cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ifa Zumrotin
Contact Email
jersacademia@gmail.com
Phone
+628973982644
Journal Mail Official
jersacademia@gmail.com
Editorial Address
Publisher by Academia Publication St. Mastrip Perum. Witara Tanjung Lamongan, East Java 62218, Indonesia.
Location
Kab. lamongan,
Jawa timur
INDONESIA
Journal of Education and Religious Studies
Published by Academia Publication
ISSN : 27752682     EISSN : 27752690     DOI : https://doi.org/10.57060/jers.
Core Subject : Religion, Humanities, Science, Education, Social,
Religion Humanities Chemistry Education Social Sciences Other
Journal of Education and Religious Studies (JERS) is a journal that publishes current original research on on education and religious studies using a cross-disciplinary perspective. The scope of Journal of Education and Religious Studies (JERS): Education: Islamic Education, Instructional Technology, education management, educational psychology, curriculum, basic education and several problems in educational science. Religious Studies: Historical, sociological, anthropological, and psychological approaches of religion, comparative study of the doctrines and practices of religions. Islamic Philosophy: Early Islamic philosophy, Islamic epistemology, Islamic metaphysics, later Islamic philosophy, Islamic philosophy of science. Islamic Thought: Islamic theological doctrines, Islamic movements, Islamic political thought, Islam and human rights, Islam and Gender, Islam and environmental issues, Islam and contemporary issues. Qur’anic Studies: Methods, Quranic exegesis, hermeneutic, Quranic philology, living Qur’an, Qur’an digital studies. Hadith Studies: Methods, living Hadith, Hadith studies in the West, Hadith digital studies. Islamic Mysticism: The doctrines and practices, sects and prominent, “neo-sufi” movements, sufi healing, modern trend of Islamic mysticism.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 96 Documents
 6   7   8   9   10 
Symbolic Representation and Semiotic Analysis of Roland Barthes on Buya Yahya's Ramadan Recitation Algholayani, Muchammad Mustofa; Zukriyah, Luluk Fikri
Journal of Education and Religious Studies Vol. 5 No. 02 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.7gw95q36

Abstract

This article analyzes the symbolic representation of Buya Yahya’s da’wah messages in his Ramadan sermons broadcasted on the Al-Bahjah YouTube channel, employing Roland Barthes’ semiotic framework. The study aims to uncover the layers of meaning embedded in Buya Yahya’s messages, which are conveyed not only through verbal content but also through symbolic language and structured emotional expression. Utilizing a qualitative descriptive method, data were collected through content observation and verbatim transcription. The analysis reveals that each da’wah quote comprises three layers of meaning: denotative (literal), connotative (emotional and cultural), and mythological (ideological), all of which construct an inclusive, spiritual, and transformative Islamic discourse. The myths formed through Buya Yahya’s messages emphasize selective companionship, spiritual preparedness, digital ethics, and optimism for personal transformation. His da’wah practice goes beyond religious instruction, functioning as a mechanism for shaping collective consciousness through symbolic systems in the digital media era. These findings contribute to the development of Islamic communication studies, digital da’wah strategies, and communication education grounded in symbolism and narrative.
The Analysis of Students' Learning Difficulties in Solving Algebraic Function Derivative Problems in Higher Education Winsaputri, Kharisma Disti
Journal of Education and Religious Studies Vol. 5 No. 01 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.ba09gp28

Abstract

The purpose of the study was to describe the Mathematic department students learning dificulties in solving problems related to the Derivative of Algebraic Function method based on mathematical skills, and to identify the contribution factors. This study used a qualitative method to describes the students difficulties in solving derivative problems on algebraic functions. The subject of the study were 5 mathematic education students in their first semester of the 2024/2025 academic year on Calculus 1, Pawyatan Daha University of Kediri. The data collection used test and interview method. The result of the study showed that 60% of students experienced difficulties in arithmatics skill, 40% experienced difficulties in information  skills, and 20% experienced difficulties in number fact skills. The factors that cause these learning difficulties are: 1) Difficulties in arithmatic skills, that is difficulties that caused by students inability to analyzed the appropriate algebraic derivation techniques for a problem  and errors in solving the derivation procedure. 2) Difficulties in number fact skills, that is difficulties caused by don't understanding mathematical operational well, and 3) Difficulties in information skills, that is the difficulties that caused missreading and interpreting the questions.
Curriculum Development Strategy Based on Outcome Based Education (OBE) to Improve the Quality of Education in Higher Education Ali, Ridwan; Jamin, Hanifuddin
Journal of Education and Religious Studies Vol. 5 No. 02 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.s9w3x850

Abstract

The aim of this study is to examine the fundamental concepts of Outcome-Based Education (OBE), strategies for developing an OBE-based curriculum, the challenges of its implementation, and its impact on the quality of higher education. This research employs a descriptive qualitative approach using the library research method. Through a literature review, the author analyzes various academic sources and relevant national policies. The findings indicate that OBE emphasizes measurable learning outcomes, active student participation, and the integration of learning with the needs of the workforce. Effective implementation strategies include formulating graduate profiles, developing learning outcomes, designing syllabi and lesson plans (RPS) based on outcomes, and involving external stakeholders. Despite facing several challenges such as resistance to change, limited human resources, and inadequate infrastructure, OBE has proven to enhance graduate competitiveness, study program accreditation, and student engagement in the learning process. Therefore, the OBE approach is recommended as a foundational framework in curriculum development to address the future challenges of higher education.
Integrating Online Project-Based Learning to Improve Critical Thinking and Arabic Writing in Pesantren Friendis Syani Amrulloh
Journal of Education and Religious Studies Vol. 5 No. 02 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.4m70bn88

Abstract

While pesantren education has a strategic role in developing critical thinking and creative writing skills in Arabic, traditional approaches often lack relevance in the digital era. This study aims to examine the effectiveness of online project-based learning (PJBL) as an innovative approach to improve students' competencies. Using a quasi-experimental design with a non-randomized sampling method, this study involved students who participated in online PjBL learning. Data analysis was conducted through an ANOVA test to measure the improvement in critical thinking and creative writing skills. The results showed that online PjBL significantly improved critical thinking (p = 0.001) and creative writing (p = 0.000). Although effective, challenges such as limited technological infrastructure and teacher readiness remain obstacles. This study recommends that pesantren adopt technology-based learning methods to prepare students for 21st-century competencies. Further research is recommended to expand the scope of the area, increase the study duration, and involve government policy support, so that the results of applying this method can be more optimal and sustainable.
The Effectiveness of RUBIC Interactive Games in Improving Early Childhood Numeracy and Grouping Skills Syafiqoh, Aisyatus; Haryono
Journal of Education and Religious Studies Vol. 5 No. 02 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.cvsrwr12

Abstract

Early childhood cognitive development can be optimally enhanced through engaging and interactive learning media. This study examines the effectiveness of RUBIC (Ruang Belajar Interaktif Numeric), an interactive educational game, in improving counting and categorizing skills among young children. This research employed a quantitative approach with a one-group pre-test and post-test experimental design. The participants comprised 15 children from Group B at TK Saraswati during the even semester of the 2024/2025 academic year. Data were collected through observation, documentation, and tests, using pre-test and post-test items and observation sheets as instruments. The data were analyzed using the Wilcoxon Signed-Rank Test and normalized gain (N-Gain) analysis. The results showed significant improvement after implementing the RUBIC game (p = 0.001). The average counting score increased from 64.7% to 97.8%, while the categorizing score rose from 66.1% to 99.2%. The N-Gain values for counting and categorizing were 0.4277 and 0.4093, respectively, falling into the moderate improvement category. These results demonstrate increased learning achievement levels from "adequate" to "very high." However, the study is limited by its small sample size and the absence of a control group. Future research is recommended to involve a larger sample and a more robust experimental design to validate and expand upon these findings.
Improving Creativity Through Playdough Games for Children Ni’mah, Alfiyatun; Fachrurrazi, Ahmad
Journal of Education and Religious Studies Vol. 5 No. 02 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.y2tmre37

Abstract

This study is based on the fact that the creativity of children in group A at Mawar Merah Kindergarten, Sidobogem Village, Sugio, Lamongan, is still underdeveloped. Observations show that during skill-building activities, children tend to be less careful and less persistent in their work, resulting in less neat and less optimal results. One of the causes is the teaching approach applied by teachers, which focuses more on creativity materials with a low level of difficulty. As a result, children are less accustomed to facing new challenges. In addition, teachers also rarely apply creativity learning through games, which have the potential to enhance children's development. Based on these phenomena, the research question in this study is: “How can we improve the creativity of children in group A at Mawar Merah Kindergarten through playdough games?” The purpose of this study is to improve children's creativity in the classroom by using playdough games in the 2024/2025 academic year. This study involved nine children from group A of Mawar Merah Kindergarten. The data collection methods used included observation and documentation. The results of the analysis showed that there was an effect on increasing creativity through playdough games in group A children at Mawar Merah Kindergarten, Sidobogem Village, Sugio District, Lamongan Regency, in the 2024/2025 academic year.
Mental Health Development of Orphans and Dhu’afa: A Qur’anic-Based Approach in Muhammadiyah and NU Child Welfare Institutions Saadi, Saadi; Mubasirun, Mubasirun; Othman, Siti Suriani
Journal of Education and Religious Studies Vol. 5 No. 03 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.bwrdpy43

Abstract

Mental health has become a major concern that we need to address. Many verses of the Qur’an and hadith could serve as a source of inspiration for theoretical and practical development about the concepts of mental health. The Muhammadiyah and Darul Hadhanah NU Child Welfare Institution (LKSA) is an official institution that organizes care services for children with a range of social, religious, financial, and educational issues. The focus of this research is to identify factors that lead to mental health disorders as well as the strategies to prevent and treat them. This research is a field study, so the qualitative method serves as the basis of the research with a post-positivist philosophical approach. Researchers analyze empirical data as comprehensive information from the subjects. Content analysis is used to examine written sources related to the implementation of the understanding of nafsiyah verses in mental health development. The results of the study, shows that negative behaviors are the factors caused mental health disorder among the children. The provision of various services includes fulfilling physical needs (food), health, clothes, shelter, spiritual needs, psychological counseling, education, skills, social needs, recreation, and cultural creation. The Muhammadiyah and Darul Hadhanah NU Child Welfare Institution (LKSA) implement the understanding of nafsiyah verses by strengthening faith, instilling gratitude, patience, love for each other, and various physical needs.
Building Moderation in Islamic Education: Curriculum Perspectives and Model Development Makinuddin, Mohammad; Shobri, Khoirus
Journal of Education and Religious Studies Vol. 4 No. 03 (2024): Education, Religious, Law and inclusivity
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.sza1mv07

Abstract

This research aims to examine the concept of moderation (wasathiyah) in Islamic education, identify the challenges in its implementation, and explore strategies to strengthen a moderate curriculum across various educational institutions. A qualitative research approach was employed, utilizing literature study techniques and content analysis of academic literature, books, and relevant documents related to Islamic education and moderation. The study found that moderate Islamic education emphasizes a balance between the textual and contextual understanding of Islamic teachings, promoting values such as tolerance, justice, and openness. Implementation of moderation in the curriculum is achieved through integrating universal human values, adopting contextual learning approaches, and enhancing educator competence. Key challenges include the influence of exclusive ideologies, curriculum limitations, and negative impacts of social media. Addressing these challenges requires comprehensive strategies such as educator training, digital literacy programs, and collaboration among government, educational institutions, and communities. As a qualitative literature-based study, the findings are limited by the availability and scope of existing academic sources. Further empirical research involving field studies and stakeholder interviews is recommended to validate and expand upon these insights. This research contributes to the discourse on Islamic education by highlighting the critical role of moderation in curriculum development. It offers practical recommendations for policymakers and educators to foster a generation of Muslims who are tolerant, inclusive, and capable of thriving in pluralistic societies, thereby supporting the construction of a peaceful and just civilization..
Digital Translanguaging in Teaching Turath: Negotiating Tradition And Modernity At An Islamic University Asriyyah, Kinnatul; Rochmaniyah, Eky Putri; Kusuma, Sofyan Dena; Haq, Muhammad A'inul; Nashrullah, Nashrullah; Amrulloh, Friendis Syani; Aziz, Imam Nur
Journal of Education and Religious Studies Vol. 4 No. 03 (2024): Education, Religious, Law and inclusivity
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers-b3f1qg54

Abstract

The tension between preserving the linguistic sanctity of Turath (Islamic heritage) and accommodating the cognitive habits of digital natives represents a critical challenge in modern Islamic Higher Education. While traditional pedagogies often remain rigid, there is an urgent need to understand how digital interactions facilitate the negotiation of meaning between classical Arabic texts and contemporary student identities. Purpose: This study investigates how digital translanguaging practices function as a bridge between tradition and modernity within the context of Balaghah (Rhetoric) instruction. Method: Employing a virtual ethnographic case study at an Indonesian Islamic University, the research analyzed online interactions via WhatsApp and Zoom using a hybrid of Thematic Analysis and Computer-Mediated Discourse Analysis (CMDA). Key Findings: The results demonstrate that digital translanguaging serves as a strategic pedagogical resource rather than a linguistic deficiency. Four primary strategies emerged: (1) vernacularization for cognitive scaffolding, (2) trans-semiotizing through visual logic (emojis/memes), (3) the negotiation of authority via "Santri slang" to mitigate language anxiety, and (4) iterative clarification loops. Implications: The study concludes that these practices create a "Third Space" that evolves the traditional Makna Gandul technique into a digital vernacular, proving essential for the sustainable preservation of Turath pedagogy in the 21st century.
The Managerial Role of the Principal in Developing a Character-Based Excellent Elementary School: A Case Study at School in Bojonegoro Himmatin, Ulya; Khayati, Nur
Journal of Education and Religious Studies Vol. 5 No. 03 (2025): Education, Religious Studies and Law
Publisher : Academia Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57060/jers.t9gz3593

Abstract

In order to respond to the development of the times, the principal of Muhammadiyah 3 ICP Bojonegoro Elementary School strives to make the institution he leads a superior school with character. This study aims to uncover new facts about the programs implemented by the principal in realizing a superior chartered school and his managerial role. The method used is qualitative with a descriptive research type. The results found indicate that: (1) the principal implements various strategic programs that not only focus on academic achievement but also on character building. The programs are listed in eight things, namely: a) Immersion program, b) Full day education, c) congregational prayer, d) DEAR TIME, e) blessed Friday, f) outdoor learning activity, g) Tahsin and Tahfidz class, and h) Open house. (2) The role carried out by the principal includes various managerial, pedagogical and social aspects, including: a) determining the vision and mission b) developing a character-based curriculum, c) developing human resources, d) developing a supportive school environment, e) collaboration with other levels and parents, f) monitoring and evaluation. This role can be seen in the creation of a family-like and open work environment, and the dissemination of information regarding the school's vision, mission, and program implementation to all members of the school community. This study makes an academic contribution to the field of educational management by providing empirical evidence on the practices of managing character-based superior schools at the elementary education level. The findings enrich scholarly discourse on the managerial role of school principals in systematically integrating academic achievement with character education, and may serve as a conceptual and practical reference for the development of policies and the implementation of character-based superior school programs in other educational institutions.

Page 9 of 10 | Total Record : 96

 6   7   8   9   10 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 01 (2026): Education, Religious, and Tradition Vol. 5 No. 03 (2025): Education, Religious Studies and Law Vol. 5 No. 02 (2025): Education, Religious Studies and Law Vol. 5 No. 01 (2025): Education, Religious Studies and Law Vol. 4 No. 03 (2024): Education, Religious, Law and inclusivity Vol. 4 No. 02 (2024): Education, Religious, Law and inclusivity Vol. 4 No. 01 (2024): Education, Religious and inclusivity Vol. 3 No. 03 (2023): Education, Pesantren and Culture Society Vol. 3 No. 02 (2023): Education, Pesantren and Culture Society Vol. 3 No. 01 (2023): Education, Pesantren and Culture Society Vol. 2 No. 03 (2022): DESEMBER Vol. 2 No. 02 (2022): AGUSTUS Vol. 2 No. 01 (2022): APRIL Vol. 1 No. 03 (2021): DESEMBER Vol. 1 No. 02 (2021): AGUSTUS Vol. 1 No. 01 (2021): APRIL More Issue