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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 517 Documents
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Management Of The Implementation Of Differentiated Learning By The Principal At Sd Negeri 004 Nongsa Batam City Rizzan; Imam Subekti; Ria Kurniawaty
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.1913

Abstract

Differentiated learning is an approach that responds to the diversity of learners' readiness, interests, and learning profiles, but its implementation at the elementary school level still faces challenges related to consistency. This study aims to analyze the management of the implementation of differentiated learning by school principals at SD Negeri 004 Nongsa Batam City. The research uses a qualitative approach with a case study design. Participants consisted of nine purposively selected informants, including school principals, curriculum coordinators, elementary and high grade teachers, operators or administrative staff, and representatives of school committees or parents. Data were collected through limited non-participant observations, semi-structured interviews, and documentation studies. Data analysis was carried out interactively through data condensation, data presentation, and conclusion verification using NVivo. The credibility of the findings was maintained through triangulation of sources and techniques, as well as member checks to informants. The results of the study show that the management of the implementation of differentiated learning runs through six interrelated dimensions, namely internal policies, academic coaching, coordination, supervision, resource utilization, and strengthening school relationships. However, implementation faces operational challenges such as large number of students, limited teachers' time, and diverse parental understanding. The conclusion of this study is that the management of the implementation of differentiated learning requires strong instructional leadership and systematic school management in order to become a sustainable academic culture in all elementary school learning groups.
Manajemen Kurikulum dalam Mendukung Pembelajaran Berdiferensiasi untuk Meningkatkan Kualitas Pembelajaran di Sekolah Dasar Sri Sundari; Syukur Dharmawan; Rendi Fitriadi; Hariyanto; Jhoni Triyanto
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.1937

Abstract

Keberagaman karakteristik peserta didik di sekolah dasar menuntut pengelolaan kurikulum yang mampu mengakomodasi kebutuhan belajar yang berbeda-beda. Penelitian ini bertujuan menganalisis bagaimana pengorganisasian dan pelaksanaan manajemen kurikulum berkontribusi dalam mendukung pembelajaran berdiferensiasi guna meningkatkan kualitas pembelajaran di sekolah dasar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kepustakaan (library research), yaitu mengkaji dan mensintesis dua puluh artikel jurnal ilmiah terindeks nasional yang membahas manajemen kurikulum dan pembelajaran berdiferensiasi pada jenjang sekolah dasar di Indonesia. Data dianalisis melalui teknik analisis isi (content analysis) dengan tahapan reduksi, kategorisasi tema, dan penarikan simpulan. Hasil kajian menunjukkan bahwa keempat fungsi manajemen kurikulum, perencanaan, pengorganisasian, pelaksanaan, dan evaluasi, berperan sebagai prasyarat struktural bagi keberhasilan diferensiasi konten, proses, produk, dan lingkungan belajar di kelas. Namun demikian, sebagian besar literatur yang dikaji masih berfokus pada tahap pelaksanaan di kelas dan relatif minim membahas pengorganisasian sumber daya serta evaluasi kurikulum secara sistematis. Kondisi ini mengindikasikan adanya kesenjangan antara kebijakan kurikulum tingkat sekolah dan praktik diferensiasi di ruang kelas. Penelitian ini berkontribusi dengan menawarkan kerangka konseptual integratif yang menghubungkan fungsi manajemen kurikulum dengan dimensi pembelajaran berdiferensiasi, sekaligus merekomendasikan penguatan peran kepala sekolah dalam pengorganisasian dan evaluasi kurikulum sebagai faktor penguat kualitas pembelajaran di sekolah dasar
Epistemological Problems in Islamic Studies: An Analysis of Paradigms, Methodologies, and Academic Bias Farhi Asna; Achid Turmudzi; Hamiyya Wildan Zaha
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.1964

Abstract

Islamic Studies has evolved from textual and normative inquiries into a multidimensional field engaging with philosophy, social sciences, and the humanities. However, this expansion generates fundamental epistemological questions regarding the validity of knowledge, methodological choices, and the presence of academic bias. This study aims to critically analyze the epistemological problems in Islamic Studies by examining the relationship between paradigmatic plurality, methodological orientations, and researcher positionality. This study employed a qualitative literature-based research design with a critical-interpretive approach. Data analysis was conducted through three interconnected stages: identifying epistemological assumptions, comparing various approaches (normative, historical-critical, social-scientific, and integrative), and critically interpreting the interactions among paradigms, methodology, and researcher positionality. The findings indicate that the epistemological dynamics of Islamic Studies are influenced by tensions between normative-deductive and historical-empirical approaches. Epistemological problems emerge when a single paradigm is treated as absolute and applied without a critical understanding of its analytical boundaries. Furthermore, limited mastery of social science methodologies, alongside the uncritical adoption of either Western analytical frameworks or traditional Islamic scholarly views, can lead to academic bias and apologetic orientations. The study concludes that resolving epistemological issues in Islamic Studies does not require establishing a single universal paradigm, but rather cultivating a reflexive and integrative research culture based on three principles: paradigmatic awareness, methodological reflexivity, and critical recognition of researcher positionality
Pendidikan Agama Islam dan Pengembangan Moral Reasoning Mahasiswa di Perguruan Tinggi: A Systematic Literature Review Naura Nisrina Nita; Ahmad Munji; Faizudin; Nadrotul Uyun; Humaedi
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.1967

Abstract

University Islamic Religious Education (IRE/PAI) research commonly assesses character, religious morality, and academic integrity rather than the reasoning process underlying moral decisions. This review maps 20 empirical studies, distinguishes direct measurement from related proxy outcomes, and identifies relevant pedagogical mechanisms. The source manuscript reports searches of GARUDA, publisher/journal websites, and title/DOI records up to 10 September 2026. Twenty studies were retained from 47 candidate records. The corpus comprises 11 qualitative, six quantitative, two development, and one mixed-method quasi-experimental study. Only one study clearly reports a dilemma-based moral-reasoning test; two others explicitly address moral reasoning but do not document equivalent direct measurement. Four themes concern moral-value knowledge, dialogic contextual learning, the knowing–action gap, and institutional context. A proposed PAI–Moral Reasoning Cycle links normative principles, ethical dilemmas, dialogue, moral justification, reflection, and action through feedback. As study-level critical-appraisal records are unavailable in the provided material, the conclusions describe patterns of evidence rather than a pooled or established causal effect.
Sadd al-dharīʿah and Capital Punishment for Corruption in Indonesia: Reconstructing the ‘Certain Circumstances’ Clause after the 2026 Penal Adjustment Yusuf Arifai; Agus Setiawan; Abdillah Nawawi
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.1968

Abstract

This article examines the legal limits of capital punishment for corruption in Indonesia after the 2023 Criminal Code took effect and Law No. 1 of 2026 adjusted the sentencing regime. It also asks under what conditions sadd al-dharīʿah can support that punishment. Using doctrinal legal research, the study interprets Indonesian legislation and judicial guidance alongside classical Islamic legal theory and selected secondary scholarship. It finds that capital punishment remains an exceptional and discretionary possibility, subject to a qualifying offense and statutory “certain circumstances,” individualized sentencing criteria, and the ten-year probationary regime. Sadd al-dharīʿah does not independently justify the most severe sanction: its preventive rationale requires a credible connection between means and ends, consideration of foreseeable consequences, and comparison with less harmful alternatives. The article develops a six-stage preventive-proportionality test addressing legality, causal proximity, severity and probability of harm, individualized culpability, necessity, and procedural safeguards. This framework offers a structured way to assess whether an irreversible sentence can be justified in an eligible case; it does not claim to establish that capital punishment deters corruption
The Role Of The Kiai In Qolbu Management For Internalizing Islamic Religious Education Values Among Santri Undergoing Mental Rehabilitation At Al-Baroah Islamic Boarding School, Muaro Jambi Mursila
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.1977

Abstract

This study examines the role of the Kiai in Qolbu Management for internalizing Islamic Religious Education (PAI) values among santri undergoing mental rehabilitation at Al-Baroah Islamic Boarding School, Muaro Jambi. Using a qualitative instrumental case-study design, data were gathered via participant observation, semi-structured in-depth interviews, and institutional documentation, then analyzed through interactive data analysis with source and method triangulation. The findings reveal an integrative guidance pattern conceptualized analytically in this study as “Integrative Active Spiritual Therapy”—an educational construct combining physical riyadhoh and productive work, structured worship habituation, specific spiritual practices, personal-dialogic guidance, and Qur’anic religious support. These practices foster the internalization of aqidah, worship, and akhlaq values through modeling, habituation, concrete experience, dialogue, and environmental structuring. Informants reported observable improvements in emotional regulation, worship discipline, social interaction, and spiritual awareness. While sustained by a quiet environment and institutional experience, the program faced constraints such as fluctuating emotional states, limited operational funding, and damaged facilities, which were adaptively mitigated through structured daytime routines, gardening, sports, and hadrah. Crucially, these findings reflect religious-educational and spiritual guidance and should not be construed as clinical therapy or a replacement for professional mental-health care
The Effect of the Use of AI Chatbots on the Ability to Write Anecdotal Texts for Class X Students of SMK Negeri 1 Percut Sei Tuan for the 2025/2026 Academic Year Giska Antika; Mhd. Isman
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.2002

Abstract

The development of artificial intelligence (AI) technology provides new opportunities in language learning, particularly in improving students’ writing skills. This study aims to examine the effect of using AI Chatbots on the ability of grade X students at SMK Negeri 1 Percut Sei Tuan to write anecdotal texts during the 2025/2026 academic year. This study employed a quantitative approach with a quasi-experimental method using a Pretest–Posttest Control Group Design. The population consisted of 750 grade X students, with 30 students from class X-1 TJTL selected as the experimental group and 25 students from class X-3 TJTL as the control group. The research instrument was an essay test measuring students’ anecdotal text writing ability. Data were analyzed using descriptive statistics, normality and homogeneity tests, followed by an Independent Samples t-Test to examine differences between groups. The results showed that the experimental group improved from a mean pretest score of 48.33 to 67.29 in the posttest, representing an increase of 18.96 points, while the control group increased from 42.75 to 60.00, representing an increase of 17.25 points. The statistical analysis indicated a significant difference between the two groups (p = 0.022 < 0.05), indicating that the use of AI Chatbots had a significant effect on students’ anecdotal text writing ability. The effect size analysis showed that the intervention produced a [small/moderate/large] practical effect (Cohen’s d = [value]), demonstrating the contribution of AI Chatbots in supporting students’ writing development
Attitude Patterns And Ideological Stance In Presidential Discourse: An Appraisal Analysis Of President Prabowo Subianto’s National Cooperative Day Address M. Asril Marpaung; Fuziernisa Fahmi
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.2006

Abstract

This study aims to identify the distribution of Attitude resources and examine how evaluative language constructs ideological stance and leadership ethos in President Prabowo Subianto’s address at the 79th National Cooperative Day in 2026. The study employs a descriptive-qualitative, corpus-based discourse analysis grounded in Systemic Functional Linguistics (SFL) and Martin and White’s (2005) Appraisal framework, focusing on the Attitude subsystem of Affect, Judgement, and Appreciation. The corpus comprises the complete official presidential address, which was cross-checked against an official secondary transcript and audiovisual recording. The transcript was systematically segmented into 680 Hallidayan ranking clauses and coded according to Attitude domain, sub-category, polarity, and mode of realization. The analysis identified 457 evaluative clauses (67.2%), comprising Judgement (54.3%, n = 248), Appreciation (32.2%, n = 147), and Affect (13.6%, n = 62). Within Judgement, Social Sanction: Propriety was the most frequent resource (n = 135), followed by Social Esteem: Tenacity (n = 55) and Capacity (n = 53). Appreciation was predominantly realized through Valuation (n = 133). Positive evaluations accounted for 73.3% (n = 335), compared with 26.7% (n = 122) for negative evaluations, while inscribed realizations constituted 91.0% (n = 416) and invoked realizations 9.0% (n = 41). The findings indicate that evaluative resources are primarily used to construct ethical legitimacy, articulate an anti-corruption stance, and position cooperatives as instruments of economic democracy and public welfare. The study contributes empirical evidence on contemporary Indonesian presidential discourse and demonstrates the applicability of Appraisal theory to the analysis of ideological and interpersonal meaning in political rhetoric.
Constructing Digital Adab In Early Childhood: An Islamic Ethical Perspective On Children's Digital Behaviour Rochmi Hastuti; Asri Andriana Lituhayu
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.v5i2.2007

Abstract

Digital technology has become increasingly present in young children's learning environments, raising questions about how digital behaviour can be guided beyond technical competence toward moral formation. This study examines how digital adab is constructed through Islamic ethical education at RA Al-Islamiyyah Kemayoran, Central Jakarta. Employing a qualitative case study design, data were collected through semi-structured interviews with the head of the RA, teachers, and parents and analysed thematically. The findings reveal three interconnected patterns. First, digital engagement is purposeful and mediated: digital media are used selectively, screened for age and educational appropriateness, and positioned as supplementary to play, storytelling, religious practice, and direct interaction. Second, responsible digital behaviour is cultivated through boundaries and habituation, including permission, time limits, interruption, redirection, and repeated emphasis on discipline, responsibility, respect, honesty, and beneficial use. Third, continuity between school and home reinforces these practices by creating a shared moral environment in which digital behaviour is connected with religious awareness and accountability. The study conceptualises digital adab as an emerging Islamic ethical orientation rather than merely digital literacy or digital ethics. Grounded in ta'dib, akhlaq, and muraqabah, digital adab describes the gradual formation of purposeful, restrained, responsible, and morally aware engagement with digital media during early childhood.
Pengaruh Penggunaan Media Canva terhadap Hasil Belajar Siswa pada Pembelajaran IPAS Kelas III SD Negeri 2 Loyok Lalu Hadi Wiguna; Muchamad Triyanto; Yuniar Lestarini; Muhammad Syahruddin Amin
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 4 November 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.v5i4.2047

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Canva terhadap hasil belajar siswa pada pembelajaran IPAS kelas III SD Negeri 2 Loyok. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain One Group Pretest–Posttest Design. Populasi sekaligus sampel adalah seluruh siswa kelas III SD Negeri 2 Loyok yang berjumlah 32 siswa dengan teknik sampling jenuh. Data dikumpulkan melalui tes dan observasi. Instrumen tes berupa soal pilihan ganda digunakan untuk mengukur hasil belajar melalui pretest dan posttest, sedangkan observasi digunakan sebagai data pendukung. Data dianalisis menggunakan uji Wilcoxon Signed-Rank Test karena data pretest dan posttest tidak berdistribusi normal. Rata-rata hasil belajar meningkat dari 61,25 pada pretest menjadi 74,06 pada posttest, dengan peningkatan 12,81 poin. Hasil uji Wilcoxon menunjukkan Z = −3,084 dan Asymp. Sig. (2-tailed) = 0,002 < 0,05. Hasil tersebut menunjukkan adanya perbedaan yang signifikan antara hasil belajar sebelum dan sesudah perlakuan menggunakan media Canva. Karena desain penelitian tidak menggunakan kelompok kontrol, temuan ditafsirkan sebagai perubahan hasil belajar yang signifikan setelah perlakuan, bukan sebagai bukti bahwa Canva merupakan satu-satunya faktor penyebab perubahan.

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