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Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Published by Yayasan Azhar Amanaa Yogyakarta
ISSN : -     EISSN : 29629187     DOI : -
Core Subject : Religion, Humanities, Science, Social,
Religion Humanities Library & Information Science Social Sciences
Education Science. The Islamic Education Science. Educational Psychology. Learning Psychology. Educational Philosophy. Islamic Educational Philosophy. Lesson Plan. Lesson Design. Lesson Media Development of Resources and Learning Media. Learning Theory of Islamic Education. Learning Strategies of Islamic Education. Islamic Education Curriculum Development. Objectives and Evaluations of Educational Curriculum. Tafsir Tarbawi. Hadist Tarbawi.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 171 Documents
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Time Discipline Character Education for Students According to the book Ngudi Susilo by KH. Bisri Mustofa Ali Mahbub; Amir Mukminin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 1 Februari 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i1.799

Abstract

This research aims to analyze the concept of time discipline character education for students according to the book Ngudi Susilo and its relevance in the formation of student character in the modern era. Ngudi Susilo's book is one of the works of moral education that emphasizes the importance of ethics, manners, and discipline in daily life. The research method used is qualitative research with a library research approach. The main source of data comes from the book of Ngudi Susilo, while supporting data is obtained from various literature related to character education and time discipline. Data analysis techniques are carried out through data reduction, data presentation, and descriptive-analytical conclusions. The results of the study show that the character education of time discipline in the book of Ngudi Susilo is realized through the habit of living an orderly life, respecting time, responsibility for tasks, and obedience to the rules. These values are taught through example, advice, and habituation of positive behavior. This concept is relevant to be applied in the world of education today as an effort to form students who are disciplined, responsible, and have noble character. Thus, Ngudi Susilo's book has an important contribution in strengthening character education, especially in building time discipline in students.
Internalization of Ahlussunnah Wal Jama'ah Values in the Formation of Students' Character Through Nu-an Subjects in Ma Nawa Kartika Selogiri Abdulloh Ibnu Muhammad; Ali Mahbub; mukminin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 1 Februari 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i1.800

Abstract

Globalization has the potential to cause complex and worrying negative impacts, particularly on the character formation of the younger generation. Therefore, ahlussunnah wal jama'ah offers itself as a solution based on the values of tawasuth (moderation), tawazun (balance), tasamuh (tolerance), i'tidal (justice), and amar ma'ruf nahi munkar (enjoining good and forbidding wrong), to shape the character of the younger generation. At MA Nawa Kartika, the Ke-NU-an subject is taught, in which these five values of ahlussunnah wal jama'ah are instilled. However, even though it has become a mandatory curriculum at MA Nawa Kartika, there are still students who exhibit poor character, such as ghasab (usurping rights) and quarreling with friends due to differing opinions. This research aims to (1) describe the ahlussunnah wal jama'ah values being taught, (2) describe the process of internalizing ahlussunnah wal jama'ah values, and (3) analyze the supporting and inhibiting factors for the internalization of ahlussunnah wal jama'ah values. To answer these questions, this research uses a descriptive qualitative approach with a field study type. Based on the research findings, it was discovered that: (1) the ahlussunnah wal jama'ah values taught include the values of tawasuth, tawazun, tasamuh, i'tidal, and amar ma'ruf nahi munkar. (2) The process of value internalization is carried out in three stages: the value transformation stage, the value transaction stage, and the trans-internalization of value stage. (3) Supporting factors come from teachers as role models and facilitators who provide examples of real behavior, as well as the madrasah and foundation that provide consistent regulations connected to the learning of Ahlussunnah wal Jama'ah values. Facilities such as student worksheets, LCD projectors, textbooks, and Ahlussunnah wal Jama'ah books also support the learning process. Inhibiting factors come from the family backgrounds of students who come from different mass organizations or schools of thought, as well as the limited class hours for Ke-NU-an subjects.
Efforts to Foster Religious Maturity Through the Religious Friday Program for Students at SMA Negeri 1 Manyaran Jundi Syahidan; Amir Mukminin; Ali Mahbub
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 2 Mei 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i2.801

Abstract

Religious maturity of students is important in education because it includes the practice of religious values. Therefore, continuous development is needed such as the Religious Friday Program at SMA Negeri 1 Manyaran to increase students' religious awareness and consistency. This study aims to 1). analyze the implementation of the Religious Friday Program, 2). Determine its impact on students' religious maturity, 3). Determine the supporting and inhibiting factors in its implementation at SMA Negeri 1 Manyaran. This research method uses a qualitative descriptive approach. Data were collected through observation, interviews, and documentation. The research subjects included the principal, Islamic religious education teachers or program coordinators, and students of SMA Negeri 1 Manyaran. Research results 1). The implementation of the Religious Friday Program is carried out through three stages, namely planning by the principal and staff, implementation in the form of recitation every Friday morning before learning which begins with reading the Qur'an to instill religious values, and evaluation through routine monthly meetings and monitoring of students' religious habits such as congregational prayer, reading the Qur'an, and praying before and after learning. 2). The Religious Friday program at SMA Negeri 1 Manyaran is effective in increasing students' religious maturity, strengthening their ability to read the Qur'an, understanding the meaning of verses, and increasing Islamic insight. This program also fosters spiritual awareness, making congregational prayer at school and at home a meaningful habit, and has a positive impact on behavior, such as discipline, respect for teachers, cooperation, and mutual assistance, so that religious values ​​are reflected in daily life. 3). Supporting factors for the Religious Friday program include full school support, solid cooperation with the Student Council, and adequate facilities. Meanwhile, the obstacles are that participants are less disciplined, so that activities sometimes run longer than the planned schedule. In addition, there are still participants who use cell phones or talk to themselves during the activity. When the weather is not supportive, especially in the rainy season, activities are hampered because there is no closed space that can accommodate the congregation such as in the school yard.
Analysis Of Peace Education In The Implementation Of The Peace Village Program Reviewed From The Perspective Of Islamic Religious Education Maulana Iskandar
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 2 Mei 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i2.802

Abstract

Peace education is one of the important approaches in building a harmonious social life in the midst of a multicultural society. From the perspective of Islamic Religious Education (PAI), peace education is not only oriented towards conflict prevention, but also on instilling the values of justice, tolerance, equality, and respect for diversity. The implementation of these values can be seen through the Peace Village Program in Nglinggi Village, Klaten Regency, which was developed as an effort to build a community-based culture of peace. This research uses a qualitative approach with the type of library research. Data was obtained from various books, scientific journals, articles, and documents related to peace education, Islamic education, and the implementation of the Peace Village Program. The data collection technique was carried out through a documentation study and analyzed using a content analysis technique. The results of the study show that the implementation of the Peace Village Program in Nglinggi Village has reflected the five principles of peacebuilding in Islam, namely justice, equality, peace building, the search for peace, as well as pluralism and diversity. The values of justice and equality are realized through the Women Participation for Inclusive Society (WISE) program which focuses on economic empowerment and strengthening women's social participation. The value of peacebuilding is realized through the Community Early Warning Forum as a means of social dialogue and peaceful conflict resolution. The value of seeking peace is reflected in watching and learning together activities that aim to maintain unity and prevent social conflicts due to differences in political views. Meanwhile, the values of pluralism and diversity are realized through the Peace School program which instills an attitude of tolerance and respect for differences in religion, culture, and social backgrounds. The implementation of the Peace Village Program shows that community-based peace education has a strong relevance to the values of Islamic Religious Education in building a culture of peace, tolerance, and harmonious social life in a multicultural society.
The Effect Of Interactive Learning Models On Students’ Learning Outcomes In Islamic Religious Education And ETHICS At Senior High School Negeri 1 Girimarto In The 2025/2026 Academic Year Rahma Eprilya Sholihaha; Maulana Iskandar; Ratih
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 3 Agustus 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i3.803

Abstract

This research is based on the low learning outcomes of students due to the use of conventional learning models, which do not involve student activity in the learning process. The learning model that still uses the lecture method, only uses sources from package books so that the lack of class participation is marked by the inability of students to ask questions so that students do not understand the material being taught. The purpose of this study is to determine the influence of interactive learning models on student learning outcomes in PAI and BP subjects at SMAN 1 Girimarto. This study uses a quantitative approach with the Nonequvalent Control Group Design design experiment method. Samples from class X F as experimental class and X G as control class. The research instrument is in the form of a learning outcome test. The results of the study show that there is a significant influence of the use of interactive learning models on student learning outcomes. After being treated with an interactive learning model in the experimental class and given a posttest, the results showed that the average score of the experimental class increased by 81.86 while the control class was 77.14. The initial ability test obtained from the control and experimental class pretest data resulted in a sig value. (2-tailed) by 0.774. The average sample of the experimental class produced sig. (2-tailed) 0.000 with a count of -8.804 and an average of -12.286 indicates that there was a significant improvement in learning outcomes after the application of the interactive learning model to PAI and BP subjects in the experimental class. Based on the N Gain test, there was an influence of the interactive learning model on the learning outcomes of Islamic Religious Education and Ethics at SMAN 1 Girimarto which was evidenced by the average value of N Gain in the experimental class of 0.397 higher than the average value of the control class of 0.257.
Improving Learning Outcomes in Islamic Religious Education and Ethics Through the Teams Games Tournament Learning Model in Grade XI of SMA Negeri 1 Nguntoronadi Rhisma Ihwanul Khoriyah; Ratih; Ali Mahbub
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 3 Agustus 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i3.804

Abstract

This research is motivated by the low learning outcomes of students in the subject of Islamic Religious Education and Ethics in grade XI 1 SMA Negeri 1 Nguntoronadi. Based on the results of initial observations, the level of student learning completeness is still low because the learning process tends to be teacher-centered so that students are less active and less motivated in participating in learning. This research aims to improve student learning outcomes through the application of the Teams Games Tournament (TGT) learning model. This research is a class action research which is carried out in two cycles. Each cycle includes the stages of planning, implementation of actions, observation, and reflection. The research subjects amounted to 33 students in class XI 1 of SMA Negeri 1 Nguntoronadi. Data collection techniques are carried out through observation, learning outcome tests, and documentation. Data were analyzed using quantitative and qualitative descriptive analysis techniques. The results of the study show that the application of the Teams Games Tournament learning model is able to improve student learning outcomes. In the pre-cycle stage, the percentage of student learning completeness only reached 10%. After the TGT learning model was applied in the first cycle, learning completeness increased to 63%. Furthermore, in cycle II it increased to 100%. Student activities also increased from 78% in cycle I to 90% in cycle II. Teacher activity increased from 76% to 90%. This improvement shows that the TGT learning model is able to create an active, fun learning atmosphere, and encourage student involvement in the learning process. Based on the results of the study, it can be concluded that the application of the Teams Games Tournament learning model has proven to be effective in improving the learning outcomes of students in the subject of Islamic Religious Education and Ethics in grade XI 1 SMA Negeri 1 Nguntoronadi.
The Epistemological Evolution of the Integration of Knowledge: From al-Faruqi’s Islamization of Knowledge towards Amin Abdullah’s Interconnection and Kuntowijoyo’s Prophetic Social Science Eko Ngabdul Shodikin; Miftahuddin; Mansur
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.810

Abstract

The challenges of modernity and the complexity of social crises demand a repositioning of Islamic education so that it does not become trapped in the dichotomy of secular and normative sciences. To address this need, this study aims to examine and synthesize the epistemological evolution of the discourse on the integration of knowledge through a comparative analysis of the thoughts of Ismail Raji al-Faruqi, M. Amin Abdullah, and Kuntowijoyo. Employing a qualitative approach with a library research design and content analysis techniques, this study dissects the fundamental structures of the primary literature of these three figures to trace their ontological, epistemological, and axiological frameworks. The results of the study indicate a linear and complementary paradigm shift. This evolution was initiated by methodological purification efforts through al-Faruqi's Islamization of Knowledge, then progressed toward an open interdisciplinary dialogue through Amin Abdullah's Integration-Interconnection paradigm, and culminated in practical field transformation through Kuntowijoyo's Prophetic Social Sciences. The conclusion of this study confirms that these three concepts do not negate one another, but rather form a complete continuum of the "Prophetic Integration" model. The epistemology of Islamic scholarship has proven to have maturely evolved from a mere instrument of cognitive-textual transmission into an instrument of social engineering. This tripartite construction provides both a philosophical and tactical foundation for higher education institutions to produce advanced graduates who are not only theoretically sound but also capable of operationalizing knowledge as a concrete tool for solving socio-humanitarian problems.
The Essence of Barokah-Oriented Islamic Education in the Perspective of Ta'limul Muta'allim by Syekh Az-Zarnuji Maysaroh; Ahmad Muzakki; Mohammad Solihin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.811

Abstract

Contemporary Islamic education faces the challenges of pragmatism, moral crisis, and information disruption that threaten the essence of the barokah (blessedness) of knowledge. This study aims to analyze the nature of barokah-oriented Islamic education according to Syekh Burhanuddin Az-Zarnuji in the book Ta'limul Muta'allim Thariq at-Ta'allum, to identify the pedagogical principles that constitute the barokah of knowledge, and to examine their relevance to Islamic education in Indonesia. The method employed is qualitative content analysis with a hermeneutical approach to classical Islamic texts. The primary source is the Ta'limul Muta'allim in its original Arabic manuscript and authoritative translations, supplemented by secondary sources including classical and contemporary Islamic educational literature. The results show that Az-Zarnuji constructs a barokah-based educational framework through four main pillars: (1) sincerity of intention (lillahi ta'ala) as an ontological foundation; (2) ta'zhim al-ustadz as an epistemological condition; (3) adab toward knowledge as an axiological dimension; and (4) the holistic ta'allum method as pedagogical operationalization. These four pillars form an educational system that transcends cognitive transmission toward character and spiritual transformation. Its relevance in the modern Indonesian context lies in the capacity of this concept to serve as an antithesis to educational pragmatism and to offer a holistic educational model that integrates cognitive, affective, spiritual, and social dimensions.
From Minor Deeds to Global Consequences: An Scientific & Islamic Reflections on the Butterfly Effect in Ecocide, Genocide, and Its Application in Education Mike Kurniasih; Aprillyana Dwi Utami
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 1 Februari 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i1.813

Abstract

This study try to examines the relationship between the Butterfly Effect theory in complex systems and Islamic ethical values, along with its implications for education. The Butterfly Effect suggests that small changes in a system can trigger large and unpredictable impacts. In Islam, this aligns with the principle that every deed, no matter how small, is accounted for (Qur’an, Az-Zalzalah: 7–8), and that humans have the role of khalifah (steward) to maintain the balance of the earth (Qur’an, Al-Baqarah: 30). Using a qualitative method based on literature review, this study analyzes Islamic and academic literature from the fields of science, religion, education, philosophy, and ecology. The findings show that micro-actions such as consumption choices, speech, or daily lifestyle patterns can serve as tipping points for systemic change either toward collective benefit (maslahah) or destruction. Historical examples such as the actions of Greta Thunberg, Gandhi, Rosa Parks, and the Chipko Movement demonstrate the transformative power of small acts. In the Islamic context, small deeds performed sincerely and consistently possess profound spiritual and social power. Ecocide and genocide are also understood as cumulative results of often overlooked micro-destructive behaviors. Therefore, education must be directed toward fostering moral and ecological awareness from an early age. This study recommends an Islamic ecopedagogy approach as a transformative educational model that integrates tawhid (the oneness of God), holistic systems thinking, and ecological responsibility. A curriculum based on small deeds aims to cultivate a generation that is conscious, responsible, and actively engaged in sustaining the earth and promoting social justice.
The Implementation of the Amtsilati Method in Reading the Book Safinatun Najah to Improve Students’ Motivation in Learning Arabic at MTs Hidayatus Syubban, Karangroto, Genuk, Semarang Inas Umniyyah; Aliwan; Abdul Hakim
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.817

Abstract

Amtsilati learning is an additional program conducted outside regular class hours to improve students’ ability to read Safinatun Najah. The Amtsilati method is a fast and practical approach to understanding basic Arabic grammatical rules (nahwu and sharaf), enabling students to read classical Islamic texts without vowel marks. Developed by Taufiqul Hakim from Pondok Pesantren Darul Falah, this method emphasizes systematic and gradual mastery of Arabic linguistic principles. This study aims to examine the implementation of the Amtsilati method in learning to read Safinatun Najah at MTs Hidayatus Syubban, describe the learning process, and identify supporting and inhibiting factors, including its impact on students’ motivation in learning Arabic. The research uses a qualitative field approach with data collection techniques such as observation, interviews, and documentation. Data analysis is conducted through data condensation, data display, and conclusion drawing, while validity is ensured through triangulation of sources and methods. The findings show that learning planning includes formulating objectives, selecting materials, and determining teaching methods. The program is intended for non-boarding students using materials from Amtsilati volumes I–V, Tatimmah, Qaidah Amtsilati, and Nadzom Amtsilati, delivered through a classical classroom model. Learning activities include opening (prayer and nadzom recitation), core activities (material explanation and reading practice), and closing (evaluation and prayer). The results indicate that the method is implemented systematically and effectively, improving students’ ability to read Safinatun Najah and increasing their motivation in learning Arabic. This is reflected in students’ confidence, active participation, and willingness to advance. However, obstacles include limited teacher creativity, differences in student abilities, and discipline issues. These are addressed through training, adjusted memorization schedules, and educational sanctions.

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