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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 437 Documents
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Menentukan Batas Klaim Empiris dalam Penelitian Kualitatif: Sebuah Framework Konseptual tentang Claim admissibility Obi Pratama
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner (Articles in Pres
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i4.1456

Abstract

Penelitian kualitatif telah menghasilkan berbagai kerangka metodologis untuk mengevaluasi kualitas penelitian, seperti trustworthiness, validitas, dan methodological rigor. Namun, perhatian terhadap batas metodologis klaim empiris yang dapat dinyatakan berdasarkan konfigurasi suatu penelitian masih relatif terbatas. Akibatnya, peneliti sering menghadapi kesulitan dalam menentukan sejauh mana temuan dapat diinterpretasikan, dijelaskan, atau digeneralisasikan tanpa melampaui kapasitas metodologis penelitian yang mendasarinya. Artikel ini bertujuan mengembangkan sebuah conceptual methodological Framework untuk menjelaskan claim admissibility dalam penelitian kualitatif. Penelitian menggunakan pendekatan konseptual melalui adversarial literature search, comparative literature mapping, prior-art collision analysis, dan conceptual synthesis untuk mengidentifikasi ruang konseptual yang belum terakomodasi dalam literatur metodologi penelitian kualitatif. Hasil penelitian menghasilkan sebuah Framework yang menghubungkan lima komponen utama, yaitu study configuration, methodological warrant, empirical claim, epistemic commitment, dan claim admissibility. Framework ini mengusulkan bahwa admissibility suatu klaim tidak ditentukan oleh kualitas penelitian secara umum maupun kebenaran substantif suatu pernyataan, tetapi oleh kesesuaian antara komitmen inferensial yang dinyatakan dalam klaim dan methodological warrant yang tersedia berdasarkan konfigurasi penelitian. Kontribusi utama artikel ini adalah penyediaan bahasa konseptual dan mekanisme analitis untuk mengevaluasi batas metodologis klaim empiris pada tingkat klaim individual. Framework ini diharapkan memperkaya metodologi penelitian kualitatif serta menyediakan landasan konseptual bagi pengembangan instrumen evaluasi, praktik peer review, dan penelitian lanjutan mengenai claim admissibility, termasuk pada penelitian pendidikan dan bidang ilmu sosial lain yang menggunakan pendekatan kualitatif.
Implementation of the Spiral Curriculum Principle in Akidah and Akhlak Learning to Strengthen Student Character in Islamic Junior High Schools Taupik Prihatin Marpaung
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1460

Abstract

This study aims to analyze the implementation of the spiral curriculum principle in Akidah and Akhlak learning and examine its contribution to strengthening student character in Islamic junior high schools. A qualitative approach with a descriptive design was employed. The research was conducted in several Islamic junior high schools in Pekanbaru, Indonesia, involving Akidah and Akhlak teachers, principals, and curriculum developers selected through purposive sampling. Data were collected through semi-structured interviews, participant observations, and document analysis, then analyzed using the interactive model of data reduction, data display, and conclusion drawing with thematic analysis. The findings indicate that the spiral curriculum principle has been implemented through the progressive organization of learning materials, meaningful repetition of core concepts, contextual integration of Islamic values, and teachers' roles as facilitators of moral and spiritual development. These practices contribute to strengthening students' responsibility, honesty, discipline, and moral awareness. However, implementation remains constrained by the absence of explicit spiral curriculum guidelines, limited teacher training, administrative workload, and insufficient curriculum synchronization across educational levels. The study implies that effective implementation of the spiral curriculum requires systematic curriculum planning, continuous professional development for teachers, and stronger institutional support to ensure sustainable character education based on Islamic values. These findings provide practical guidance for educators, curriculum developers, and policymakers in improving the quality of Aqidah and Akhlak learning in Islamic schools.
Efektifitas Model Problem-Based Learning (PBL) Terhadap Hasil Belajar Mahasiswa Burhanudin Mustofa
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1461

Abstract

Model problem-based learning secara empiris menyajikan berbagai masalah dalam pembelajarannya. Mengingat pentingnya hasil belajar pada tingkatan mahasiswa. Namun, model pembelajaran menarik serta memberikan dampat positif terhadap mahasiswa cukup terbatas. Penelitian ini bertujuan menganalisis model problem-based learning untuk mengukur hasil belajar mahasiswa. Pada penelitian ini menggunakan pendekatan kuantitatif dengan desain pra-eksperimen one-group pretest-posttest. Partisipan penelitian meliputi mahasiswa putra disalah satu perguruan tinggi di Kabupaten Rembang yang mengambil mata kuliah Statistika Pendidikan. Uji normalitas Shapiro Wilks untuk kedua kelompok sampel menunjukkan bahwa kedua sampel tidak berasal dari populasis yang berdistribusi normal. Sehingga pengujian hipotesis menggunakan metode statistika non-parametrik menggunakan uji Wilcoxon. Hasil analisis menunjukkan bahwa nilai Sig. sebesar 0,025 atau lebih besar dari nilai kritis 0,05. Dengan begitu dapat disimpulkan bahwa secara signifikan model problem-based learning berpengaruh hasil belajar mahasiswa. Penelitian ini menyajikan salah satu model pembelajaran yang dapat digunakan untuk mempengaruhi hasil belajar mahasiswa khususnya pada matakuliah Statistika Pendidikan. Namun, perubahan yang terjadi cenderung mengarah pada penurunan hasil belajar karena rata-rata nilai posttest lebih rendah dibandingkan rata-rata nilai pretest
Hermeneutika Terminologis: Studi Analisis Pemikiran Asy-Syahid Al-Busyaikhi Tentang Feminisme Al-Qur’an Dimas Surya Hanafi
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1462

Abstract

This research discusses the discourse of gender and the Qur’an. The discourse on gender has been promoted by academics as a continuing effect of the normative interpretation of the Qur’an during the classical era, which seemingly positioned women at a lower level than men. One of the figures who emerged in response to the normative readings of the classical period is Asy-Syahid Al-Busyaikhi. This study aims to uncover the hermeneutical approach and feminist perspectives on the Qur’an proposed by Asy-Syahid Al-Busyaikhi. Through a holistic and structural reading of the sacred text, this study finds that Al-Busyaikhi successfully deconstructs the hierarchy of gender dominance without relying on western sociological frameworks. He demonstrates that the ontological construction of male and female relations is bound by the principles of istikhlāf (shared vicegerency) and takāmul (complementarity). This article concludes that Al-Busyaikhi's methodology offers a highly authentic emancipatory path for the effort to uphold gender justice within the Islamic scholarly tradition.
Formation of Students' Religious Identity Through the Integration of Islamic Values and the Local Wisdom of the Dayak Punan Tribe Maimunah Maimunah; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1465

Abstract

This study examines the formation of religious identity among Dayak Punan students through the integration of Islamic values and local cultural wisdom. The study is based on the assumption that religious identity is not formed solely through religious instruction but through continuous interaction between religious teachings, cultural experiences, social relationships, and educational environments. This research employed a qualitative approach with an interpretive phenomenological design. Data were collected through in-depth interviews, participant observation, and document analysis involving Islamic Religious Education teachers, students, school administrators, parents, religious leaders, and indigenous community representatives. Data were analyzed using thematic analysis to identify patterns related to Islamic values, Dayak Punan cultural wisdom, identity negotiation, and educational practices. The findings reveal that religious identity formation among Dayak Punan students occurs through four main processes: value recognition, value internalization, identity negotiation, and identity expression. The integration of Islamic values, including tauhid, amanah, social responsibility, and environmental stewardship, with local values such as solidarity, respect for nature, and communal responsibility enables students to construct a balanced identity as Muslims and members of the Dayak Punan community. This study contributes to Islamic education by emphasizing the importance of culturally responsive, dialogical, and community-based approaches in strengthening religious identity while preserving indigenous cultural heritage.
Teachers' Strategies in Internalizing Awareness of Dzuhur Prayer Worship Mastora Mastora; Khamam Khosiin; Ahsan Hakim
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1466

Abstract

This study examines teachers’ strategies in internalizing students’ awareness of Dhuhr prayer worship within the context of Islamic Religious Education. The study is based on the assumption that religious practice in schools should not only emphasize behavioural compliance but also develop students’ understanding, personal commitment, and spiritual awareness. A qualitative case study approach was employed to explore how teachers plan, implement, and evaluate strategies for strengthening students’ prayer awareness. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving Islamic Religious Education teachers, school leaders, and students. Data were analysed using reflexive thematic analysis to identify patterns related to teacher practices and students’ religious development. The findings reveal five main strategies: teacher exemplarity, structured habituation, meaning-oriented religious instruction, supportive supervision, and collective involvement. These strategies contribute to a gradual transformation from externally controlled participation toward autonomous and meaningful worship practices. The study highlights that effective prayer internalization requires integration between consistent teacher modelling, school religious culture, reflective learning, and cooperation among school stakeholders. This research contributes to Islamic Religious Education studies by proposing an integrated framework for understanding how teachers transform Dhuhr prayer from a compulsory school activity into a personally meaningful religious commitment.
Desain dan Pengembangan Game Adventure Berbasis PBL untuk Pembelajaran Struktur Data Stack Farrel Setia Pratama; Eki Nugraha; Andini Setya Arianti
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1470

Abstract

Pembelajaran struktur data stack merupakan materi dasar algoritma dan pemrograman yang menuntut pemahaman konsep secara bertahap dan kontekstual. Namun, penyampaian materi yang didominasi metode konvensional membuat peserta didik kesulitan memvisualisasikan operasi abstrak secara mandiri. Hasil survei awal terhadap 35 siswa program keahlian Rekayasa Perangkat Lunak (RPL) di SMK menunjukkan bahwa 82,9% siswa merasa kesulitan memahami materi melalui media statis, sementara 85,7% meyakini game pembelajaran dapat meningkatkan fokus belajar mereka. Penelitian ini bertujuan mendesain dan mengembangkan game adventure berbasis Problem-Based Learning (PBL) sebagai media pembelajaran struktur data stack yang valid dan layak. Pengembangan media dilakukan dengan mengadaptasi model ADDIE yang dibatasi ruang lingkupnya hingga tahap evaluasi formatif (expert review) dan revisi produk. Produk yang dihasilkan berupa prototipe game adventure 2D edukatif yang mengintegrasikan lima tahapan sintaks PBL ke dalam mekanik gameplay dan dilengkapi sistem evaluasi otomatis dengan umpan balik visual instan. Kelayakan media dievaluasi oleh satu validator ahli menggunakan instrumen Multimedia Mania 2004 – Judge’s Rubric. Hasil validasi awal memperoleh persentase kelayakan sebesar 68,65% (kategori Layak), yang meningkat menjadi 86,54% (kategori Sangat Layak) setelah revisi. Media ini disarankan untuk diuji cobakan secara langsung kepada peserta didik pada penelitian selanjutnya guna mengukur efektivitasnya secara empiris.
Islamic Spiritual Pedagogy and Digital Mental Health: Examining the Influence of Tazkiyatun Nafs on Students' Digital Anxiety Yulis Sutiani; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1472

Abstract

This study examines the influence of tazkiyat al-nafs on digital anxiety among Muslim secondary-school students. It employed a quantitative explanatory design with a cross-sectional survey involving 326 students selected through multistage stratified random sampling. Data were collected using a tazkiyat al-nafs scale and a digital anxiety scale covering self-evaluation, awareness of divine supervision, remembrance of God, self-control, patience, gratitude, ethical responsibility, fear of missing out, connection overload, approval anxiety, and online vigilance. The data were analyzed using descriptive statistics, correlation analysis, confirmatory factor analysis, and structural equation modelling. The results showed that tazkiyat al-nafs had a significant negative effect on digital anxiety, with a standardized coefficient of -0.48 and p < 0.001. The model explained 31% of the variance in students’ digital anxiety. Self-control, ethical responsibility, patience, and spiritual awareness emerged as the strongest protective dimensions. These findings indicate that Islamic spiritual pedagogy can strengthen students’ emotional regulation, digital resilience, and responsible technology use. The study recommends integrating muhasabah, muraqabah, dhikr, patience, gratitude, digital ethics, and counselling into Islamic Religious Education. This approach should complement digital literacy and professional mental health services in schools. Future research should employ longitudinal designs and test mediating roles of self-control, resilience, and social support.
Humanistic Religious Model of Islamic Character Internalization among Broken Home Students: The Transformative Role of Islamic Religious Education Teachers in Integrated Islamic Schools Pusparini; Khamam Khosiin; Benny Prasetya
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1473

Abstract

This study aims to develop a Humanistic-Religious Character Internalization Model for students from broken home families through the guidance of Islamic Religious Education (PAI) teachers at SDIT Ash Shohwah. The study is motivated by the increasing challenges faced by students experiencing family dysfunction, which affects their emotional stability, moral development, and religious identity formation. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participant observation, and document analysis involving principals, PAI teachers, homeroom teachers, students from broken home backgrounds, and parents or guardians. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion verification. The findings reveal that PAI teachers experience a transformation of roles from religious knowledge transmitters into spiritual mentors, emotional companions, moral exemplars, and agents of character transformation. The study formulates the Humanistic-Religious Character Internalization Model consisting of four interconnected stages: (1) humanistic acceptance, (2) religious modeling, (3) religious habituation, and (4) spiritual internalization. This model demonstrates that religious character formation among vulnerable students requires integration between emotional support, teacher exemplary behavior, religious school culture, and spiritual guidance. Theoretically, this study contributes to Islamic education by offering a contextual model that integrates humanistic pedagogy, character education, and Islamic spirituality. Practically, the model provides an alternative framework for Islamic schools in developing responsive character education programs for students with complex family backgrounds.
Paradoks Hiperkoreksi: Strategi Mobilitas Sosial melalui Penguasaan Modal Budaya dan Prestise Bahasa Adelia Putri Febriyanti; R Panji Hermoyo
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 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.v5i3.1475

Abstract

Language functions not only as a communication tool but also as a social resource with symbolic value in shaping identity, recognition, and social mobility. This study aims to examine linguistic hypercorrection as a social strategy for achieving legitimacy through the acquisition of cultural capital, linguistic capital, and language prestige. This research employed a qualitative approach with a social phenomenological design. Data were collected through in depth interviews, observation of language practices, and documentation, while analysis was conducted using thematic analysis based on Pierre Bourdieu’s concepts of cultural capital, habitus, field, linguistic capital, and symbolic capital. The findings indicate that hypercorrection is not merely a linguistic mistake but a social practice related to identity construction, social acceptance, and efforts to improve social position. The use of prestigious language can enhance perceptions of competence, education, and professionalism, particularly in academic and professional environments. However, excessive and inappropriate language use may produce social stigma and reveal a gap between linguistic capital and social habitus. This study introduces the concept of the “Hypercorrection Paradox,” demonstrating that language can function both as an instrument of social mobility and as a source of social distance. The findings contribute to sociolinguistic studies by highlighting language as a social practice connected to power, prestige, and symbolic resources.

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