at Tauheedul Islam Girls’ High School and Sixth Form College (TIGHS) in Blackburn, England in adapting to government policies and minority conditions. The British government policy that gives autonomous space to formulate the curriculum to Islamic schools to develop a home educated-based curriculum, where learning schedules, materials and outcomes are directed at integrated Islamic teachings. The phenomenon of stereotypes and binaries against minority Islamic schools can be converted into a contributive solution. This research wants to reveal the strategy and leadership of al-Hijrah Islamic school using a qualitative approach. Data is taken documentatively supported by secondary sources in the form of report sources. The findings show that in order to adapt to distortive government policies, TIGHS conducts value adaptation, namely uniting academic principles with Islamic teachings by implementing home educated in the curriculum. The home educated curriculum is based on student needs, where material that is not taught in formal classes, can be continued at home with tutors, such as skills, academics and Islam. The implication of home educated is that students can gain life experience which is manifested in mindset and social behavior.]]>
