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Edudeena : Journal of Islamic Religious Education
Published by Institut Agama Islam Negeri Kediri
ISSN : -     EISSN : 25809989     DOI : 10.30762
Core Subject : Education,
Education
Edudeena : Journal of Islamic Religious Education publishes articles on textual and fieldwork studies with various perspectives of: Islamic Studies Instructional Media of Islamic Studies Instructional Strategy of Islamic Studies Development Curriculum of Islamic Studies Management of Islamic Studies
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Search results for , issue "vol. 10 no. 1 (2026)" : 14 Documents clear
From Surface Learning to Deep Understanding: Interactive Media as A Means of Strengthening Elementary Students’ Critical Thinking Sri Nur Rahmi; Wahidmurni; Samsul Susilawati
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8209

Abstract

Digital transformation has created opportunities for integrating interactive media into learning processes. However, instructional practices in elementary schools remain largely surface-oriented and have not yet optimally fostered deep understanding or students’ critical thinking skills. Empirical investigation is therefore required to explore the role of interactive media as a catalyst for the transition toward meaningful learning. This study aims to analyze the role of interactive media in strengthening elementary school students’ critical thinking skills through deep learning processes. This quantitative study employed an explanatory survey design involving 680 elementary school teachers as respondents. Data were collected through a Likert-scale questionnaire measuring three reflective constructs: Interactive Media, Deep Learning, and Critical Thinking. Data analysis was conducted using SmartPLS 4. The data, obtained from elementary school teachers through a five-point Likert-scale questionnaire, captured information on the use of interactive media, deep learning practices, and students’ critical thinking skills. Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied to examine both direct and indirect relationships among the variables. The findings indicate that the use of interactive media has a significant effect on deep learning. Deep learning was also found to have a significant effect on students’ critical thinking skills. Furthermore, deep learning serves as a significant mediator in the relationship between the use of interactive media and students’ critical thinking skills. These findings suggest that the effectiveness of interactive media in learning is determined not merely by the intensity of its use, but by its capacity to facilitate reflective, analytical, and meaningful learning processes. This study concludes that integrating interactive media designed to support deep learning represents a crucial strategy for strengthening critical thinking skills among elementary school students.
Digital Leadership and Teacher Professionalism in Islamic Schools: A Mediation Model of Student Digital Literacy Rika Ariyani; Nasril Nasril; Al Munip; Miftah Hur Rahman Zh; Maspan Maspan; Darni Darni; Zahid Zufar At Thaariq
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8275

Abstract

Global digital transformation has pushed Islamic schools to align religious values with modern competencies, which places a growing demand on digital leadership and ICT resource management. This study tested an integrative model of the direct and indirect effects of principals' digital leadership and ICT resource management on teacher professionalism and student digital literacy in Islamic schools. A quantitative cross-sectional survey was conducted among 377 full-time teachers from 25 private Islamic senior high schools (madrasah aliyah) across six provinces in Indonesia; 25 school principals were involved at the institutional consent stage but were not surveyed as respondents to avoid common-source bias. An 18-item instrument measuring four constructs on a five-point Likert scale was adapted from established frameworks and validated through expert review (n = 3) and a pilot test (n = 30). Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3. Digital leadership had a strong direct effect on ICT resource management (β = 0.99) and on teacher professionalism (β = 0.99). Teacher professionalism (β = 0.54) was a stronger direct predictor of student digital literacy than ICT resource management (β = 0.46) and served as a significant mediator. The study contributes a Value-Integrated Digital Leadership (VIDL) framework for faith-based schooling and argues that the effectiveness of digital leadership is bounded by its integration with Islamic values. Limitations include the cross-sectional single-country design and reliance on teacher self-report, which future longitudinal and multi-informant studies should address.
Bahtsul Masail as Deliberative Pedagogy in the Formation of Religious Moderation Mohammad Fadil; Isroqunnajah; Badruddin; Sandi Ferdy Yulianto
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8354

Abstract

Religious moderation has become an important concern in Islamic education amid growing challenges of intolerance, exclusivism, and religious polarization. While previous studies have highlighted the role of pesantren in fostering moderate religious attitudes, limited attention has been paid to how Bahtsul Masail functions as a deliberative pedagogical process through which religious moderation is formed. This study examines Bahtsul Masail as a deliberative pedagogy in the formation of religious moderation at Al-Falah Ploso Kediri Islamic Boarding School. This study employed a qualitative case study approach using semi-structured interviews, participant observation, and document analysis. Participants consisted of kiai, mushohih, formulators, administrators of the Lajnah Bahtsul Masail, and santri delegates selected through purposive sampling. The findings reveal that Bahtsul Masail operates through a structured deliberative system characterized by active participation, dialogical interaction, and scientific dialectics. Religious knowledge is constructed through processes of argument presentation, critical examination, negotiation of meaning, and scholarly validation. These interconnected processes create a deliberative learning environment in which participants critically engage with diverse religious perspectives. Religious moderation emerges not primarily through doctrinal transmission but through reflective, participatory, and dialectical learning experiences that cultivate tolerance, openness, and contextual understanding. This study proposes the Dialectical-Participatory Model, which explains religious moderation as the outcome of interactions among institutional structure, deliberative pedagogy, scientific dialectics, and scholarly legitimacy. The model contributes to the literature on Islamic education by offering a conceptual framework for understanding how traditional pesantren practices promote both knowledge construction and moderate religious attitudes.
Internalization of Islamic Educational Values for People with Disabilities Aida Arini; Shobihus Surur; Khoirul Umam; Ainun Fitri Mughiroh; Sholihul Anshori; Burhanuddin Ridlwan; Mochamad Nursalim
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8213

Abstract

This study examines the process of internalizing Islamic educational values among persons with disabilities within a community-based inclusive educational setting and proposes a conceptual model grounded in empirical findings. While previous studies have predominantly focused on formal institutions, limited attention has been given to how values are internalized in non-formal, community-based environments. This research addresses that gap by analyzing the RUDEKA Community in Jombang, Indonesia. Using a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldana, supported by triangulation and member checking. The findings reveal that Islamic educational values ṣabr (patience), shukr (gratitude), musyāwarah (deliberation), ta‘āwun (mutual assistance), al-musāwāt (egalitarianism), and al-ukhuwwah al-Islāmiyyah (Islamic brotherhood) are internalized through three interconnected mechanisms: social interaction, spiritual reflection, and creative expression. These mechanisms form an integrative Social-Spiritual-Creative Synergy Model, which contributes to psychological empowerment, spiritual awareness, and inclusive identity formation. This study contributes theoretically by conceptualizing value internalization as a multidimensional experiential process and practically by demonstrating the role of community-based initiatives in inclusive Islamic education.
The Use of Technology in the Islamic Boarding School Curriculum: A Phenomenological Study Arbain Nurdin; Hairul Fauzi; Nurul Zainab; Maria Ulfa; Khadeejah Alrawashdeh
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8256

Abstract

This study explores the lived experiences and perceptions of santri related the use of technology in Islamic Boarding School curriculum, such as in literacy programs. In the context of the rapid development of information and communication technology (ICT), pesantren as traditional educational institutions face the phenomenon of adaptation and integration of technology in various aspects, including literacy development. This research uses a qualitative approach with the type of transcendental phenomenology, and involves santri at Padepokan Kyai Mudrikah Kembang Kuning Pamekasan who have implemented technology in their curriculum. Data collection was conducted through semi-structured in-depth interviews and participatory observation, as well as documentation. The collected data were then analyzed using the phenomenological analysis method, which focuses on identifying essential themes related to the experiences and perceptions of santri related the use of technology in Islamic Boarding School curriculum espesially in literacy programs, then developing textural (what santri experience) and structural (how santri experience) descriptions, and describing the essence of santri experiences the use of technology in literacy programs and their perceptions related to the meaning of literacy. The results show that the experience of using technology in Islamic Boarding School curriculum in literacy programs is very diverse and personal. The themes that emerged included feelings of motivation and enthusiasm for wider access to learning resources, the challenges of adapting to new digital platforms, and reflections on the meaning of literacy itself in the digital era.
Decline In Character Of Generation Z: The Mediation Effect Of Smartphone Use, Parental Attention, and Peer Environment Muh. Nur Rochim Maksum; Triono Ali Mustofa; Dartim; Surya Jatmika; Viky Nur Vambudi; Muhammad Zidan Nur Ihsan; Sofiy Zaini Al Irfani
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8318

Abstract

The development of digital technology has changed the social interaction patterns of Generation Z adolescents, especially due to the intensive use of smartphones, which has resulted in concerns of character degradation. This study aims to analyze the mediating role of smartphone use in the relationship between parental attention and peer environment towards character degradation of adolescents aged 14-19 years in Surakarta. The approach used in this study is a quantitative approach with explanatory design through Structural Equation Modeling (SEM) and a bias-corrected (BCa)-based bootstrap mediation test to identify direct and indirect influences between constructions. The results of the analysis showed that parental attention had a significant negative effect on character degradation (β = -0.321, p < 0.001) and smartphone use (β = -0.412, p < 0.001), which indicates the protective role of the family. In contrast, peer environment had significant positive effects on smartphone use (β = 0.486, p < 0.001) and character degradation (β = 0.571, p < 0.001). The indirect effect of parental attention to character degradation through smartphone use was also significant (β = -0.159, p = 0.032; 95% BCa CI [-0.720, -0.010]), suggesting partial mediation, whereas smartphone use fully mediated the relationship between peer environment and character degradation (β = 0.278, p = 0.041). These findings confirm that smartphone use serves as a central mechanism that connects family and social contexts with adolescent character degradation, so these findings can enrich the study of digital behavior, especially in understanding the dynamics of Generation Z character formation.
How Teacher and Peer Environments Influence Student Well-Being through Religiosity in an Islamic Boarding School Nurul Latifatul Inayati; Mutahharun Jinan; Istanto; Ajeng Nova Dumpratiwi; Muhammad Zidan Nur Ihsan; Talitha Javier; Ma’ruf Alfattah
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8374

Abstract

This study aims to examine the direct and indirect influence of teachers' social support and peer environment on student well-being, with religiosity as a mediating variable. A quantitative approach was used using survey data collected from students in Islamic boarding schools, and the data was analyzed using structural equation modeling. The results show different patterns of influence. Teachers' social support has no significant direct influence on student well-being but operates entirely through religiosity, suggesting a full mediation mechanism. In contrast, the peer environment exerts direct and indirect influence, showing partial mediation through religiosity. Furthermore, religiosity shows a significant direct influence on student well-being, highlighting its central role as an internal psychological resource. These findings suggest that student well-being is not directly determined by external social factors but is largely shaped through the internalization of values. This study contributes to the literature by proposing an integrative model that emphasizes religiosity as a key psychological mechanism linking social contexts and well-being, particularly in the context of dormitory-based education
Designing a Research-Oriented Curriculum in Islamic Secondary Education: An Analysis of Curriculum Development Components in Madrasah Hawwin Muzakki; Moh. Arif; Manavavee Mamah; Muh. Ibnu Sholeh
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8439

Abstract

This research discusses the establishment and implementation of a research curriculum in Islamic secondary education utilizing MAN 2 Tulungagung as a research-oriented madrasah model. The study investigates four major questions: (1) how the curriculum objectives integrate scientific inquiry and Islamic values; (2) how the content of research is organized and presented; (3) how instructional methods support the development of research skills; and (4) how research learning outcomes are evaluated and enhanced by evaluation mechanisms. Data were collected through a qualitative case study comprising in-depth interviews with school administrators, research mentors, and curriculum coordinators; document analysis; classroom observations; and focus group discussions. The data were assessed using a curriculum development framework based on Tyler’s model, focusing on the consistency of objectives, learning experiences, content organization, and evaluation. The findings show that the research curriculum is intended as an integral and value-based structure. Curriculum objectives combine scientific rigor and Islamic ethical formation; content provides a balance between theoretical research knowledge and applied inquiry; instructional techniques are student-centered and inquiry-based; evaluation includes thorough formative and summative assessments. This integrative methodology promotes students’ research literacy, critical thinking, and moral responsibility. Theoretically, this study demonstrates how Islamic secondary education can create a space for research-based learning in a faith-based framework. In practice, this study provides a curriculum model that madrasahs can replicate to strengthen research culture and global academic competitiveness while maintaining religious identity. The concept also represents an innovation in curriculum administration, particularly in integrating research mentoring, student differentiation, and institutional evaluation mechanisms.  
The TERPADU Model: Integrating Cognitive, Contextual, and Spiritual Dimensions in Islamic Education Nila Lukmatus Syahidah; Titin Widya Risni; Vieta Karina; Mahrukh Siddiqui
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8465

Abstract

This study aims to examine the implementation of the TERPADU model as an integrative framework that unifies cognitive, contextual, and spiritual dimensions in Islamic Education (PAI) at the elementary school level. Employing a qualitative approach with a case study design, the research explores how the TERPADU model is enacted in classroom practices and how it facilitates meaningful learning experiences. The model is operationalized through seven sequential stages: Telaah (critical examination of concepts), Eksplorasi (active inquiry and knowledge discovery), Rumuskan (formulation of understanding), Presentasikan (communication of ideas), Aplikasikan (contextual application), Dunia (connection to real-life contexts), and Ukhrowi (internalization of spiritual values). Data were collected through classroom observations, interviews, and document analysis, and were analyzed using an interactive model of data condensation, data display, and conclusion drawing. The findings indicate that the TERPADU model effectively promotes holistic student engagement by integrating cognitive understanding, contextual relevance, and spiritual awareness. Furthermore, the model supports value internalization and fosters students’ reflective and meaningful learning processes. The implications of this study suggest that the TERPADU model can serve as a practical pedagogical framework for teachers to design integrative PAI learning, as well as a conceptual reference for developing value-based and student-centered instructional models in Islamic education. Keywords: TERPADU model; Islamic Religious Education; student engagement; cognitive, contextual, and spiritual integration; value internalization; elementary education.
Integrative Islamic Leadership for Strengthening Teacher Character and School Resilience in the Globalization Era Akhmad Fauzi Hamzah; Rosena Maulida
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 1 (2026)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i1.8267

Abstract

Globalization has created challenges for Islamic educational institutions in maintaining their identity while adapting to changing educational demands. In this context, principals play an important role in strengthening teachers’ Islamic character and enhancing school resilience through leadership practices that integrate professional, cultural, and spiritual dimensions. This study aims to examine the principal’s integrative Islamic leadership practices at SD IT Al-Busyro in strengthening teacher character and school resilience. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, classroom teachers, and Ummi teachers selected through purposive sampling. Data were analyzed through thematic analysis, including data reduction, data display, and conclusion drawing, with credibility ensured through triangulation. The findings reveal that the principal’s leadership is implemented through five interconnected practices: systematic teacher professional development, integration of academic and spiritual roles through collaboration between classroom and Ummi teachers, cultivation of a religious school culture, strengthening teachers’ spiritual growth, and developing participatory communication. These practices demonstrate that teacher character and school resilience are not achieved through administrative management alone but through an integrative leadership approach that combines professional competence, Islamic values, and collective responsibility. This study contributes to Islamic educational leadership studies by highlighting how institutional resilience can be developed through the synergy between organizational support and internalized religious values while maintaining Islamic identity amid globalization.

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