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Addabana: Jurnal Pendidikan Agama Islam
Published by Sekolah Tinggi Agama Islam Al Falah Banjarbaru
ISSN : 26544849     EISSN : 26206129     DOI : 10.47732
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
Jurnal ilmiah berkala yang diterbitkan oleh Program Studi Pendidikan Agama Islam (PAI) Sekolah Tinggi Agama Islam (STAI) Al Falah Banjarbaru. Jurnal ini dikhususkan untuk memuat tulisan dalam bentuk hasil penelitian pendidikan Islam, atau gagasan tertulis dalam bentuk karya ilmiah dengan bidang kajian yang serumpun. Tujuan dari jurnal ini adalah untuk menampung ide dan gagasan tentang pendidikan Islam dan untuk memudahkan civitas akademika pada umumnya untuk memperoleh angka kredit dalam menunjang eksistensinya di dunia akademik. Semua artikel yang diterbitkan adalah wawasan dan ide individu dari penulis yang tidak mewakili jurnal ini atau lembaga afiliasi penulis. Jurnal ini terbit dua kali setahun pada bulan Februari dan Agustus. Fokus jurnal ini adalah pada isu-isu penting dan aktual mengenai Pendidikan Islam, seperti: Evaluasi Pendidikan Islam, Kajian Pemikiran Pendidikan Islam, Kajian Tafsir dan Hadits Tarbawi, Kurikulum Pendidikan Islam, Media Pembelajaran Pendidikan Islam, Metode Pembelajaran Pendidikan Islam, Pemikiran Ulama Banjar tentang Pendidikan Agama Islam, Pendidikan Islam dalam Keluarga dan Masyarakat, Pendidikan Islam untuk Anak Berkebutuhan Khusus, Pengelolaan Sistem Pembelajaran Pendidikan Islam, Sejarah Islam di Indonesia, Sejarah Peradaban Islam, Strategi Pembelajaran Pendidikan Islam, Teori Pendidikan Islam.
Arjuna Subject : Umum - Umum
Articles 87 Documents
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INTEGRASI PENDIDIKAN AGAMA ISLAM DENGAN ARTIFICIAL INTELLEGENCE, BIG DATA DAN HYPERKONEKTIFITAS DIGITAL Muhammad Azhari; Syaifuddin Sabda; Hamdan; Husnul Yaqin
ADDABANA: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2026): February
Publisher : Program Studi PAI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/adb.v9i1.956

Abstract

This study aims to examine the concept and implications of integrating Islamic Religious Education with digital technology, particularly artificial intelligence, big data, and digital hyperconnectivity, in the context of contemporary education. Rapid technological development has significantly transformed learning patterns, access to knowledge, and the relationship between teachers and students, requiring a paradigm shift in religious education to remain relevant without losing its spiritual and moral foundations. This research employs a qualitative approach using library research methods. Data were collected through a systematic review of scientific books, academic journals, research reports, and policy documents related to Islamic education and digital transformation. Data analysis was conducted using an interactive model consisting of data reduction, data display, and reflective-conclusive analysis. The findings reveal that the integration of Islamic Religious Education with artificial intelligence enables more personalized, adaptive, and effective learning through intelligent recommendation systems, religious chatbots, and learning behavior analytics. The use of big data helps educational institutions map students’ moral and religious tendencies more accurately, while digital hyperconnectivity creates global and interactive spaces for religious learning. However, the study also identifies ethical challenges related to the validity of religious sources, the risk of technological dependency, and the potential weakening of spiritual depth. Therefore, the ideal integration is one that positions technology as a means of support, while maintaining the core values of tawhid, adab, and moral character as the primary foundation of Islamic education.
INOVASI MANAJEMEN MUTU PENDIDIKAN ISLAM DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DAN DAYA SAING PADA ERA DIGITAL DI SMA KUN KARIMA PANDEGLANG Amin Munawir; M. Muslim; Samudi
ADDABANA: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2026): February
Publisher : Program Studi PAI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/adb.v9i1.1079

Abstract

Innovation in Islamic education quality management in the digital age requires a comprehensive approach, combining technology with strong Islamic values. This management innovation focuses not only on the use of technology, but also on curriculum development, teachers' digital competencies, and Islamic education quality management systems that are relevant to the digital age. The purpose of this study is to examine and analyze innovations in Islamic education quality management in improving learning quality and competitiveness in the digital era, emphasizing aspects of form and strategy as well as challenges. This study uses a phenomenological qualitative approach with data collection through observation, interviews, and documentation, and data analysis using data reduction, data presentation, and conclusion drawing. The findings of this study can be summarized as follows:  Forms of innovation in Islamic education quality management to improve learning quality in the era of digital education include: the use of Islamic-based e-learning platforms, the integration of digital technology into the Islamic education curriculum, the development of digital competencies for teachers, and the implementation of project-based learning with an Islamic approach.  Meanwhile, innovation strategies in Islamic education quality management to improve learning quality in the digital education era include: the application of Islamic e-learning-based learning technology, strengthening teachers' competencies in digital literacy and educational technology, developing an integrative curriculum with a digital and Islamic approach, and project-based learning that integrates Islamic values. The challenges in innovating Islamic education quality management to improve learning quality in the digital education era are: limited access to technology and digital infrastructure, lack of digital competence among educators, curriculum gaps between Islamic content and modern technology, and cultural barriers and perceptions regarding the use of technology in Islamic education. To overcome these challenges, comprehensive efforts are needed, such as improving infrastructure, intensive training for educators, curriculum adjustments, and a more inclusive approach to integrating technology with Islamic values in the Islamic education process.
REINVENTING SOSOK MURABBI: MENJAGA KEDALAMAN SPIRITUAL PENDIDIK DI TENGAH DOMINASI KECERDASAN BUATAN (AI) Surawardi; Nayla Azizah; Nazmah Rizka Amalia; Sayyidatunnisa; Shierin Nabila; Siti Fatimatuzzahra
ADDABANA: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2026): February
Publisher : Program Studi PAI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/adb.v9i1.1112

Abstract

This study discusses the reinventing of the murabbi figure as an effort to maintain the spiritual depth of educators amidst the dominance of artificial intelligence (AI). The rapid development of technology has brought significant changes to the field of education. On one hand, AI provides convenience in the learning process, but on the other hand, it also raises various challenges, particularly related to the weakening of spiritual values, ethics, and emotional closeness in education. This research employs a literature review method by analyzing various relevant sources, such as books, journals, and previous research findings. The results of the study indicate that the role of the murabbi cannot be replaced by technology, as the murabbi holds a primary function in nurturing the spiritual, moral, and character aspects of learners. Therefore, efforts to reinvent the role of the murabbi are necessary in order to remain relevant to the development of the times without losing the essence of Islamic education. The strategies that can be implemented include the purification of intention, the internalization of worship values in educational activities, the strengthening of ukhuwah, and the actualization of noble character in daily life.
ANALISIS HISTORIS DAN KELEMBAGAAN DINAMIKA SISTEM PENDIDIKAN PONDOK PESANTREN AL-FALAH BANJARBARU: REFLEKSI SETENGAH ABAD (1975–2025) Muhamad Ramli
ADDABANA: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2026): February
Publisher : Program Studi PAI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/adb.v9i1.1099

Abstract

This research aims to describe in depth the historical journey and institutional evolution of Pondok Pesantren Al Falah  Banjarbaru over a span of 50 years (1975–2025). The main focus of this study is to explore the dynamics of the educational system, curriculum transformation, and the development of infrastructure that supports the institution's sustainability. This study employs a qualitative approach with a descriptive-analytical method. Primary data were sourced from internal organizational documents and historical records of its founding, while secondary data were obtained from supporting literature such as the founder's biography and previous research reports. Data collection techniques were conducted through documentation studies, observations, and supporting interviews. The results indicate that Pondok Pesantren Al Falah  has transformed from a simple concept in 1975 into a prominent Islamic educational institution that has successfully integrated a "kitab kuning"-based pesantren curriculum with the formal curriculum of the Ministry of Religious Affairs (MTs, MA, and STAI). The findings also highlight the strategic role of the dormitory as a "24-hour laboratory" in character building, as well as the importance of faculty loyalty—the majority of whom are alumni—in maintaining the institution's reputation and educational quality.
REINVENTING SOSOK MURABBI: MENJAGA KEDALAMAN SPIRITUAL PENDIDIK DI TENGAH DOMINASI KECERDASAN BUATAN (AI) Surawardi; Nayla Azizah; Nazmah Rizka Amalia; Sayyidatunnisa; Shierin Nabila; Siti Fatimatuzzahra
ADDABANA: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2026): February
Publisher : Program Studi PAI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/adb.v9i1.1112

Abstract

This study discusses the reinventing of the murabbi figure as an effort to maintain the spiritual depth of educators amidst the dominance of artificial intelligence (AI). The rapid development of technology has brought significant changes to the field of education. On one hand, AI provides convenience in the learning process, but on the other hand, it also raises various challenges, particularly related to the weakening of spiritual values, ethics, and emotional closeness in education. This research employs a literature review method by analyzing various relevant sources, such as books, journals, and previous research findings. The results of the study indicate that the role of the murabbi cannot be replaced by technology, as the murabbi holds a primary function in nurturing the spiritual, moral, and character aspects of learners. Therefore, efforts to reinvent the role of the murabbi are necessary in order to remain relevant to the development of the times without losing the essence of Islamic education. The strategies that can be implemented include the purification of intention, the internalization of worship values in educational activities, the strengthening of ukhuwah, and the actualization of noble character in daily life.
IMPLEMENTASI PEMBELAJARAN PAI BAGI ANAK BERKEBUTUHAN KHUSUS TUNAGRAHITA DI SLBC NEGERI PEMBINA PROVINSI KALIMANTAN SELATAN Puteri Aisyah; Miftahul Jannah
ADDABANA: Jurnal Pendidikan Agama Islam Vol 9 No 1 (2026): February
Publisher : Program Studi PAI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/adb.v9i1.1120

Abstract

Every child has the right to receive an education to develop their potential, including children with disabilities. For example, children with special needs and intellectual disabilities are individuals with intellectual and cognitive abilities that are below average compared to the general population. Although they suffer from mental retardation and slow physical development, this does not mean they are incapable of doing anything. Their skills can still be trained and developed, and they can even achieve success. Against this background, this study discusses the implementation of Islamic Religious Education (PAI) learning for children with special needs and intellectual disabilities at SLB C Negeri Pembina, South Kalimantan Province. The formulation of the research problem is how to implement Islamic Religious Education learning for children with special needs and mental retardation at SLB C Negeri Pembina, South Kalimantan Province, and what factors support and hinder this process. The subjects of this study were Islamic Religious Education (PAI) teachers. The object of this study was the implementation of Islamic Religious Education (PAI) learning for students with special needs and intellectual disabilities at SLB C Negeri Pembina, South Kalimantan Province, and its supporting and inhibiting factors. Data collection techniques used in this study were interviews, observation, and documentation. Data processing was carried out using data reduction, presentation, and verification techniques. Meanwhile, data analysis used triangulation analysis. The results of this study indicate that the implementation of Islamic Religious Education (PAI) learning for children with special needs and intellectual disabilities at SLB C Negeri Pembina, South Kalimantan Province, has been planned through the development of lesson plans (RPP)/teaching modules, preparation of teaching materials, and selection of methods and media to be used. There are no significant differences in the teaching methods used by Islamic Religious Education (PAI) teachers for children with intellectual disabilities compared to those of normal students. The teaching methods are still adapted to the students' needs, and teachers need patience in repeating the material presented to ensure comprehension and understanding. Evaluations still include PTS (Private Exam) and UAS (Final Exam) assessments, which include cognitive, psychomotor, and affective assessments, similar to those conducted in general schools. Factors supporting and hindering the implementation of Islamic Religious Education (PAI) learning for children with special needs and intellectual disabilities include teachers, infrastructure, and parents. Through optimal teaching effort, adequate supporting infrastructure and the full involvement of parent, student can archieve their maximum potential.
Implementasi Pendidikan Multikultural dalam Pendidikan Agama Islam Di Sekolah Nadiyah Nadiyah
ADDABANA: Jurnal Pendidikan Agama Islam Vol 9 No 2 (2026): August
Publisher : Program Studi PAI STAI Al Falah Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/adb.v9i2.1297

Abstract

Multicultural education in a pesantren-based school should be understood not merely as recognition of diversity, but as an educational process embedded in the curriculum, learning practices, and patterns of interaction among students. This study analyzes the implementation of multicultural education in Islamic Religious Education (PAI) at Darul Hijrah Junior High School, focusing on Muthola’ah learning. The study employed a qualitative descriptive approach and purposive sampling. Participants included the principal, teachers, and student representatives from each class involved in the learning activities. Data were collected through interviews, observation, and documentation and analyzed descriptively and inductively. Data credibility was strengthened through source and technique triangulation by comparing information from different participants and checking it against observation and documentation. The findings indicate that multicultural practices are reflected in mutual respect, deliberation, togetherness, cooperation, and helping one another. Muthola’ah provides an important learning space because stories and moral messages are not treated merely as textual material, but are processed through discussion and presentation. The teacher also connects the material with Qur’an-Hadith and Akidah Akhlak, giving moral messages a religious context and directing them toward everyday application. From a constructivist perspective, the process demonstrates that students construct understanding through experience, interaction, exchange of ideas, and reflection. Thus, multicultural education at Darul Hijrah operates primarily through learning experiences that allow students to express opinions, listen to different perspectives, and develop shared understanding.

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