cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Ridhwan
Contact Email
ridhwan@stai-tbh.ac.id
Phone
+6282285654848
Journal Mail Official
al-aulia@stai-tbh.ac.id
Editorial Address
Kampus STAI Auliaurrasyidin Tembilahan Jl. Gerilya No. 12 Tembilahan Barat, Riau, Gedung Abdurrahman Siddiq
Location
Kab. indragiri hilir,
Riau
INDONESIA
Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman
Published by STAI Auliaurrasyidin Tembilahan
ISSN : 24429201     EISSN : 27218449     DOI : https://doi.org/10.46963/aulia
Core Subject : Religion, Education,
Religion Education Other
Focus & Scope Filsafat pendidikan Islam. Kepemimpinan dalam bidang pendidikan; Baik kepemimpinan dalam bidang pendidikan umum maupun pendidikan Islam. Seperti: pemimpin di lingkungan sekolah baik tingkat dasar, menengah pertama, dan menengah atas; maupun memimpin di lingkungan kampus. Tokoh dalam bidang pendidikan Islam. Manajemen pendidikan Islam Kurikulum pendidikan; Baik kurikulum pendidikan umum maupun kurikulum pendidikan Islam. Inovasi pendidikan. Lembaga pendidikan Islam. Tafsir pendidikan Islam. Hadits pendidikan Islam. Pendidikan Akhlak/ pendidikan karakter. Sejarah pendidikan Islam Sejarah peradaban Islam.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 105 Documents
 7   8   9   10   11 
Ragam asesmen autentik dalam mewujudkan pembelajaran PAI yang bermakna Aufa Fatchia Rahma; Abdul Munip
Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 12 No. 1 (2026): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman
Publisher : Unit Pelaksana Teknis Penelitian dan Pengabdian pada Masyarakat (UPT-P4M) STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/aulia.v12i1.3743

Abstract

The learning of Islamic Religious Education (PAI) is currently still dominated by test-based assessments that do not fully reflect the application of values in real life. This study aims to examine the concept, types, and role of authentic assessment in realizing meaningful PAI learning. The method used is a literature study (library research) with data collection techniques in the form of documentation studies from journal articles, books, and relevant scientific publications from 2021–2026. The data were obtained from Google Scholar and SINTA, then analyzed using content analysis techniques. The results of the study show that authentic assessment in PAI emphasizes the contextual application of knowledge, attitudes, and skills. The most common forms include performance assessments, religious projects, and reflective portfolios. This approach helps increase student learning engagement and strengthens the internalization of Islamic values. In conclusion, authentic assessment is an assessment approach that is very relevant to supporting meaningful, contextual, and practical PAI learning.
Kegagalan internalisasi nilai dalam pendidikan agama Islam: Analisis konseptual kesenjangan antara pengetahuan dan praktik ibadah siswa Siti Aisyah
Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 12 No. 1 (2026): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman
Publisher : Unit Pelaksana Teknis Penelitian dan Pengabdian pada Masyarakat (UPT-P4M) STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/aulia.v12i1.3808

Abstract

This study examines the phenomenon of value internalization failure in Islamic Religious Education (PAI) learning, manifested in the significant gap between students' religious knowledge mastery and the quality of their worship practice. Through a library research approach employing content analysis and multidisciplinary critical analysis, this study integrates four theoretical frameworks: Krathwohl's affective taxonomy, Bandura's moral disengagement theory, Al-Ghazali's pedagogical epistemology, and Bronfenbrenner's ecological systems theory. Findings reveal that internalization failure operates systemically across three interacting levels: (1) micro-individual characterized by low intrinsic motivation and active moral disengagement mechanisms; (2) meso-institutional marked by the dominance of cognitive approaches, non-affective teaching methods, and the reduction of teachers' roles to mere transmitters; and (3) macro-ecological reflected in value inconsistencies across school, family, and digital culture ecosystems. This study proposes the PAI Value Internalization Model (MIVPA), mapping internalization as a five-phase process: cognition, affection, reflection, commitment, and habituation with concrete implications for pedagogical reform, assessment systems, and Islamic religious education policy at large.
Islamic pedagogical transformation in the digital age: A systematic review on the integration of artificial intelligence in Islamic education Maulina Hidayatul Ulya; M. Faqih Irsyad
Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 12 No. 1 (2026): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman
Publisher : Unit Pelaksana Teknis Penelitian dan Pengabdian pada Masyarakat (UPT-P4M) STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/aulia.v12i1.3842

Abstract

This study aims to the integration of Artificial Intelligence (AI) in Islamic Religious Education (IRE) amid rapid digital transformation. Employing a systematic literature review guided by PRISMA protocols, data were retrieved from major indexed databases using targeted keywords and Boolean operators. Following a rigorous two-phase screening and predefined inclusion criteria, selected studies underwent thematic-interpretive synthesis to map pedagogical shifts. The findings reveal three critical dimensions. First, AI transitions teachers from knowledge transmitters to facilitators of adaptive, personalized learning while automating administrative burdens. Second, pedagogical deconstruction highlights the irreplaceable role of teachers as moral exemplars (uswah hasanah) and critical thinking guides, prioritizing spiritual and humanistic development over mere data transfer. Third, while AI enhances efficiency, accessibility, and student engagement, it simultaneously poses profound challenges, including data privacy risks, algorithmic bias, eroded traditional spiritual interactions (talaqqi), and the widening digital divide. Ultimately, successful AI integration requires balancing technological innovation with Islamic ethical principles, advocating for enhanced educator digital literacy and equitable policies to foster a progressive, spiritually grounded educational ecosystem.
Problematika implementasi standar kompetensi lulusan dalam meningkatkan mutu pembelajaran PAI: Studi kasus di SD Islam Terpadu Al Ummah Lutfi Firdaus; Mutthohharoh Mutthohharoh
Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 12 No. 1 (2026): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman
Publisher : Unit Pelaksana Teknis Penelitian dan Pengabdian pada Masyarakat (UPT-P4M) STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/aulia.v12i1.3920

Abstract

The implementation of Graduate Competency Standards in Integrated Islamic Schools faces challenges in integrating national education standards with distinctive Islamic educational standards. This study aims to analyze the problems of GCS implementation in improving the quality of Islamic Religious Education learning through a case study at SDI Al Ummah Jombang. This research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that GCS implementation is carried out through the integration of national standards and JSIT-specific standards. The main problems include limited use of diagnostic assessment in planning, heterogeneous student abilities and limited learning resources in implementation, and the dominance of cognitive assessment in evaluation. The study concludes that improving the quality of Islamic Religious Education learning requires data-based planning, differentiated learning, authentic assessment, and stronger collaboration between schools and parents.
Analisis konsep ontologi pada filsafat pendidikan Islam, persepektif essensialisme, perennialisme, dan rekonstruksionisme Ummi Sa'adah; Najwa Zuhrotul Auliya
Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 12 No. 1 (2026): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman
Publisher : Unit Pelaksana Teknis Penelitian dan Pengabdian pada Masyarakat (UPT-P4M) STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/aulia.v12i1.3948

Abstract

Ontology in Islamic philosophy of education is a branch of knowledge that examines the nature of existence, both material and spiritual. This study aims to analyze the concept of ontology from the perspectives of essentialism, perennialism, and reconstructionism. The method used is a literature review, involving the collection of data from various relevant articles, journals, and books. The results of the study indicate that essentialism views education as an effort to preserve cultural and historical heritage through the reinforcement of time-tested foundational knowledge. Perennialism emphasizes the importance of logical and rational principles as truths that are eternal and universal, and thus not easily shaken by the changing times. Reconstructionism views reality as dynamic and all-encompassing, necessitating its reconstruction to achieve a better social order. In conclusion, these three schools of thought complement one another in building a holistic Islamic education, in which essentialism serves as the foundation of values, perennialism as the framework of divine truth, and reconstructionism as the driving force behind social innovation ensuring that education not only transfers knowledge but also shapes the whole person.

Page 11 of 11 | Total Record : 105

 7   8   9   10   11 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 1 (2026): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 11 No. 2 (2025): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 11 No. 1 (2025): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 10 No. 2 (2024): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 10 No. 1 (2024): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 9 No. 2 (2023): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 8 No. 2 (2022): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 8 No. 1 (2022): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 7 No. 2 (2021): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 7 No. 1 (2021): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 6 No. 2 (2020): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 6 No. 1 (2020): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 5 No. 2 (2019): Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman Vol. 4 No. 1 (2018): Januari - Juni 2018 Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman More Issue