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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 JPAII accepts unpublished, high-quality, original research manuscripts from quantitative, qualitative, and mixed research methodologies related to or associated with Islamic education.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 261 Documents
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Al-Amtsāl as a Cognitive Bridge for Understanding Faith in Angels Among Elementary School Students Awan Setiawan; Ridwan; Lia Marliana
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i3.3467

Abstract

Purpose of the study: This study aims to analyze the use of al-amtsāl in teaching faith in angels at the elementary school level and to explain its role as a cognitive mediation mechanism that supports students’ understanding of unseen concepts in Islamic creed learning. Methodology: This study employed a qualitative approach using a case study design conducted at SDN Binakarya 1 Banyuresmi Garut, Indonesia. Participants included elementary school teachers and students. Data were collected through classroom observations, semi-structured interviews, and document analysis. The collected data were coded and analyzed using thematic analysis techniques to identify recurring patterns and categories. Main Findings: The findings reveal that teachers employed al-amtsāl through existential, functional, and visual analogies to connect the concept of angels with students’ concrete experiences. These analogies facilitated cognitive mediation by linking prior knowledge with unseen concepts, enabling students to construct meaning through experience-based understanding and analogical reasoning. The findings also indicate that this approach improved students’ comprehension of abstract theological concepts in aqidah learning contexts. Novelty/Originality of this study: This study offers an initial conceptualization of an al-amtsāl-based pedagogical model for teaching unseen concepts in Islamic education, derived from an elementary school case study. It contributes to the literature on Qur’anic pedagogy by positioning al-amtsāl as a cognitive bridge that mediates students’ understanding of abstract theological concepts through experience-based analogical learning. The findings provide preliminary insights into integrating cognitive and theological dimensions in elementary Islamic education.
Analysis of Problems in Students' Qur'anic Reading Skills at TPQ Al-Qalbu, Candimulyo Village, Kedu District, Temanggung Regency Muhammad Saifulloh Fatah; Mukhamad Anieg; Fajar Febrianto
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 4 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i4.3721

Abstract

Purpose of the study: This study examines the problems in the Qur'anic reading skills of students at TPQ Al-Qalbu, Candimulyo Village, Kedu District, Temanggung Regency, traces the internal and external factors underlying those problems, and describes the efforts undertaken by instructors to address them. Methodology: A descriptive qualitative design was applied at TPQ Al-Qalbu from May to July 2026. Data were gathered through passive participant observation over eight learning sessions using a six-indicator observation sheet, semi-structured interviews with five instructors and ten students selected purposively, and document analysis. Data were processed using the Miles and Huberman framework of data condensation, data display, and conclusion drawing, with source and technique triangulation. Main Findings: Students' difficulties centre on inaccurate makharijul huruf, misapplication of tajwid rules, inconsistent mad recitation, limited fluency and proficiency, and an unformed habit of tartil recitation. These problems are supported by internal factors, namely fluctuating motivation, differing initial abilities, and physical fatigue, and by external factors, namely an imbalanced instructor-to-student ratio, uneven teaching competencies, limited parental support, and an unsupportive learning environment. Instructors respond through individualized guidance, routine recitation, periodic tajwid review, educational games, Islamic stories, outdoor learning, and partnership with families. Novelty/Originality of this study: This study is the first to examine Qur'anic reading problems in a TPQ implementing the Rasyidah Method by combining three layers of analysis at once: types of difficulty, their internal and external causes, and instructors' pedagogical responses. It advances existing knowledge by showing that a well-structured method does not equalise attainment unless instructional governance and family participation are strengthened alongside it.
Management of Islamic Religious Education Instruction at Senior High School Al-Hidayah Medan Ningsih Ayu
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 4 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i4.3769

Abstract

Purpose of the study: This study aims to describe and analyze the management of Islamic Religious Education (PAI) learning at Senior High School Al-Hidayah Medan, focusing on learning planning, implementation, and assessment and evaluation. The study also identifies supporting and inhibiting factors affecting the effectiveness of PAI learning management in the school context. Methodology: This study employed a qualitative descriptive design with a field research approach. Data were collected through non-participant observation, semi-structured interviews, and documentation. Participants included the school principal, PAI teachers, students, and parents or guardians. Data were analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. Main Findings: The findings show that PAI learning management at Senior High School Al-Hidayah Medan consists of interconnected planning, implementation, and evaluation processes. Planning was conducted through syllabi and lesson plans, while implementation followed preliminary, core, and closing activities. Supporting factors included appropriate methods, student interest, school environment, and parental support. Inhibiting factors included teacher competence, facilities, learning media, communication, and student characteristics. Novelty/Originality of this study: This study offers an integrated understanding of PAI learning management by connecting planning, classroom implementation, and evaluation within a general senior high school context. Its originality lies in examining how formal learning plans interact with actual classroom conditions and contextual factors, providing practical insights for developing adaptive, coherent, and contextually relevant PAI learning management.
Transforming Islamic Religious Education Learning through the Integration of Face-to-Face and Online Instruction Arisyah Fadhilah; Bagus Harianda
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 4 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i4.3770

Abstract

Purpose of the study: This study aims to describe the transformation of Islamic Religious Education learning through the integration of limited face-to-face and online learning, identify the challenges encountered during implementation, and examine efforts to support students’ learning interest and understanding. Methodology: This study employed a qualitative field research approach at SMP IT Ibnu Halim Tanjung Mulia Medan. Data were collected in April–May 2021 through observation, interviews, and documentation involving the principal, Islamic Religious Education teacher, and students. Data were analyzed through data collection, reduction, presentation, and conclusion drawing, with source and technique triangulation used to ensure data credibility. Main Findings: The findings indicate that the integration of Rotational Learning and online learning helped overcome the limitations of face-to-face learning during the pandemic. Face-to-face sessions supported direct explanation, interaction, clarification, and guidance, while Google Form and WhatsApp facilitated assignments and communication. Students demonstrated greater enthusiasm and better understanding of online tasks after receiving direct explanations from the teacher, indicating that the two learning modes could complement each other. Novelty/Originality of this study: The originality of this study lies in describing Islamic Religious Education learning transformation as a functional integration of limited face-to-face and online learning rather than replacing one mode with another. The study demonstrates how each learning mode can perform complementary functions according to pedagogical needs, particularly by connecting direct instruction with digital learning activities to sustain learning continuity.
The Role of Parents as Guides, Facilitators, and Motivators in Online Islamic Religious Education Learning Vini Oktavini
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 4 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i4.3771

Abstract

Purpose of the study: This study aims to examine the role of parents as guides, facilitators, and motivators in supporting the implementation of online Islamic Religious Education (PAI) learning. The study also identifies the forms of parental involvement, obstacles encountered, and efforts made to support students during online PAI learning. Methodology:This study employed a qualitative descriptive approach. Data were collected through semi-structured interviews, observations, and documentation involving parents, students, and PAI teachers. The research instrument consisted of interview and observation guidelines. Data were analyzed through data condensation, data presentation, and conclusion drawing, with source and technique triangulation used to ensure data validity. Main Findings:The findings indicate that parents perform three main roles in online PAI learning: guiding, facilitating, and motivating. Parents provide learning assistance, supervision, learning devices, internet access, and emotional support. Several obstacles were identified, including limited time, technological skills, learning facilities, internet access, and understanding of PAI materials. Parents respond by managing time, using additional learning resources, and communicating with teachers. Novelty/Originality of this study:The novelty of this study lies in integrating the roles of parents as guides, facilitators, and motivators specifically within online PAI learning. This integrated perspective extends previous studies that generally examine parental involvement in online learning separately or in general education. The findings highlight parents as educational partners supporting both academic learning and religious character development.
Transforming Non-Muslim Students’ Perceptions of Islam Through Islamic Religious Education: A Qualitative Study in a Multicultural School Ulfia Atun
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 4 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i4.3772

Abstract

Purpose of the study: This study aims to examine changes in non-Muslim students’ perceptions and understanding of Islam after participating in Islamic Religious Education (PAI) at Bumiayu 1 State Senior High School, Kabupaten Brebes, particularly across the dimensions of aqidah, syariah, and akhlak. Methodology: A qualitative descriptive field research design was employed. Data were collected from six non-Muslim students and one Islamic Religious Education teacher through direct classroom observation, semi-structured interviews, and documentation. Observation and interview guidelines were used as research instruments. Data were organized, reduced, presented descriptively, compared across sources, and verified before conclusions were drawn. Main Findings: Participation in Islamic Religious Education was associated with increased understanding of several Islamic teachings, particularly in the aqidah dimension, including Allah, Asma’ul Husna, the Qur’an, believers’ characteristics, and the Hereafter. Selected akhlak teachings also became better understood, while changes in syariah were limited. However, perceptual changes varied according to students’ attention, engagement, and exposure to specific learning materials. Novelty/Originality of this study: This study advances existing research by examining Islam through the perceptions of non-Muslim students who directly encounter Islamic Religious Education in an ordinary Indonesian school setting. It identifies differentiated changes across aqidah, syariah, and akhlak, demonstrating that religious exposure does not produce uniform perceptual change and that student engagement is an important factor in religious understanding.
The Influence of Islamic Religious Education Instruction on the Moral Character of Grade VIII Students at SMP Negeri 3 Lembang, Pinrang Regency Hamir Rullah
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 4 (2026): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i4.3778

Abstract

Purpose of the study: This study aims to analyze the role of Islamic Religious Education (PAI) learning strategies in shaping students' morals at the junior secondary school level. The study specifically examines the relationship between Religious Education learning and the moral conditions of Grade VIII students at SMP Negeri 3 Lembang, Pinrang Regency. Methodology: A quantitative approach with an associative research design was employed. Data were collected from 53 Grade VIII students using questionnaires, observation, and documentation. The questionnaire measured Religious Education learning and students' morals using Likert-scale items. Data were analyzed using descriptive statistics, the Kolmogorov-Smirnov normality test, correlation analysis, coefficient of determination, and simple linear regression. Main Findings: Religious Education learning obtained a percentage of 62.95% and was categorized as low, while students' moral conditions reached 60.50% and were also categorized as low. Simple linear regression produced Y = 20.115 + 0.647X, with R = 0.759 and R² = 0.576. The t-count of 8.316 exceeded the t-table value of 2.007, with a significance value of 0.000, indicating a significant positive effect of Islamic Religious Education learning on students' morals. Novelty/Originality of this study: This study provides quantitative evidence of the contribution of Religious Education learning to students' moral development in a junior secondary school context. Its originality lies in demonstrating that Islamic Religious Education learning accounts for 57.6% of the variation in students' moral conditions while identifying the remaining 42.4% as an opportunity to examine other factors influencing moral development
Learning Islamic Civilization: Between Academic Theory and Classroom Practice in Students of the Madrasah Ibtidaiyah Teacher Education Study Program Najamudin Dano syaifuddin; Ahmad Arifi; Saidul Muzakki; Eni Hidayati
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 5 (2026): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i5.3779

Abstract

Purpose of the study: This study aims to analyze the relationship, suitability, and gap between the academic theory of Islamic Civilization learning and classroom learning practices in students of the Madrasah Ibtidaiyah Teacher Education Study Program (PGMI). Methodology: This descriptive qualitative research used classroom observation techniques, semi-structured interviews, and analysis of RPS documents and teaching materials. Data collection involved 31 PGMI students. Data analysis used observation guideline instruments, interview guidelines, field notes, Likert scale, and Miles, Huberman, and Saldaña interactive analysis models which included data condensation, data presentation, and conclusion verification. Main Findings: Islamic Civilization Learning received positive responses for material understanding (66.5%), learning methods and media (66.5%), and the integration of theory and practice (69.7%). The relevance of Islamic Civilization learning for prospective Madrasah Ibtidaiyah teachers received the highest positive response (74.2%). Responses outside the positive category were 33.5% for learning methods and media and 30.3% for the integration of theory and practice. Novelty/Originality of this study: This study contributes a novel theory–practice perspective by examining how constructivist and cognitivist principles are translated into Islamic Civilization classroom practices among PGMI students. It goes beyond evaluating specific methods or media by identifying the theory–practice gap, implementation barriers, and pedagogical implications for strengthening the preparation of prospective Madrasah Ibtidaiyah teachers.
A Quantitative Comparative of the Implementation of the MBKM and OBE Curricula in Improving the Quality of Learning for Islamic Education Students at Islamic Universities Muhammad Zaylani; Mohamad Agung Rokhimawan
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 5 (2026): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i5.3823

Abstract

Purpose of the study: This study aims to conduct a comparative analysis of the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) Curriculum and Outcome-Based Education (OBE) in improving the quality of learning for Islamic Religious Education students at Islamic Higher Education Institutions. Methodology: This study used a descriptive quantitative design with a comparative approach. Twenty Islamic Religious Education students from five Islamic higher education institutions in the Special Region of Yogyakarta were selected through purposive sampling. Data were collected using a five point Likert scale questionnaire validated through expert judgment and analyzed using descriptive statistics, a paired-samples t-test, one-way ANOVA, and Pearson correlation. Main Findings: MBKM (M = 4.07) and OBE (M = 4.10) were both rated high, with no significant difference (p = 0.575), and both correlated significantly with PAI learning quality (M = 4.17; r = 0.840 and 0.667). MBKM scored highest on multidisciplinary competence and student autonomy (4.18) and on the integration of Islamic values (4.11). OBE scored highest on constructive alignment (4.24) and on technology use in learning (4.55). Graduate preparedness reached 4.25, with Islamic character formation at 4.40. Novelty/Originality of this study: The novelty of this study lies in placing MBKM and OBE within a single comparative frame in Islamic Religious Education, a field that earlier comparative work has largely passed over in favor of engineering, medicine, and vocational education. Both curricula are measured against the same learning quality indicators across five Islamic universities.
Islamic AI Literacy for Character Formation: A Systematic Literature Review and Bibliometric Analysis Gattan Rafani Azzam; Putri Awaliah Nursakinah; Mursidin
Jurnal Pendidikan Agama Islam Indonesia (JPAII) Vol. 7 No. 5 (2026): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jpaii.v7i5.3825

Abstract

Purpose of the study: This study examines the development, scholarly distribution, thematic patterns, and intellectual structure of research on artificial intelligence, AI literacy, Islamic education, and responsible and ethical AI use, with attention to character formation. It also synthesizes recurring findings in the literature to identify an emerging conceptual structure of Islamic AI literacy. Methodology: This study employed a Systematic Literature Review and bibliometric analysis using the Scopus database and VOSviewer software. Two complementary search strategies identified studies on artificial intelligence and Islamic education, as well as AI literacy and responsible or ethical AI use in education. After sequential screening by document type, language, publication period, and open-access availability, 47 articles formed the final corpus. Main Findings: The analysis of 47 articles shows publication growth, from 6 articles in 2024 to 16 in 2025 and 25 through 9 September 2026, with Indonesia contributing 21 publications. Bibliometric analysis identified three thematic dimensions: AI literacy and educational competency, ethical and responsible AI, and human capacity and educational implementation. The systematic synthesis further identified five interrelated dimensions of Islamic AI literacy that connect technological, ethical, pedagogical, human, and character-formative considerations. Novelty/Originality of this study: This study contributes an emerging conceptual understanding of Islamic AI literacy by integrating substantive synthesis from the systematic literature review with structural mapping from bibliometric analysis. The five dimensions are not an established model, but a conceptual structure derived from findings across the reviewed studies. The synthesis connects AI awareness, critical evaluation, ethical responsibility, Islamic values, human agency, and character formation.

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