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YAYASAN PERGURUAN TINGGI ISLAM SURAKARTA INSTITUT ISLAM MAMBA’UL ‘ULUM SURAKARTA Unit Pelaksana Teknis Jurnal Jl. Sadewa No. 14 Serengan, Surakarta 57155
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Al'Ulum Jurnal Pendidikan Islam
Published by Institut Islam Mamba'ul 'Ulum Surakarta
ISSN : -     EISSN : 29647851     DOI : 10.54090
Core Subject : Religion, Humanities, Education, Art,
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Other
AlUlum Jurnal Pendidikan Islam merupakan jurnal yang diterbitkan pada Program Studi Pendidikan Agama Islam dan Pendidikan Guru Madrasah Ibtidaiyah Institut Islam Mambaul Ulum Surakarta. Jurnal ini terbit 2 (dua) kali setahun pada bulan Maret dan September. Selanjutnya, jurnal ini diterbitkan dalam dua versi, yaitu cetak dan online. Fokus jurnal ini memuat artikel-artikel penelitian tentang: Penelitian Tindakan Kelas Pendidikan Agama Islam, Praktik Pembelajaran Pendidikan Agama Islam di Sekolah, Pengembangan Kurikulam Pendidikan Agama Islam, Strategi Pembelajaran Pendidikan Agama Islam, Evaluasi Pembelajaran, Analisis Kompetensi, Strategi Pembelajaran PGMI, Perkembangan Pendidikan PGMI, dan Pendidikan Nilai Karakter.
Arjuna Subject : Seni dan Humaniora - Studi Agama
Articles 15 Documents
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Search results for , issue "Vol. 6, No. 1 March 2026" : 15 Documents clear
Overcoming Dehumanization in Education: The Significance of a Love-Based Curriculum in Improving Student Learning Effectiveness Hasanah, Aisyah Ramadhani; Gustina, G; Utami, Aisyah Putri; Ramli, Syahrur; Bal'qis, Aisyah Shinta; Khairani, Arrahmi
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 1 March 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.1055

Abstract

This study aims to analyze the significance of implementing a love-based curriculum as a solution to dehumanization in education, which is characterized by the dominance of a mechanistic paradigm, excessive standardization, and neglect of the social-emotional dimensions of students. The method used qualitative phenomenology with data collection through interviews, observations, and document analysis in three secondary schools in Central Java. The results of the study reveal that the pressure of a dense curriculum and standardized assessment system does reduce the space for empathic practices. However, the findings also show that the seeds of love-based practices that have emerged, such as emotional check-ins and collaborative projects, have positive implications in terms of increasing students' sense of security, courage in learning, and more optimal cognitive function. The discussion concludes that a love-based curriculum is not only ethical but also scientifically supported as a transformative approach to enhance the effectiveness of holistic learning.
School Branding Strategy for The Tahfidzul Qur'an Program in Moral Education in West Sumatra Noviyani, Rafiqa
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 1 March 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.1061

Abstract

The purpose of this research is to explore the implementation of the tahfidz program branding in moral guidance. Qualitative research involved case study designs at six secondary schools in West Sumatra, namely SMPIT Cahaya Makkah, SMPIT Al-Kahfi, SMPIT Madinah Al-Kahfi, TQIT Sahabat Cendikia Pariaman, SMPIT Ar-Risalah, and SMPIT Adzkia. These schools were selected through purposive sampling using non-random techniques based on specific characteristics relevant to the research. Data were collected through participatory observation, documentation, and interviews, enabling an in-depth exploration of school branding based on the Tahfidz program implemented in the target schools. The results of the study show that branding tahfidz program in schools contributes significantly to fostering students' morals and creates a positive image in the community. The school branding strategy begins with strengthening the paradigm of tahfidz and morals, reinforced by the concepts of intention and responsibility, and utilizing the media for branding marketing. The methods and models of moral-based tahfidz learning are derived from the school's objectives, vision, mission, and curriculum, as well as from a means of internalizing and evaluating moral values.
The Role of Virtual Social Interaction in Driving Adolescent Cognitive Development Based on Piaget's Theory Mahadi, Rahmad; Zahra, Latifatuz; Mananna, M. Albab; Wigati, Indah; Yanti, Fitri Ovi
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 1 March 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.936

Abstract

The purpose of the current research is to examine the extent to which social media and online games support Piaget’s notion of adolescents’ ability to think abstractly, reason in a structured way, and develop metacognition. The study relies on a qualitative descriptive method based on the most recent literature from the last five years. The study concluded that social interaction in virtual environments is a space where higher-order thinking, self-reflective thinking, and the ability to think hypothetically and deductively are developed. The ability to think formally and to reason is enhanced through social media and online games, where players must collaborate and engage in discussions. Consequently, what Piaget viewed as the symbiotic relationships between social interaction and knowledge construction should now include the emergence of new digital socialization technologies. Educational practitioners and parents are encouraged to guide the purposeful use of virtual socializations to foster adolescents’ cognitive development.
Evaluation of The Merdeka Curriculum in Islamic Education Based on Tyler’s Model: An Analysis of The Achievement of Students’ Cognitive, Affective, and Psychomotor Competencies Firmansyah, Moch Fikry; Asrori, A; Puspitasari, Ika
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 1 March 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.1023

Abstract

This study aims to evaluate the effectiveness of the merdeka curriculum in Islamic education at Madrasah Ibtidaiyah Al-Hidayah Betoyo Kauman Gresik using Tyler’s goal-oriented evaluation model, focusing on cognitive, affective, and psychomotor learning outcomes. Employing a quantitative descriptive–evaluative design, data were collected from 74 students through structured questionnaires and assessment rubrics aligned with curriculum objectives. Descriptive statistical analysis was conducted to examine students’ competency achievement across the three domains. The findings reveal high achievement in the cognitive (M = 82.47) and psychomotor (M = 85.12) domains, while affective achievement reached a moderately high level (M = 79.65). The study concludes that the merdeka curriculum effectively supports holistic learning in Islamic primary education, although continuous reinforcement is recommended to strengthen affective development through reflective and value-based instructional strategies.
Analysis of Teachers' Specific Readiness in An In-Depth Approach to Islamic Education Learning Cahyati, Putri; Elvita, Yanti; Ilahi, Wahyu; Ramli, Syahrur; Rusdi, Luthfia Fadhila; Rosalina, Viona
Al'ulum Jurnal Pendidikan Islam Vol. 6, No. 1 March 2026
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/alulum.1059

Abstract

This study aims to analyze the specific readiness of Islamic Religious Education (PAI) teachers in implementing the deep learning approach within the Independent Curriculum. The main issue addressed in this study is the gap between teachers’ mastery of religious content (tafaqquh fiddin) and their ability to design innovative pedagogical strategies that encourage inquiry-based learning, such as projects on Religious Moderation. This research employs a qualitative approach with a phenomenological design. The participants of this study were 12 PAI teachers from several senior high schools in Tanah Datar, West Sumatra. Data were collected through in-depth interviews, participatory observation, and document analysis. The data were analyzed using thematic analysis techniques. The findings show that teachers who successfully implement deep learning approaches are those who are able to negotiate their professional identity between maintaining religious traditions and acting as agents of pedagogical innovation. These teachers are capable of integrating the authority of religious texts with students’ critical experiences in the learning process. The study highlights the importance of strengthening Subject-Specific Teacher Readiness and Spiritually-Engaged Pedagogical Reasoning in order to support authentic teacher readiness in Islamic education.

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