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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 177 Documents
 14   15   16   17   18 
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.
Strategic Leadership for Strengthening Teachers' Islamic Character and Building School Resilience in an Islamic Elementary School 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

School leadership plays an important role in strengthening teachers' professional identity and enhancing school resilience, particularly in Islamic educational institutions that integrate academic excellence with religious values. This study explores how Islamic-values-based principal leadership contributes to strengthening teachers' Islamic character and supporting school resilience at SD IT Al-Busyro, an Islamic integrated elementary school in Indonesia. A qualitative case study design was employed using semi-structured interviews with the principal, teachers, and school administrators, complemented by participant observation and document analysis. Data were analyzed through thematic analysis to identify recurring leadership practices and their influence on teachers and the school environment. The findings indicate four interconnected leadership strategies: transformational leadership grounded in prophetic values (amanah, siddiq, tabligh, and fathonah), exemplary role modeling (uswah), integrated professional and spiritual development, and participatory decision-making (musyawarah). These strategies foster teachers' commitment to professional responsibilities while strengthening Islamic values in daily educational practices. The study also finds that consistent integration of religious values into leadership practices contributes to a collaborative school culture and enhances the school's capacity to respond to organizational and external challenges. This study extends the discussion of educational leadership by demonstrating how Islamic values can be integrated into leadership practices to support teacher character development and school resilience. The findings may serve as a practical reference for leadership development in Islamic schools operating in the context of contemporary educational change.
Strategic Leadership through Academic Supervision for Improving Graduate Quality in Pesantren based Madrasah Syarifah Syahab; Akhmad Fauzi Hamzah
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.v10i1.8312

Abstract

Improving graduate quality has become a strategic priority for Islamic educational institutions in responding to increasingly complex educational demands. However, studies examining how strategic leadership is enacted through academic supervision in pesantren based madrasahs remain limited. This study aims to analyze how strategic leadership is implemented through academic supervision to improve graduate quality at an pesantren based madrasah. A qualitative case study design was employed at Madrasah Aliyah Pesantren Alkhairaat Mainatul Ilmi. Data were collected through in-depth interviews, participant observation, and document analysis involving the principal, teachers, vice principals, and students. The data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing, while credibility was ensured through source and method triangulation. The findings reveal that strategic leadership is translated into a collaborative and mentoring-oriented academic supervision process aligned with the vision and values of the pesantren. This approach strengthens teachers’ professional efficacy, improves instructional quality, and contributes to better academic achievement and character development among students. The study concludes that integrating strategic leadership with adaptive academic supervision creates a sustainable mechanism for improving graduate quality. These findings contribute to the literature by demonstrating that the integration of value-based leadership and collaborative supervision within the unique culture of pesantren offers an effective model for enhancing educational quality in Islamic schools.
Integration of Multicultural Values in Islamic Religious Education Learning Asnani M Saula; Andi Anirah; Fatimah Saguni; Idris; Aniati
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.v10i1.8376

Abstract

The increasing diversity of ethnicity, religion, culture, and social backgrounds in school environments requires Islamic Education (PAI) to move beyond a mere focus on mastering religious knowledge and instead emphasize the strengthening of tolerant and inclusive attitudes that respect differences. While multicultural education has been widely studied, the implementation of integrating multicultural values ​​into Islamic Education instruction in vocational high schools still requires deeper empirical analysis. This study aims to analyze how multicultural values ​​are integrated into Islamic Education instruction at SMKN 1 Sigi and to identify the factors that facilitate or hinder this implementation. A qualitative approach with a case study design was employed. Data were gathered through observations, in-depth interviews with Islamic Education teachers, school administrators, and students, as well as an analysis of instructional documents. The data were analyzed using thematic analysis, involving data reduction, data display, and conclusion drawing. The findings indicate that the integration of multicultural values ​​is achieved through the development of an inclusive curriculum, extracurricular activities, and social interactions that foster respect for diversity. This implementation contributes to cultivating tolerance, mutual respect, and the students' ability to live harmoniously within a pluralistic society. However, the implementation still faces challenges, specifically limited teacher competence regarding multicultural education and a lack of optimal student understanding of diversity values. This study underscores that integrating multicultural values ​​into Islamic Education requires strengthening teacher competence, developing contextual teaching materials, and establishing school policies that foster an inclusive learning culture

Page 18 of 18 | Total Record : 177

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