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SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION)
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : 23391332     EISSN : 24770027     DOI : https://doi.org/10.21093/sy
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) PASCASARJANA UINSI SAMARINDA (p-ISSN: 2339-1332, e-ISSN: 2477-0027) It is an International Education Journal published by Post Graduate of UINSI Samarinda, Indonesia. The journal is pursues the academic exploration on Islamic education discourses in Southeast Asian schools, colleges, universities, and other Islamic educational institutions such as pesantrens (Islamic boarding schools). The journal promotes empirical research and theory relevant to Islamic affiliated educational institutions. The topics of the journal cover the micro, meso, and macro levels of Islamic education such as the philosophy of Islamic education, Islamic school leadership, and the politics of Islamic education. The journal is published twice a year in June and December. It was firstly published in 2014 (printed edition). Since Vol. 3, Issue 2 (December 2015), it has migrated gradually to an electronic journal system (Open Access). It is now a fully online journal, and since Vol. 8, No. 2 (December 2019) it only accepts manuscript submissions written in English or Arabic. SYAMIL Jurnal Pendidikan Agama Islam (Journal of Islamic Education) has been accredited by the Ministry of Research, Technology, and Higher Education of Indonesia since 11 October 2019 based on the Decree Number 28/E/KPT/2019 (valid for five years).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 175 Documents
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Young Generation Within the Framework of Religious Moderation: Building an Inclusive Religious Identity in the Digital Era Fatonah, Isti
SYAMIL: Journal of Islamic Education Vol 13 No 1 (2025): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v13i1.11347

Abstract

The digital era has transformed the pattern of religious identity formation among young people from physical spaces into more fluid, open, and participatory virtual environments. Social media is no longer merely a means of communication; it has become a new public sphere where the negotiation of meaning, the construction of beliefs, and the formation of socio religious affiliations take place. Through the processes of externalization, objectification, and internalization, young people’s religious identities are constructed dynamically and reflectively through symbolic interaction in digital spaces. However, social media algorithms also have the potential to create echo chambers and filter bubbles that reinforce polarization, exclusivism, and online radicalization. In this context, religious moderation serves as a normative and strategic framework for building inclusive, just, balanced, and peace-oriented religious identities. Values such as tawassuth (the middle path), tawazun (balance), i‘tidal (justice), tasamuh (tolerance), musawah (equality), shura (deliberation), islah (reform and reconciliation), and national commitment form the foundation for maintaining social cohesion in a plural society. Strengthening religious moderation requires a multidimensional approach through digital literacy, collaboration between religious leaders and moderate influencers, the development of interfaith dialogue forums, and the integration of moderation values into educational curricula. Thus, fostering inclusive religious identities in the digital era demands educational, cultural, and structural synergy to cultivate reflective and tolerant young generations who contribute to social harmony and national unity.
The Existential Burden of Quality Assurance: Academic Stress and Resilience Among Lecturers in an Indonesian Islamic University Diana, Eka; Holifah, Holifah; Baharun, Hasan; Zamroni, Zamroni
SYAMIL: Journal of Islamic Education Vol 14 No 1 (2026): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v14i1.11773

Abstract

The quality assurance requirement of academic qualification to lecturers is gaining more and more eminent dynamics in the dynamics of higher education in Indonesia. The research will focus on the definition of pressure on the qualification of education and how the same can affect the mental health of lecturers and what the schools can do to balance the quality and their mental health. A qualitative approach was used to collect data in which a case study method was utilized. In-depth interviews, observation and documentation were used to gather the data. The findings of the research reveal that the stress of persisting to be productive in the writing industry, publication of scientific articles and higher level studies is likely to cause an endless cycle of academic anxiety. The institutional and social expectations are usually too much to bear and can lead to emotional burnout, loss of self-confidence and lack of motivation to work. This pressure appears not only as an administrative burden but also as an existential burden that threatens lecturers' mental balance and professionalism. Nevertheless, universities have taken strategic steps by strengthening the role of internal institutional units that control academic quality, as well as full support from university leaders through affirmative policies and tuition assistance. Another solution developed is an academic mentoring program and training to help lecturers upgrade their skills and increase their psychological resilience. This research confirms that higher education quality assurance relies not only on academic achievement but also on the balanced mental health of lecturers.
Implementation of Learning Videos As an Effort to Improve Grade V Students' Understanding in the Course of Creed and Morals Hazmar, Al Afif; Asiah, Nur; Yaakob, Mohd Aizul bin; Khoiruddin, Heri
SYAMIL: Journal of Islamic Education Vol 14 No 1 (2026): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v14i1.12685

Abstract

This research was motivated by students' low understanding of the material on faith and morals. Learning is still conducted conventionally without engaging media. This makes students less active and easily bored. Therefore, video media is used to improve their understanding. This study aims to improve student understanding using instructional videos. This study is a non-participant Classroom Action Research (CAR). The author acts as an observer, while the teacher acts as the implementer. The study was conducted in two cycles in class V of MI Ilman Nafian. The research results showed an increase in student understanding from cycle I to cycle II. In cycle II, students were more active and their post-test scores improved. The gradual video and discussion strategies proved effective. Students were also more focused when watching and completing the worksheets. In conclusion, video media can improve students' understanding of faith and morals. Videos make learning more engaging and easier to understand. Teachers are advised to use media that suits the characteristics of their students. Appropriate media encourages more active and meaningful learning.
Project-Based Learning in Arabic Speaking Instruction: Students’ Perceptions from a Muhadatsah Course in Higher Education Sugirma, Sugirma; Hamid, M. Abdul; Arifa, Zakiyah
SYAMIL: Journal of Islamic Education Vol 14 No 1 (2026): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v14i1.12782

Abstract

Developing speaking proficiency remains a major challenge in Arabic language education, particularly in foreign language contexts where students often face limited opportunities for authentic communication and low confidence in oral interaction. Although Project-Based Learning (PjBL) has been widely promoted as a student-centered approach for enhancing communicative engagement, existing studies have predominantly focused on learning outcomes or technological integration, with limited attention to how learners experience project-based speaking instruction in Arabic classrooms. Addressing this gap, the present study investigates students’ perceptions of the implementation of Project-Based Learning in Arabic speaking instruction within a Muhadatsah course. This study employed a qualitative case study design involving twelve undergraduate students in the Arabic Education Program at IAIN Ternate during the 2024/2025 academic year. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns in students’ experiences during the project-based learning process. The analysis identified six interconnected dimensions shaping students’ learning experiences: increased speaking confidence through repeated communicative practice, active participation in project tasks, collaborative peer interaction, technology-supported rehearsal and reflection, contextualized linguistic development, and the emergence of creativity and problem-solving skills. These findings suggest that PjBL functions as an integrated learning environment that simultaneously supports communicative practice, learner engagement, and reflective language use. However, the findings are limited to a single institutional context and rely primarily on students’ perceptions. Future research should examine project-based speaking instruction across diverse educational settings and incorporate mixed-method approaches to assess its impact on measurable speaking proficiency development.
The Role of Mudir in Preventing Cyberbullying Based on Islamic Educational Values at Al-Khairiyah Islamic Boarding School Cilegon Shobariyah, Eti; Taufiq, Taufiq; Taufiqurrohman, Ofik; Faridah, Iis; Sapiudin, Sapiudin
SYAMIL: Journal of Islamic Education Vol 14 No 1 (2026): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v14i1.12962

Abstract

The development of digital technology has brought significant changes to various aspects of human life. Along with these changes, the digital era also presents serious challenges, one of which is the increasing practice of cyberbullying. This study aims to analyze the strategies of the headmaster in reducing the challenges of cyberbullying through the implementation of Islamic educational values ​​in the Kesatrian Santri Taruna Islam Al-Khairiyah Citangkil environment as an effort to create a safe, healthy, and ethical digital environment based on Islamic values. This study uses a qualitative descriptive approach with a case study method through in-depth interviews and observations of the headmaster, students and administrators of the Islamic boarding school as well as documentation to produce relevant and accurate findings based on the research that has been conducted. The data analysis technique used refers to the analysis model proposed by Miles and Huberman. The analysis process includes several stages, namely data reduction, data presentation, and drawing conclusions. The results of this study indicate that the headmaster implements a comprehensive and sustainable strategy by integrating Islamic educational values ​​into all aspects of Islamic boarding school life. This strategy not only focuses on controlling the use of digital technology, but also on developing the character and moral awareness of students in using digital media. The results of this study are expected to contribute to the development of adaptive educational strategies and policies that are appropriate for the digital era.

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