cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Perdana
Contact Email
rahmat260997@gmail.com
Phone
-
Journal Mail Official
jpaii.cic@gmail.com
Editorial Address
Cahaya Ilmu Cendekia Publisher, Jambi, Indonesia 36361
Location
Unknown,
Unknown
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 JPAII accepts unpublished, high-quality, original research manuscripts from quantitative, qualitative, and mixed research methodologies related to or associated with Islamic education.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 241 Documents
 21   22   23   24   25 
Investigating Students’ Perspectives on the Role of Arabic as AaFoundation for Understanding Islamic Religious Education in the Digital Era Attruk, Muhammad Fariq Heemal; Satriadi, Budi
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.v7i1.2786

Abstract

Purpose of the study: This study aims to explore students’ perspectives on the importance of Arabic as a foundation for understanding Islamic Religious Education in the digital era, focusing on how Arabic supports students’ comprehension of Islamic texts, learning experiences, and engagement with Islamic Religious Education content. Methodology: This study employed a qualitative case study approach. Data were collected through written open-ended interviews administered via Google Forms to 17 students from three study programs at an Islamic higher education institution. The data were analyzed using thematic analysis following Braun and Clarke’s framework. Main Findings: The findings indicate that students perceive Arabic as a fundamental foundation for understanding Islamic Religious Education, particularly in comprehending Qur’anic verses, religious terminology, and course materials. Arabic is viewed as a functional tool rather than the ultimate learning goal. Digital technology is utilized to support Arabic learning, especially for vocabulary and terminology, although it does not replace lecturers’ guidance. Students also face linguistic challenges, such as difficulties in nahwu (syntax), sarf (morphology), and limited vocabulary, as well as non-linguistic challenges related to motivation and the learning environment. Novelty/Originality of this study: While previous studies have predominantly examined the urgency of Arabic mastery, its curricular effectiveness, or the technical integration of digital media in Arabic and Islamic Religious Education learning, limited attention has been given to how students themselves interpret and negotiate Arabic as an epistemic foundation within digitally mediated learning environments. This study advances the literature by synthesizing students’ perspectives across four interrelated dimensions epistemic positioning, interpretive mediation, digitally mediated engagement, and multidimensional challenges thereby offering a more complex and experiential account of Arabic learning in Islamic higher education.
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.
Development of Video-Based Qur’anic Tilawah Learning Media to Improve Students’ Tilawah Skills at Baabul Umam Islamic Boarding School Hasnah Azhari; Zulhimma, Zulhimma; Hasibuan, Zainal Efendi
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.v7i2.2973

Abstract

Purpose of the study: This study aims to develop a video-based Qur’anic recitation (tilawah) learning medium to enhance the artistic recitation skills of students at Baabul Umam Islamic Boarding School, Hajoran Village, Sungai Kanan District. Methodology: The method employed in this study is Research and Development (R&D) using the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The study adopts a mixed-methods approach, in which qualitative data are utilized to analyze learning needs and contextual conditions, while quantitative data are used to measure the validity, practicality, and effectiveness of the developed media. Main Findings: The findings indicate that the developed media demonstrate a very high level of validity, with percentages of 98% from subject matter experts, 90% from media experts, and 92% from instructional experts. The practicality level is categorized as very practical, as reflected by teachers’ responses at 96% and students’ responses at 93.87%. Furthermore, the effectiveness of the media falls into the highly effective category, with an N-Gain score of 0.83. Novelty/Originality of this study: The novelty of this study lies in the development of a video-based Qur’anic recitation (tilawah) learning medium that is contextually designed to meet the needs of students. This medium integrates aspects of tajwid, makharij al-huruf, and the melodic art of tilawah in an audio-visual format. This study offers an innovative approach to enhancing students’ artistic Qur’anic recitation skills and enriches instructional methods within Islamic boarding school environments effectively.
Internalization of Islamic Character Values Through a Reflective Approach and Pedagocial Sprituality of Islamic Religious Education Teacher : A Case Study Purnama, Andi
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.v7i2.2982

Abstract

Purpose of the study: This study aims to analyze the process of internalizing Islamic character values through a reflective approach and to examine the role of pedagogical spirituality of Islamic Religious Education teachers, as well as to formulate a synergistic model for sustainable character formation in vocational high school students. Methodology: This study employed a qualitative approach with a case study design. Data were collected using participatory observation, in-depth interviews, and documentation techniques. Informants were selected through purposive sampling, including PAI teachers, school principals, and students. Data analysis applied the Miles and Huberman interactive model, involving data reduction, data display, and conclusion drawing. Main Findings: The findings reveal that the reflective approach effectively enhances students’ logical awareness of Islamic character values. Pedagogical spirituality of teachers, expressed through sincerity, role modeling, and spiritual practices (riyadhoh), strengthens students’ inner transformation. The synergy between reflective reasoning and spiritual influence accelerates the internalization process, resulting in more consistent, conscious, and sustainable character behavior among students. Novelty/Originality of this study: This study offers a novel integrative model combining reflective pedagogy and pedagogical spirituality in Islamic character education. It advances existing knowledge by emphasizing the balanced interaction between cognitive reasoning and spiritual influence, providing a holistic framework for character internalization that moves beyond conventional instructional methods toward deeper affective and transformative learning processes.
Tajwid Learning Strategy in Improving Quran Reading Competence at Imam Syafi'i Islamic Boarding School in Batam Susanto, Misno; Napisah, Siti Novi
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.v7i2.3006

Abstract

Penelitian ini bertujuan untuk menganalisis strategi pembelajaran kitab Tajwid dalam meningkatkan kompetensi bacaan Al-Qur’an santri di Pondok Pesantren Imam Syafi’I Batam. Pembelajaran kitab Tajwid memiliki peran fundamental dalam membentuk kemampuan membaca Al-Qur’an dengan benar sesuai dengan kaidah ilmu tajwid. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif, yang bertujuan menggambarkan secara mendalam strategi pembelajaran yang diterapkan serta dampaknya terhadap peningkatan kompetensi bacaan santri. Data diperoleh melalui observasi langsung, wawancara dengan ustadz pengampu dan santri, serta dokumentasi kegiatan pembelajaran. Hasil penelitian menunjukkan bahwa strategi yang diterapkan meliputi metode talaqqi, drill (latihan berulang), peer teaching, serta penggunaan kitab klasik seperti kitab : Tuhfatul Athfal ,dan Metode Tahsin. Kombinasi strategi tersebut terbukti efektif dalam meningkatkan ketepatan makhraj, panjang pendek bacaan, dan penguasaan hukum tajwid pada santri. Faktor pendukung utama meliputi kedisiplinan santri, lingkungan religius pesantren, serta bimbingan intensif ustadz. Dengan demikian, penerapan strategi pembelajaran kitab Tajwid yang terencana dan kontekstual menjadi model efektif dalam meningkatkan kompetensi bacaan Al-Qur’an di lingkungan pesantren.
Strategy for Developing a Multicultural Islamic Religious Education Curriculum in Islamic Boarding School-Based Universities Siti Robiatun; Hasan Yusuf; Tsani, Lulu Khoeru
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.v7i2.3016

Abstract

Purpose of the study: This study aims to analyze strategies for developing a multicultural Islamic Religious Education ( ) curriculum in pesantren-based universities to strengthen religious moderation and manage diversity. It employs a qualitative case study approach using interviews, observations, and documentation, with data analyzed through reduction, presentation, and conclusion drawing. Methodology: This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, participatory observation, and documentation. The instruments included interview guidelines, observation sheets, and document analysis checklists. Informants were selected using purposive sampling. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. Main Findings: The results show that the multicultural curriculum is developed through integrating multicultural values into learning outcomes and curriculum structure, strengthening tolerance and inclusivity based on pesantren values, applying contextual and dialogical learning methods, and exemplifying religious moderation through kiai and lecturers, supported by a pesantren culture emphasizing ukhuwah, tasamuh, and ta’awun. Novelty/Originality of this study: This study offers a comprehensive model of multicultural Islamic Religious Education curriculum development in pesantren-based higher education by integrating planning, implementation, and evaluation stages. It highlights the role of pesantren culture as a foundational element in shaping inclusive, dialogical, and value-based learning, bridging Islamic teachings with multicultural competencies in a systematic and contextual framework.
Development of the Adably (Akhlak Dan Adab Daily) Website Based on Gemini Canvas for Sixth-Grade Elementary School Students Sandilah, Ramdhani; Fadhillah , Ratih; Reginawati, Riri; Rahma, Naila Syifa; Aeni, Ani Nur
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.v7i2.3029

Abstract

Purpose of the study: The purpose of this article is to describe the development process of the Adably (Daily Ethics and Etiquette) website, built using Gemini Canvas, as a learning tool for sixth-grade elementary school students; to assess its suitability as a medium for teaching ethics and etiquette; and to analyze students’ responses to its use in the learning process. Methodology: This study employed a Research and Development (R&D) methodology using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection instruments included interviews, expert validation sheets for content and media, and learning outcome tests in the form of a pre-test (5 questions) and a post-test (10 questions). The software used includes Gemini Canvas, Canva, and S.id. Main Findings: The validation results indicate that the AdabLy platform is highly effective, with a score of 95% from media experts and 98.75% from content experts. The implementation of the product led to a significant improvement in student learning outcomes, with the average score rising from 39.26 to 84.07. The use of the website has been shown to enhance motivation, active engagement, and the consistency of students’ understanding of ethics-related material. Novelty/Originality of this study: The novelty of this study lies in the specific integration of the AI-based Gemini Canvas platform with everyday moral education content within an interactive website. This advances character education in elementary schools, providing a more contextual and dynamic alternative for Islamic Education (PAI) learning materials.

Page 24 of 25 | Total Record : 241

 21   22   23   24   25 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2026): April Vol. 7 No. 1 (2026): February Vol. 6 No. 4 (2025): December Vol. 6 No. 3 (2025): September Vol. 6 No. 2 (2025): June Vol. 6 No. 1 (2025): March Vol. 5 No. 4 (2024): December Vol. 5 No. 3 (2024): September Vol. 5 No. 2 (2024): June Vol. 5 No. 1 (2024): March Vol. 4 No. 4 (2023): December Vol. 4 No. 3 (2023): September Vol. 4 No. 2 (2023): June Vol. 4 No. 1 (2023): March Vol. 3 No. 4 (2022): December Vol. 3 No. 3 (2022): September Vol. 3 No. 2 (2022): June Vol. 3 No. 1 (2022): March Vol. 2 No. 4 (2021): December Vol. 2 No. 3 (2021): September Vol. 2 No. 2 (2021): June Vol. 2 No. 1 (2021): March Vol. 1 No. 4 (2020): December Vol. 1 No. 3 (2020): September Vol. 1 No. 2 (2020): June Vol. 1 No. 1 (2020): March More Issue