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INDONESIA
Jurnal Pendidikan Agama Islam Indonesia (JPAII)
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27220397     EISSN : 2722628X     DOI : 10.37251/jpaii
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Jurnal Pendidikan Agama Islam Indonesia (JPAII) is a double-blind peer-reviewed education and teacher training journal. JPAII is intended to provide academic forums for researchers interested in discussing current and future education and teacher training issues, especially in the Muslim world. All articles will be reviewed by experts before being accepted for publication. Each author is solely responsible for the content of the published articles. JPAII is published four a year in March, June, September, and December. JPAII accepts unpublished, high-quality, original research manuscripts from quantitative, qualitative, and mixed research methodologies related to or associated with Islamic education. These issues include but are not limited to, practices, policies, and research in Islamic education from early childhood education to higher education which cover: Studies in Social Education; Studies in Science Education; Mathematics Education; Management Education; Teaching & Learning; Quality Education; Education Development & Society; Educational Technology; Language Education; Philosophy of Education; Religious Education; Teacher Education; Early Childhood Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 137 Documents
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Repositioning Aswaja Sufism: A Normative-Critical Analysis of adicalism, Materialism, and Secularism in Modern Society Ahmad; Ramadhan, Muhammad Zaqi; Kahlilurrahman, Kahlilurrahman; Anshari, M.
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2616

Abstract

Purpose of the study: This study aims to critically reconstruct Aswaja Sufism as a normative-ethical response to three contemporary challenges radicalism, materialism, and secularism within modern society. Methodology: This study employed a qualitative normative-philosophical approach using library research, contextual hermeneutic interpretation, thematic coding, and comparative synthesis. Primary sources included classical Sufi texts, particularly works of Al-Ghazali and Al-Qushayri, supported by contemporary social theory literature. Data were analyzed through conceptual reconstruction without statistical software. (56 words) Main Findings: The study finds that tawassuth functions as ethical reflexivity against absolutism, zuhd operates as moral regulation within consumer capitalism, and ihsan strengthens inward accountability in plural public life. These principles collectively serve as complementary normative resources that reinforce moral integrity without replacing structural political or economic reforms in modern society. Novelty/Originality of this study: This study advances existing scholarship by systematically reconstructing Aswaja Sufism beyond devotional-historical analysis into a normative-critical framework integrated with modern social theory. It introduces an ethical reconstruction matrix translating classical Sufi principles into contemporary educational, civic, and institutional applications, thereby bridging spiritual moral psychology with structural modern challenges.
Islamic Family Education in the Digital Era: An Integrative Framework of Tawḥīd-Based Character Formation Wardana, Wisnu; Mudhofir, Imam; Hilmi, Muhammad
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2865

Abstract

Purpose of the study: This study aims to examine the foundations, objectives, principles, and parental roles in Islamic family education and to formulate an integrative conceptual framework for strengthening tawḥīd-based character formation in the digital era. Methodology: This study employed a qualitative library research design. Data were collected through systematic literature review of classical and contemporary Islamic education sources, academic journal articles, and scholarly books. Data analysis used descriptive-analytical and interpretative methods with thematic categorization. Microsoft Word was used for data organization and documentation Main Findings: The study reveals that Islamic family education is fundamentally grounded in tawḥīd as the central value system shaping children’s moral and spiritual development. Five core principles were identified: tawḥīd orientation, parental role modeling, consistency, affection-based communication, and structured habituation with supervision. Contemporary challenges require adaptive yet principled implementation strategies within Muslim families. Novelty/Originality of this study: This study proposes an integrative conceptual framework that systematically connects theological foundations, educational principles, parental roles, and digital-era challenges. It advances existing knowledge by synthesizing fragmented discussions into a coherent model that bridges classical Islamic pedagogy with contemporary social realities.
Integrative Blended Learning Framework for Islamic Religious Educationin the Digital Era Yupande, Putra; Mardhatillah, Annisa; Heru, Heru
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2866

Abstract

Purpose of the study: This study aims to develop an integrative blended learning framework for Islamic Religious Educationthat systematically combines face-to-face and digital instruction while aligning with character formation and value-based educational objectives in the digital era. Methodology: This study employed qualitative library research using systematic literature review methods. Data were collected from peer-reviewed journal articles, books, and indexed academic databases such as Google Scholar and Scopus. Document analysis, thematic coding, and conceptual synthesis techniques were applied to construct the proposed framework. Main Findings: The findings reveal that blended learning in Islamic Religious Educationrequires structured integration of theoretical foundations, model characteristics, and implementation stages consisting of planning, execution, and evaluation. The framework strengthens student engagement, digital literacy, and value internalization while maintaining the pedagogical objectives of character-based Islamic education. Novelty/Originality of this study: This study offers an integrative conceptual reconstruction of blended learning specifically tailored to Islamic Religious Educationby connecting theoretical foundations, systematic implementation stages, and value-based character formation into a unified framework, advancing existing discussions beyond descriptive implementation and effectiveness studies.
Digital Media Intensity and Adolescent Religiosity: Integrating Social Media as Educational Da’wah in Islamic Secondary Education Obadare, Babatunde; Rahman, Mohamed Abdel; Mūgambi, Jesse Ndwiga Kanyua
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2868

Abstract

Purpose of the study: This study aims to examine the influence of digital media intensity on adolescent religiosity and to analyze how social media can be integrated as an educational da’wah instrument within Islamic secondary education to strengthen students’ multidimensional religiosity. Methodology: This study employed a mixed-method sequential explanatory design. Quantitative data were collected using a five-point Likert-scale questionnaire measuring religiosity and digital media intensity, distributed to 175 students. Data were analyzed using SPSS through descriptive statistics, Kolmogorov–Smirnov normality test, Pearson correlation, and simple linear regression. Qualitative data were obtained through interviews. Main Findings: The results indicate that students’ overall religiosity is categorized as moderate high, while digital media intensity is high. Pearson correlation analysis shows a moderate positive correlation (r = 0.436, p < 0.05). Regression analysis reveals that digital media intensity significantly predicts religiosity, explaining 19% of its variance, while 81% is influenced by other factors. Novelty/Originality of this study: This study reframes digital media from a perceived moral risk into a strategic educational da’wah instrument within Islamic schools. By integrating multidimensional religiosity theory, digital engagement intensity, and school-based pedagogical intervention through a mixed-method design, it provides a new integrative framework for understanding adolescent religiosity in the digital era.
Ideological Prophetic Leadership in Transnational Islamic Educational Organizations Khudin, Ilham Soleh; Noor, Farhan; Aznar, Maulana
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2871

Abstract

Purpose of the study: This study aims to examine how transnational Islamic ideology shapes leadership construction, governance structures, and authority legitimacy within educational institutions, and to formulate an integrative conceptual model explaining the relationship between ideological foundations and educational leadership practices. Methodology: This study employed a qualitative multiple-case design using in-depth semi-structured interviews, non-participant observation, and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by thematic coding procedures. Institutional statutes, policy documents, and scholarly literature were reviewed to strengthen triangulation and analytical validity. Main Findings: The findings show that leadership in transnational Islamic educational institutions is constructed upon theological legitimacy, ideological alignment, structured consultation, and moral-exemplary authority. Governance mechanisms integrate doctrinal commitment with formal administrative systems, forming hybrid models that balance transnational ideological orientation with national educational regulations. Leadership functions as a strategic instrument for ideological reproduction and institutional identity consolidation. Novelty/Originality of this study: The findings show that leadership in transnational Islamic educational institutions is constructed upon theological legitimacy, ideological alignment, structured consultation, and moral-exemplary authority. Governance mechanisms integrate doctrinal commitment with formal administrative systems, forming hybrid models that balance transnational ideological orientation with national educational regulations. Leadership functions as a strategic instrument for ideological reproduction and institutional identity consolidation.
Teachers’ Perceptions and Practices of Reward and Punishment in Islamic Religious Education Sari, Dini Permana; Rahayu, Yani Mulyani
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 1 (2026): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i1.2514

Abstract

Purpose of the study: The main objective of this study is to describe how teachers of Islamic Religious Education perceive the concepts of reward and punishment, how they understand their educational functions, and how they implement these strategies effectively in Islamic Religious Education learning processes at vocational high schools that are integrated with Islamic boarding schools and their moral values. Methodology: This research employed a qualitative descriptive approach using a field study design. Data were collected through in-depth interviews with teachers and key informants, classroom observations, and document analysis. The analytical framework was based on Skinner’s operant conditioning theory, including positive and negative reinforcement and punishment types I and II, to interpret teachers’ perceptions and educational practices within Islamic learning contexts. Main Findings: The findings indicate that teachers of Islamic Religious Education generally hold positive perceptions of reward and punishment in the learning process. Reward is considered an effective positive reinforcement to enhance students’ motivation, participation, and discipline, while punishment is implemented as an educational, proportional measure aligned with school regulations and Islamic boarding school culture. Novelty/Originality of this study: This study offers novelty by examining teachers’ perceptions and the implementation of reward and punishment within Islamic Religious Education learning at vocational high schools integrated with Islamic boarding schools, using an operant conditioning framework. The findings contribute to Islamic educational psychology by emphasizing humanistic and contextually grounded reinforcement and punishment practices that foster moral development, character building, and value-based learning
E-Learning Management Practices and Student Achievement in Islamic Education in the Digital Era Ferdinan Ferdinan
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i2.2732

Abstract

Tujuan penelitian: Penelitian ini bertujuan untuk mengetahui pengaruh manajemen e-learning terhadap prestasi belajar siswa dalam mata pelajaran Pendidikan Agama Islam (PJK) di era digital, dengan fokus pada siswa kelas sebelas di sebuah pesantren di Makassar, Indonesia. Penelitian ini mengukur persepsi siswa terhadap manajemen e-learning dan menguji kontribusi prediktifnya terhadap prestasi akademik PJK. Metodologi: Desain korelasional kuantitatif diterapkan dengan menggunakan sampel total 45 siswa kelas sebelas. Data dikumpulkan melalui kuesioner skala Likert yang telah divalidasi (Google Forms) yang mengukur persepsi manajemen e-learning dan skor pencapaian IRE yang terdokumentasi. Analisis data menggunakan statistik deskriptif dan regresi linier sederhana menggunakan IBM SPSS Statistics (versi 25). Temuan Utama: Manajemen e-learning dinilai efektif (M = 4,28). Prestasi IRE siswa tinggi (M = 91,80), dengan 44,4% dalam kategori sangat baik. Hasil regresi menunjukkan pengaruh positif yang signifikan dari manajemen e-learning terhadap prestasi siswa (t = 3,395, p = 0,001) dengan varians yang dijelaskan sebesar 21,1% (R² = 0,211). Kebaruan/Orisinalitas studi ini: Studi ini memberikan bukti empiris tentang bagaimana praktik manajemen e-learning memengaruhi pencapaian IRE (Individualized Education and Learning) dalam konteks sekolah berasrama Islam, suatu lingkungan yang kurang terwakili dalam penelitian pembelajaran digital. Studi ini memajukan pengetahuan dengan menghubungkan kualitas manajemen e-learning institusional dengan hasil pendidikan agama yang terukur, menawarkan dasar praktis untuk meningkatkan tata kelola digital dan dukungan instruksional di sekolah-sekolah berbasis agama.

Page 14 of 14 | Total Record : 137

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