cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Abdul Rohman
Contact Email
admin@stai-dq.org
Phone
+6287771165550
Journal Mail Official
admin@stai-dq.org
Editorial Address
Sekolah Tinggi Agama Islam Darul Qalam Tangerang Jl. Raya Kresek – Kp. Maja Rt. 006/002 Ds. Tamiang Kec. Gunung Kaler Kab. Tangerang Provinsi Banten
Location
Kota tangerang,
Banten
INDONESIA
Jurnal Ilmiah Pendidikan dan Keislaman
Published by Sekolah Tinggi Agama Islam Darul Qalam Tangerang
ISSN : 28092732     EISSN : 28092554     DOI : https://doi.org/10.55883/jipkis
Core Subject : Religion, Education,
Religion Education Other
JIPKIS Adalah Jurnal Ilmiah Pendidikan dan Keislaman, terbit secara daring pada bulan April, Agustus dan Desember. untuk menyebarluaskan hasil-hasil penelitian dalam bidang Pendidikan dan Keislaman
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 244 Documents
 21   22   23   24   25 
Integrasi Wahyu dan Sains dalam Fenomena Astronomi: Analisis Pergantian Siang dan Malam Berdasarkan Surah Al-Baqarah Ayat 164 dan Surah Al-Furqon Ayat 47 Susi Puspita Sari; Muhamad Arif; Rehan Rehan; Umair Ibnu Hasan
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 2 (2026): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v6i2.266

Abstract

The phenomenon of the alternation of day and night is one of the signs of Allah SWT's power mentioned repeatedly in the Qur'an, including in Surah Al-Baqarah verse 164 and Surah Al-Furqān verse 47. These two verses contain not only theological messages about the oneness and power of Allah, but also scientific indications (āyāt kawniyyah) that are relevant to modern astronomical explanations of the Earth's rotation. This study aims to examine the integration between revelation and science in understanding the phenomenon of the alternation of day and night, by reviewing the interpretations of classical and contemporary exegetes and relating them to the findings of modern science. This study employs a qualitative method with a thematic exegesis (maudhu'i) approach and library research, referring to exegetical works such as Tafsīr al-Jalālayn, Tafsīr al-Marāghī, Jāmi' al-Bayān by Al-Ṭabarī, Tafsīr al-Qur'ān al-'Aẓīm by Ibn Kathīr, Tafsir Al-Azhar by Hamka, and Tafsir Al-Mishbah by M. Quraish Shihab, enriched with recent studies on the relevance of the āyāt kawniyyah to astronomical science. The results show that exegetes agree in interpreting the alternation of day and night as evidence of the order and precision of the universal system created by Allah, while contemporary scientific studies explain this phenomenon through the mechanism of the Earth's rotation on its axis. The integration between the interpretation of the revealed text and scientific explanation reinforces the understanding that the Qur'an and science are complementary rather than contradictory, while also affirming the Qur'an's role as a source of inspiration for the development of knowledge. This study is expected to contribute to the field of tafsir 'ilmi (scientific exegesis) and enrich the discourse on the integration of Islamic scholarship and modern science.
IMPLEMENTASI PROGRAM "PENA MAS" (PENGUATAN NUMERASI ANAK MAJU DAN SEJAHTERA) DALAM MENINGKATKAN KEMAMPUAN NUMERASI DAN KEPERCAYAAN DIRI SISWA DI SMPN 4 KRAGILAN Alfian Mubarok
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 3 (2026): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v6i3.269

Abstract

This School Action Research aims to describe the implementation of the innovative PENA MAS program (*Penguatan Numerasi Anak Maju dan Sejahtera* / Strengthening Numeracy for Prosperous and Advancing Children) and to measure its impact on improving students' basic numeracy skills, logical reasoning, and self-confidence at SMPN 4 Kragilan. Preliminary analysis of the Education Report Card and diagnostic assessments revealed issues regarding students' lack of confidence and challenges in grasping basic numeracy concepts. Employing a qualitative-quantitative school action research approach, the PENA MAS program integrates four key pillars: (1) PENA Pagi (Morning Numeracy), (2) PENA Digital & Kontekstual (Digital & Contextual Numeracy), (3) PENA Rumah (Home-based Numeracy/Parental Partnership), and (4) PENA Keliling (Mobile/Peer-led Numeracy Guidance). Implementation results demonstrate significant improvements in students' numeracy mastery, classroom engagement, and active parental participation in supporting the student learning ecosystem
PENERAPAN MODEL BELAJAR MULTIPLE INTELLIGENCES DALAM MENANAMKAN NILAI-NILAI PENDIDIKAN ISLAM PADA KEGIATAN EKSTRAKURIKULER DI PONDOK PESANTREN MODERN DAREL AZHAR Ida Amelia; Muhammad Arifin; Syaefulloh Syaefulloh
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 3 (2026): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v6i3.274

Abstract

This study aims to analyze the implementation of the Multiple Intelligences learning model in instilling Islamic educational values through extracurricular activities at PPM Darel Azhar. This study employed a qualitative method with a case study approach. Data sources consisted of primary data obtained from the leadership, instructors, and students, as well as secondary data comprising program documents and activity evaluations. Data collection was conducted through in-depth interviews, observation, and documentation. Data analysis was performed interactively through data condensation, data display, and conclusion drawing. The results indicated that Muhadhoroh, Tahfidz, and Tapak Suci activities accommodated linguistic, musical, kinesthetic, interpersonal, and intrapersonal intelligences, while facilitating the internalisation of Islamic values in stages through knowing, feeling, and acting. This approach had a positive impact on character building, self-confidence, and student discipline. The study recommends a more systematic mapping of student potential and the enhancement of instructors' capacity to design extracurricular learning based on multiple intelligences.
MENINGKATKAN KUALITAS HAFALAN AL-QUR’AN DENGAN METODE MUROJA’AH SISWA KELAS IX SMP ISLAM TERPADU ELMUNA CISOKA Nurunnisa Nurunnisa
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 3 (2026): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v6i3.275

Abstract

This journal aims to determine whether the muroja’ah method influences the quality of Al-Qur’an memorization among 9th-grade students at SMP ElMUNA Cisoka. Additionally, this study aims to describe how the muroja’ah method can affect the quality of Al-Qur’an memorization. Memorizing the Al-Qur’an is an extraordinary part of a person's life; however, many Al-Qur’an memorizers have not implemented the muroja’ah method, so their memorization quality cannot yet be considered mutqin. Muroja'ah means repeating, which entails reviewing previously memorized verses so they are not lost or forgotten. Muroja'ah is believed to improve the quality of memorization because frequent repetition makes it easier for children's brains to remember the verses of the Al-Qur'an. The 9th-grade students of SMP ELMUNA are the focal object of this research, with a total population of 18 students. The research model used is Classroom Action Research (CAR) using a Mixed Methods approach, which is a combined research method between qualitative and quantitative research methods.
Analisis Komposisi Penggunaan Dana BOS: Proporsi Belanja Honor, Sarana, dan Pembelajaran pada SMP Negeri Supatmin Supatmin; Dina Novita
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 2 (2026): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v6i2.276

Abstract

Background: The School Operational Assistance (BOS) grant is the main operating fund of Indonesian public junior secondary schools, yet open evidence on how much goes to honoraria, facilities, and learning is scarce. The planned school-level data from the JAGA portal could not be accessed, so the analysis used other open sources. Objective: To describe the composition of BOS spending in junior secondary schools (SMP) by component, grouped into honoraria, facilities, learning, and other operations. Methods: Descriptive analysis of three layers of secondary data: national SMP BOS use in the second quarter of 2019 by eleven components (IDR 916.30 billion), the 2020 realisation of 43 SMPs in Maros Regency by economic classification, and the 2023 realisation report of one public SMP in Banjarbaru. Grouping rules were fixed before calculation, with a sensitivity analysis for library spending. Results: Nationally (2019), honoraria took 14.1%, facilities 14.8%, learning 49.2%, and other operations 21.9%. In the Banjarbaru school (2023) the shares were 23.4%, 22.8%, 28.6%, and 25.2%. In Maros (2020) personnel spending reached 33.0%. Counting library spending as facilities raised the facility share to 38.9% and 35.1%. Conclusion: Honorarium shares in the more recent data (23–33%) exceed the 2019 national share (14%), consistent with the cap being raised from 15% to 50% in 2020, but remain below the cap. The learning share depends heavily on how library spending is classified. Findings are indicative and should be replicated with school-level ARKAS or JAGA data.
Ketimpangan Dana BOS per Siswa antara Sekolah di Daerah 3T dan Non-3T: Analisis Satuan Biaya BOS Reguler 2025 di 514 Kabupaten/Kota Supatmin Supatmin; Akhmad Akbar
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 2 (2026): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v6i2.277

Abstract

Background: Since 2022 Indonesia’s School Operational Assistance (BOS) grant has used region-specific per-student unit costs, and in fiscal year 2025 schools in designated special areas receive a separate unit cost. The size of the per-student gap between disadvantaged, frontier, and outermost (3T) regions and other regions has not been openly measured. Objective: To measure the size and pattern of inequality in BOS per-student unit costs for primary (SD) and junior secondary (SMP) schools between 3T and non-3T areas. Methods: Descriptive-comparative analysis of Annex I of Ministerial Decree 8/P/2024 (2025 unit costs) for 514 districts. 3T was defined as (1) the 62 disadvantaged districts under Presidential Regulation 63/2020 and (2) the special-area unit cost applied to schools in designated villages. Differences were tested with Mann–Whitney tests and Cliff’s delta; inequality was measured with Gini and decomposed Theil indices. School-level allocations and enrolment were not available, so the analysis concerns per-student rates rather than funds received. Results: Regular SD unit costs ranged from IDR 900,000 to IDR 1.96 million (ratio 2.18). Disadvantaged districts averaged IDR 1.34 million, 37.9% above other districts (Cliff’s δ = 0.63; p < 0.001), with a similar gap for SMP (39.3%). The gap came almost entirely from Papua: outside Papua it was 7.5%, and disadvantaged districts in Nusa Tenggara and Sulawesi received lower average rates than their neighbours. Island region explained 71% of between-district inequality, disadvantaged status 40%. The special-area rate equals the regular rate times a fixed island-group factor, from 1.128 (Java) to 1.275 (Papua), adding IDR 120,000 to IDR 426,000 per SD student on average. Of the 55 disadvantaged districts with readable status, 54 had special-area rates. Conclusion: The 2025 formula gives 3T areas more per student, but the premium follows regional price indices rather than degree of disadvantage. Disadvantaged districts outside Papua gain little, and special-area schools in Java still receive less than the median disadvantaged district. Findings should be verified with school-level allocation and enrolment data.
Hubungan Efisiensi Belanja BOS dengan Rasio Guru-Siswa dan Kelengkapan Sarana: Analisis Data Envelopment Analysis Dua Tahap pada SMP di 38 Provinsi Supatmin Supatmin; Lisdawati Lisdawati
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 4 No. 2 (2024): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v4i2.278

Abstract

Background: Since Indonesia’s School Operational Assistance (BOS) grant began using region-specific unit costs, schools in high-cost provinces receive much more per student. Whether these differences match educational results, and how they relate to teachers and facilities that BOS does not directly fund, is unknown. Objective: To measure the relative efficiency of junior secondary (SMP) BOS spending across provinces and its association with the student–teacher ratio and facility completeness. Methods: Cross-sectional study of 38 provinces. The input was the mean 2025 SMP BOS unit cost across 514 districts. Teacher, enrolment, facility, drop-out, repetition, and graduation data came from the 2025/2026 SMP Statistics (Dapodik, 30 November 2025), and provincial 2026 Academic Ability Test (TKA) means from published reports. Efficiency was estimated with variable-returns data envelopment analysis (DEA) in two models: access efficiency (E1, input-oriented; outputs retention, promotion, completion) and quality efficiency (E2, output-oriented; outputs TKA Indonesian and mathematics). A facility completeness index (IKS) combined eight indicators (Cronbach’s α = 0.93). Second-stage models used OLS with HC3 errors, Tobit, and Simar–Wilson bootstrapped truncated regression. School-level data were unavailable, so the unit is the province. Results: Mean SMP unit costs ranged from IDR 1.10 to 2.31 million per student. Mean E1 was 0.87 and E2 0.81; the six Papua provinces had the lowest E1. E1 largely mirrored the unit cost (Spearman ρ = −0.92) because retention, promotion, and completion exceeded 95% everywhere. IKS was positively associated with both efficiencies after controlling for student poverty (p < 0.001), robust to Tobit, Simar–Wilson, a principal-component index, and excluding Papua. The student–teacher ratio was unrelated to E1 but positively associated with E2 (p = 0.016): provinces with relatively more teachers were not more efficient; this weakened without Papua (p = 0.09). Conclusion: At provincial level, BOS money per student goes furthest where basic facilities are already complete, while teacher surpluses do not add efficiency. Tariff-based efficiency scores reflect relative cost rather than waste, and findings should be tested with school-level spending and outcome data.
PERBEDAAN BATAS ATAS UANG KULIAH TUNGGAL ANTARA PTNBH DAN NON-PTNBH: STUDI EKSPLORATIF 20 PERGURUAN TINGGI NEGERI PADA JALUR SNBP 2024 Supatmin Supatmin; Endang Nurita
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 4 No. 3 (2024): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v4i3.279

Abstract

Background: Indonesian state universities with legal-entity status (PTNBH) have broader financial autonomy than other state universities, raising concern that their single tuition fee (UKT) is higher. Quantitative comparisons remain scarce. Objective: To compare the highest UKT group between PTNBH and non-PTNBH universities and to check whether location on Java is associated with it. Methods: Exploratory cross-sectional study of 20 state universities using the highest UKT group for the 2024 SNBP admission track, compiled by news media from official campus websites. 2024 PTNBH status came from published lists (16 PTNBH, 4 others). Analysis used Welch and Mann–Whitney tests, a permutation test, and OLS on log UKT with HC3 errors. The PDDikti portal and official campus UKT pages were inaccessible, so data are secondary. Results: Mean highest UKT was IDR 22.56 million for PTNBH (SD 7.15) and IDR 21.70 million for others (SD 9.22). The difference was not significant (Welch p = 0.78; Mann–Whitney p = 1.00; permutation p = 0.84). The PTNBH coefficient was 0.089 (p = 0.79) unadjusted and −0.059 (p = 0.85) adjusted for Java location. With only four non-PTNBH universities, the study could detect only about a 2.6-fold difference. Conclusion: This sample gives no evidence that PTNBH differ in the UKT ceiling, but absence of evidence is not evidence of absence. Program-level UKT data for all state universities are needed to test it.
RASIO MAHASISWA PER DOSEN, AKREDITASI INSTITUSI, DAN BIAYA KULIAH PERGURUAN TINGGI SWASTA DI PULAU JAWA: STUDI EKSPLORATIF PADA PROGRAM SARJANA MANAJEMEN Supatmin Supatmin; Hengki Hermawan
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 4 No. 3 (2024): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v4i3.280

Abstract

Background: Tuition at Indonesian private universities is not capped nationally, so prospective students weigh price against visible quality signals such as accreditation and staffing. Quantitative evidence on these links is scarce. Objective: To examine how the student-to-permanent-lecturer ratio and institutional accreditation relate to the cost of the undergraduate Management program at private universities on Java. Methods: Exploratory cross-sectional study of 19 private universities (14 rated Excellent, 5 lower). The outcome is the estimated cost to graduate in eight semesters, compiled from official campus pages and education media for fee years 2022/2023 to 2026/2027. Lecturer and student counts come from 2025 open data of the national higher education database (PDDikti); accreditation from the 2025 list of accredited institutions. We used Welch, Mann–Whitney and permutation tests and OLS on log cost with HC3 errors, and compared ratios across accreditation levels for 427 private universities on Java. Results: Median cost was IDR 93.2 million at Excellent-rated universities and IDR 38.2 million at others (Mann–Whitney p < 0.001; geometric-mean ratio 3.16). With both predictors, each additional student per lecturer was associated with 2.2% lower cost (p = 0.007) and Excellent status with 2.6 times higher cost (p < 0.001). Adding size, share of doctoral lecturers and Greater Jakarta location made both estimates smaller and non-significant, as accreditation correlates strongly with the doctoral share (r = 0.78). Across 427 universities, Excellent-rated institutions had 43% lower ratios than the lowest tier after adjusting for size. Conclusion: Private tuition on Java is associated with accreditation and staffing, but the small sample and overlapping quality signals prevent separating their effects. Findings are associational and should be tested with structured fee data for all private universities.
Keterjangkauan Uang Kuliah Tunggal terhadap Upah Minimum Provinsi dan Pengeluaran per Kapita: Studi Deskriptif pada 20 Perguruan Tinggi Negeri Jalur SNBP 2024 Supatmin Supatmin; Eko Cahyadi
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 5 No. 1 (2025): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v5i1.281

Abstract

Background: Indonesia's single tuition fee (UKT) at state universities is set in nominal rupiah regardless of the student's province, while wages and household spending vary widely across regions. Evidence on UKT affordability relative to local ability to pay is limited. Objective: To measure UKT affordability against the provincial minimum wage (UMP) and average per capita expenditure, and to test whether UKT levels follow local ability to pay. Methods: Descriptive cross-sectional study of 20 state universities in nine provinces. The highest UKT group for the 2024 SNBP admission track was compiled from media reports citing official campus pages, the 2024 UMP from governors' decrees as reported, and 2024 monthly per capita expenditure from the BPS National Socioeconomic Survey (Susenas). Affordability is expressed as the number of months of UMP or per capita expenditure equal to one semester's UKT. Sensitivity analyses use district minimum wages (UMK) and district per capita expenditure where the campus is located. Mann–Whitney tests, Spearman correlation and log-log OLS with HC3 errors were used. Results: One semester of the highest UKT equalled a median 9.0 months of UMP (range 2.6–15.7) and 15.1 months of provincial per capita expenditure (5.5–25.2). At 16 of 20 universities it exceeded six full months of UMP. The burden relative to UMP was heavier on Java (median 11.5 months) than elsewhere (5.8; p = 0.018), but the gap disappeared with campus-district UMK (6.8 vs 5.6; p = 0.67). UKT was unrelated to UMP (elasticity −0.49; p = 0.34) and per capita expenditure (−0.52; p = 0.35). UKT groups 1 and 2 equalled only 2.4–8.2% of a semester's UMP. Conclusion: The top UKT group is far beyond the means of minimum-wage households, and the burden depends on location because fees are not adjusted to local ability to pay. Accurate placement of students into UKT groups matters more for affordability than the top fee itself. Findings are descriptive and need data on the distribution of students across UKT groups.

Page 24 of 25 | Total Record : 244

 21   22   23   24   25 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2026): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 2 (2026): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 6 No. 1 (2026): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 5 No. 3 (2025): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 5 No. 2 (2025): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 5 No. 1 (2025): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 4 No. 3 (2024): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 4 No. 2 (2024): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 4 No. 1 (2024): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 3 No. 3 (2023): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 3 No. 2 (2023): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 3 No. 1 (2023): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 2 No. 3 (2022): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 2 No. 2 (2022): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 2 No. 1 (2022): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 1 No. 3 (2021): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 1 No. 2 (2021): Jurnal Ilmiah Pendidikan dan Keislaman Vol. 1 No. 1 (2021): Jurnal Ilmiah Pendidikan dan Keislaman More Issue