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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 179 Documents
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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.
Strategic Leadership through Academic Supervision for Improving Graduate Quality in Pesantren based Madrasah Nafisah 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 madrasah remain limited. This study aims to analyze how strategic leadership is implemented through academic supervision to improve graduate quality at pesantren-based madrasah. A qualitative case study design was employed at Madrasah Aliyah Pondok 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.
Integrating Multicultural Values into Islamic Education Asnani M Saula; Andi Anirah; Fatimah Saguni; Idris Idris; Aniati 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.
Piety, Prestige, and Moral Panic: Muslim Parents’ Preferences for Tahfidz Schools in Kediri Following the Conservative Turn Makhfud; Masdar Hilmy; Zakariyah; Mubaidi Sulaeman
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 2 (2026): .
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i2.8421

Abstract

This study examines Muslim parents’ preferences for tahfidz schools in Kediri following the conservative shift in Indonesia. The research aims to explain how the pursuit of piety, moral panic, and social prestige shape parental educational choices. Using a qualitative multi-sited design, the study was conducted in eight tahfidz-based schools and involved 35 informants consisting of parents, school leaders, and tahfidz teachers. Data were collected through in-depth interviews, participant observation, and document analysis, then analyzed through data reduction, categorization, comparison across sites, and triangulation. The findings show that parents choose tahfidz schools not merely to ensure that their children memorize the Qur’an, but because these institutions are perceived as capable of forming disciplined, pious, and morally controlled children. Tahfidz schools are also viewed as moral strongholds against perceived threats such as digital media, permissive social norms, drugs, and the erosion of parental authority. At the same time, parents seek a model of Islamic education that is religiously robust yet avoids radicalism or social exclusion. Furthermore, Qur’anic memorization serves as symbolic capital that enhances family prestige and as a practical asset for securing scholarships, access to higher education, and future employment opportunities. Theoretically, this study demonstrates that the rising popularity of tahfidz schools cannot be attributed solely to religious motivation or conservative ideology. Rather, tahfidz education constitutes a space where piety, moral panic, symbolic capital, and aspirations for social mobility converge. The findings thus expand discussions on the conservative turn in Indonesia by demonstrating that contemporary Muslim families navigate the tension between religious commitment, social anxiety, and class aspirations when selecting Islamic educational institutions. The study concludes that the growing preference for tahfidz schools reflects the interplay of religious aspirations, moral anxieties, social status, and the pursuit of social mobility within contemporary Muslim families.
Exploring Flourishing Among Muslim School Counselors Based on Typological Profiles, Demographic Determinants, and Implications for Islamic Well-Being within School Counseling Management Naharus Surur; Lilla Maturizka Ayu Asfarina; Elwas Berdha Krismona; Nurul Oktafia
Edudeena : Journal of Islamic Religious Education Vol. 10 No. 2 (2026): .
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/edudeena.v10i2.9030

Abstract

This study aims to identify the typological profile of flourishing among Muslim school counselors, examine demographic factors associated with their psychological well-being, and investigate the conceptual implications of these findings within the frameworks of Islamic well-being and guidance and counseling management. Addressing gaps in previous research, which has predominantly focused on stress, burnout, and psychological risk factors, this study emphasizes positive psychological functioning. A quantitative person-centered research design was utilized with a sample of 187 Muslim school counsellors in Indonesia. Data collection employed the Flourishing Scale, and analysis was conducted using Latent Class Analysis (LCA) and the Multiple Indicators Multiple Causes (MIMIC) Model. The LCA revealed three distinct flourishing profiles: Flourishing (38%), Moderate (40%), and Isolated/Vulnerable (22%). The MIMIC analysis indicated that tenure (β = 0.375, p = 0.010) and school level (β = 0.176, p = 0.044) significantly predicted flourishing, while gender and geographical region did not.  The results demonstrate that flourishing is a multifaceted characteristic among Muslim school counselors, and the identified profiles and demographic determinants offer significant considerations for developing and managing guidance and counseling personnel. Furthermore, these findings establish a conceptual foundation for understanding psychological well-being through the lens of Islamic well-being. Future research should develop an empirical model that integrates flourishing and Islamic well-being by examining dimensions such as spirituality, religiosity, religious practices, and the relationship with Allah. This approach could offer a more comprehensive understanding of counselor well-being and generate additional insights for effectively managing guidance and counseling services

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