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Novi Rosita Rahmawati
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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 8 Documents
 1 
Search results for , issue "Vol. 9 No. 2 (2025)" : 8 Documents clear
Learning Fiqh Joyfully: Developing Snakes and Ladders Game to Enhance Students' Understanding of Thaharah Munzidah, Ainun; Putra, Miftakhul Ilmi Suwignya; Maftuhatin, Lilik; Paradisa, Anjuma; Jokhio, Amjad Ali
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.6803

Abstract

This study was driven by the lack of students’ interest and understanding in learning Fiqh, particularly in the topic of thaharah, despite the fact that it is a fundamental concept for every Muslim. A contributing factor to this issue is thought to be the limited use of innovative and engaging learning media. This research aims to develop a learning media (snakes and ladders) to enhance student learning outcomes in Fiqh, focusing on thaharah, at MTs Babussalam Kalibening Jombang. The study employs a Research and Development (R&D) approach, adapting the ten-step model by Borg & Gall. These steps include data collection, planning, initial product development, individual trials, product revision, small group trials, second revision, and large group trials. The resulting product is a large-scale snakes and ladders game integrated with a quiz related to thaharah content. Validation results show that it received an average score of 4.2 from media experts (valid), 4.25 from subject matter experts (very valid), and 4.3 from practitioners/teachers (very valid). Trial implementations (individual, small group, and large group) revealed high levels of student engagement. This is also supported by the result of post test that shows improvement in learning outcomes. In conclusion, the snakes and ladders media is feasible and effective for improving students’ learning outputs in Fiqh subject.
Quality Assurance Challenges in Indonesian Islamic Higher Education Wulandari, Dewi; Amirudin, Ivan Luthfi; Kamila, Annisa Shofiya; Fathir, Muhammad Rozif Mu'ayyad Abu
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7097

Abstract

This study examines quality assurance challenges in Indonesian Islamic higher education by focusing on a case study of State Islamic Religious Colleges (PTKIN) at UIN Syekh Wasil Kediri. The analysis is conducted through five key dimensions of educational quality: students, lecturers, curriculum, facilities, and educational governance. Using a qualitative descriptive approach, data was collected through interviews, observations, and document analysis to capture institutional practices and stakeholder perspectives. The findings reveal that the main challenges in quality assurance lie in the suboptimal integration of students’ academic and spiritual development, limited mastery of learning technologies among some lecturers, a curriculum that remains predominantly theoretical, underutilization of campus facilities, and governance practices that have not fully embraced transparency and participatory principles. These issues indicate that quality assurance in PTKIN cannot be addressed through fragmented or sectoral improvements. This study confirms that strengthening educational quality requires a comprehensive and integrated quality assurance approach that aligns academic excellence, spiritual formation, and institutional management. The contribution of this research lies in offering a holistic analytical framework that illustrates the interrelated nature of quality components within PTKIN, extending existing discussions that often focus on isolated aspects of educational quality. The findings are expected to serve as a strategic reference for PTKIN policymakers and institutional leaders in developing sustainable and integrated quality assurance systems in Indonesian Islamic higher education.
Islamic Values in TikTok’s Digital Da’wah and Their Implications for Islamic Education Learning Wahud, Fitria; Maimuna, Yuni; Wellem, Karmila Alamsyah
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7203

Abstract

The development of digital da'wah through social media has been widely studied, but studies specifically mapping Islamic values ​​in TikTok da'wah content and its relevance to Islamic Education learning are still limited and tend to be descriptive. This study aims to analyze the Islamic values ​​contained in digital da'wah on TikTok, including aspects of faith, sharia, and morals, also examine their implications for Islamic Education learning in schools and universities. This study uses a qualitative approach through literature review, by thematically analyzing various journal articles, books, and previous research results discussing digital da'wah, media literacy, and Islamic education. The analysis results show that da'wah content on TikTok consistently represents faith values ​​through strengthening monotheism, sharia values ​​through habituating worship and muamalah practices, also moral values ​​through internalizing religious attitudes in daily life. These findings confirm that integrating TikTok-based digital da'wah into Islamic Education learning has the potential to strengthen Islamic digital literacy, increase student engagement, and provide more contextual and relevant learning to the characteristics of the digital generation. This research contributes to the development of a digital media-based PAI learning approach that is adaptive to the challenges of the technological era.
Transformative Islamic Education in the Perspective of Kuntowijoyo’s Prophetic Social Sciences in the Society 5.0 Era Sandi Ferdy Yulianto; Zuroidah, Ninik; Fadhliyah, Najihatul
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7320

Abstract

This study aims to analyze the implementation of Kuntowijoyo’s three pillars of Prophetic Social Sciences, namely humanization, liberation, and transcendence, in realizing transformative Islamic education at MAN 4 Kediri within the context of the Society 5.0 era. The research is grounded in the need for Islamic educational institutions to balance rapid digital development with the cultivation of character, spirituality, and social awareness so that students are able to respond comprehensively to contemporary global challenges. Using a qualitative approach with a field-based case study design, data were collected through non-participatory observations, in-depth interviews, and documentation involving the principal, teachers, education staff, and students. The findings reveal that humanization is manifested through the 5S culture, dialogical learning, student empowerment, and supportive social relations. Liberation appears through pedagogical autonomy, student participation in decision making, the integration of digital learning technologies, and egalitarian policies for education staff. Meanwhile, transcendence is expressed through structured worship routines, weekly religious activities, and the strengthening of a spiritually oriented school climate. These findings confirm that MAN 4 Kediri has successfully integrated prophetic values as the foundation of a transformative, relevant, and adaptive Islamic education model. The study’s limitation lies in its single case scope, indicating the need for comparative and longitudinal research. This research contributes originality by providing an empirical mapping of how the prophetic paradigm is applied in contemporary Islamic education practice.
Integration of Motor Therapy in the Tahfidz Curriculum: An Effort to Improve Understanding of the Quran and Hadith in Madrasah Aliyah Students Jamilah, Mimi; Syahputri, Nilam Wahyu
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7383

Abstract

This study examines the influence of motoric mastery on conceptual understanding in Islamic Education (PAI) learning and teaching in Islamic Senior High Schools (MA). Using a qualitative approach with a case study design, the study involved eight informants (four students and four teachers) who were purposely selected based on indications of motoric mastery through initial observation and the Developmental Coordination Disorder Questionnaire (DCDQ). Data collection was conducted through semi-structured interviews, participant observation during the process of recitation, memorization, and writing of Qur'anic verses, as well as analysis of assignment documents and evaluation reports. Data validity was guaranteed by triangulation of sources, methods, and time, as well as member checking. The results showed that fine motoric mastery hampered the precision of tajwid recitation, tafsir writing, and neuromuscular coordination, thus disrupting tadabbur and khusyu'. Gross motoric mastery led to rapid fatigue during group memorization and prayer demonstrations, which decreased spiritual motivation and the effectiveness of teacher role models. Miles and Huberman's interactive analysis reveals a causal relationship between motor, cognitive, and spiritual aspects of Islamic Education (PAI). These findings challenge the paradigm of religious education that separates the physical from the spiritual domains and urges the integration of motor therapy into the tahfiz curriculum and worship practices. Recommendations include routine motor screening, therapeutic calligraphy training, rhythmic prayer movements, and ergonomic classroom design. This holistic approach is expected to produce a comprehensive understanding of PAI, support the formation of noble characters, and become a lifelong investment in the afterlife
Islamic Education Financing Management: A Conceptual Analysis of the High Cost-Low Performance Phenomenon Based on Efficiency and Justice Ningrum, Annisa Prawati
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7511

Abstract

The increasing cost of education that is not accompanied by an increase in educational performance reflects a fundamental problem in the management of educational financing, particularly in Islamic educational institutions. This article aims to conceptually analyze the phenomenon of high cost–low performance in Islamic educational financing, emphasizing the principles of efficiency, effectiveness, and equity. This research uses a qualitative approach through literature review and conceptual analysis of academic books, journal articles, and policy documents relevant to educational financing. The analysis shows that high educational costs are not solely caused by limited funding sources, but also by inefficient budget allocation, weak financial governance, minimal performance-based budgeting, and the existence of indirect and hidden costs that burden students and the community. Furthermore, financing practices that do not pay attention to the principle of equality have the potential to widen the gap in access and quality of education, especially for lower socioeconomic groups. From the perspective of Islamic education, educational financing is a mandate that must be managed efficiently, fairly, transparently, and oriented towards the welfare of the community. This article emphasizes the importance of reforming Islamic education financing management that integrates the principles of efficiency, effectiveness, fairness, and stakeholder participation as the basis for formulating sustainable education financing policies that are oriented towards improving the quality of education.
Islamic Education as an Ethical Mechanism in Responding to Social Diversity: A Contextual Analysis of Indonesia and Malaysia Rijal, Achmad Saifur; Husna, Muhammad Akhsanul; Kholiluddin, Tedi; Subkan, Muhammad Ali
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7568

Abstract

Social diversity has become an inherent characteristic of contemporary societies, particularly in Muslim-majority countries such as Indonesia and Malaysia. While Islamic education is often associated with moral instruction and religious moderation, its ethical function in shaping social responses to diversity remains insufficiently explored. This study aims to examine Islamic education as an ethical mechanism in responding to social diversity within the contexts of Indonesia and Malaysia. Using a qualitative–conceptual approach through library research, the study analyzes scholarly literature, academic works, and relevant policy documents on Islamic education, ethics, and pluralism. The findings show that Islamic education operates as an ethical mechanism through humanistic orientation, dialogical engagement, moral responsibility, and contextual sensitivity, enabling ethical engagement with diversity beyond rigid normative prescriptions. The analysis also reveals contextual variations in how these ethical mechanisms are articulated in Indonesia and Malaysia, shaped by differing socio-cultural and institutional settings. Due to its literature-based design, this study is limited to conceptual interpretation and does not claim empirical generalization. Nevertheless, the study contributes originality by reframing Islamic education as an ethical mechanism, offering conceptual value for understanding the role of education in plural societies and informing future empirical research.
Teacher Burnout Prevention Strategies in Indonesia Through Wellbeing Pedagogy Based on Islamic Educational Values Farhana Rodhiyah; Munawwaroh, Ayu Anzila; Pratiwi, Vicky Nunaini Yogri; Hanif, Ahmad; Asrinsyirah, Thoriq Aziz; Khotimah, Husnul
Edudeena : Journal of Islamic Religious Education Vol. 9 No. 2 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v9i2.7710

Abstract

Teacher burnout has become an urgent issue in Indonesian education, characterized by rising emotional exhaustion, administrative pressure, and increasingly complex curriculum demands. Although many studies highlight the causes of burnout, there remains a gap regarding integrated prevention strategies that align with Indonesia’s cultural context. This study aims to describe the burnout conditions experienced by teachers and analyze the application of wellbeing pedagogy based Islamic education value as a preventive strategy that is consistent with the social, spiritual, and communal values embedded in Indonesian education. The research employed a literature study with a qualitative approach through content analysis and thematic analysis of relevant primary and secondary sources. The findings indicate that teacher burnout is influenced by excessive workloads, limited organizational support, and weak emotional regulation and social support systems. Wellbeing pedagogy offers a comprehensive approach by strengthening emotional competencies, fostering positive school culture, promoting mindfulness, and encouraging collaborative social support. In conclusion, integrating wellbeing pedagogy has strong potential to serve as an effective and sustainable strategy for preventing teacher burnout. It also provides important implications for developing more humane and wellbeing-oriented educational policies and practices.

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