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Hasan Basri
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Program Studi Pendidikan Agama Islam (PAI) S2 Program Pascasarjana UIN SGD Bandung Jalan Cimencrang, Panyileukan, Cimencrang, Gedebage Kota Bandung, Jawa Barat 40292
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INDONESIA
Jurnal Inovasi Pendidikan Agama Islam
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 28091345     EISSN : 28095359     DOI : https://doi.org/10.15575/jipai.v2i2
Core Subject : Religion, Education,
Religion Education
Focus: Jurnal Inovasi Pendidikan Agama Islam (JIPAI) provides readers with a better insight into the theory and practice and development of Islamic religious education. Scopes: Jurnal Inovasi Pendidikan Agama Islam (JIPAI) specializes in inter, multi and transdisciplinary studies of Islamic religious education in its various components in theory, practice and development in both formal and non-formal educational institutions.
Arjuna Subject : Umum - Umum
Articles 54 Documents
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Building Religious Moderation Through Faith Based Education: A Comparative Case Study of Islamic and Christian Secondary Schools in Jember, Indonesia Imam Ahmad Aminul; Muh. Azhar Kholidi
Jurnal Inovasi Pendidikan Agama Islam (JIPAI) Vol. 6 No. 1 (2026): Jurnal Inovasi Pendidikan Agama Islam-INPRESS
Publisher : Islamic Religious Education Study Program Postgraduate Program UIN Sunan Gunung Djati Band

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jipai.v6i1.54422

Abstract

Indonesia’s religiously plural society faces growing challenges from religious conservatism and intolerance, making faith-based education a critical site for cultivating religious moderation. However, empirical comparative research examining how different faith traditions operationalize moderation in secondary schools remains scarce. This study aims to examine and compare the conceptualization and implementation of religious moderation in an Islamic and a Catholic secondary school in Jember, East Java, Indonesia, and to synthesize an integrated framework applicable across diverse religious educational contexts. This qualitative comparative case study employed semi-structured interviews with 31 participants, 160 hours of participant observation, and document analysis over six months (August 2024–January 2025) at SMA Muhammadiyah 3 Jember and SMAK Santo Paulus Jember. Findings reveal that both schools ground moderation in theologically authentic frameworks—the Islamic school through wasatiyyah and ukhuwah principles, the Catholic school through Catholic social teaching and MSC spirituality—while demonstrating convergent strategies of experiential interfaith learning, critical pedagogy, and community engagement. The study synthesizes a five-dimensional framework for religious moderation in faith-based education: theological grounding, curricular integration, pedagogical innovation, institutional culture, and community partnership. These findings demonstrate that strong confessional identity and genuine pluralistic engagement are compatible, offering practical guidance for educators and policymakers.
An Integrative Islamic Education Framework Based on the Qur'an, Sunnah, Sirah, and Maqasid al-Shariah at PKBM Jabal Dau Center Malang Delta Novita Putri
Jurnal Inovasi Pendidikan Agama Islam (JIPAI) Vol. 6 No. 1 (2026): Jurnal Inovasi Pendidikan Agama Islam-INPRESS
Publisher : Islamic Religious Education Study Program Postgraduate Program UIN Sunan Gunung Djati Band

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jipai.v6i1.53727

Abstract

Islamic education requires a holistic approach that integrates normative religious foundations with contextual learning and character development to address contemporary educational challenges. Although previous studies have examined the Qur'an, Sunnah, Sirah Nabawiyah, and Maqasid al-Shariah individually, limited attention has been given to their integrated implementation in non-formal Islamic education, particularly for orphaned and underprivileged students. This study aimed to explore how these four Islamic foundations were implemented at PKBM Jabal Dau Center Malang and to examine their contribution to educational quality and students' character development. A qualitative case study design was employed. Data were collected through in-depth interviews with the school principal, an Islamic Religious Education teacher, and two students, complemented by classroom observations and document analysis conducted between November and December 2025. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that the Qur'an and Sunnah serve as the normative foundation of curriculum and instructional practices, Sirah Nabawiyah provides contextual moral exemplars, and Maqasid al-Shariah is operationalized through ten character indicators supported by a gamification-based learning system. This integrated approach enhances students' religious commitment, discipline, critical thinking, social responsibility, and ethical behavior. The study contributes a holistic conceptual framework and an adaptable character education model for strengthening educational quality in non-formal Islamic institutions serving vulnerable learners.
Integrating Kitab Kuning Studies into the Local Content Curriculum to Foster Islamic Character among Students at MTs Abadiyah Gabus Abu Darda; Febia Jayantika
Jurnal Inovasi Pendidikan Agama Islam (JIPAI) Vol. 6 No. 1 (2026): Jurnal Inovasi Pendidikan Agama Islam-INPRESS
Publisher : Islamic Religious Education Study Program Postgraduate Program UIN Sunan Gunung Djati Band

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jipai.v6i1.54459

Abstract

Strengthening students' Islamic character has become a major concern in contemporary Islamic education due to increasing moral degradation, declining religious values, and the challenges posed by globalization and digitalization. One promising approach is the integration of Kitab Kuning studies into the formal madrasah curriculum as local content. However, empirical studies examining how Kitab Kuning contributes to Islamic character formation within formal educational settings remain limited. This study aimed to analyze the implementation of Kitab Kuning studies as local content and examine its contribution to the development of students' Islamic character at MTs Abadiyah Gabus. A descriptive qualitative approach with a case study design was employed. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and students, and document analysis. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source and technique triangulation. The findings reveal that Kitab Kuning studies are systematically integrated into the local curriculum and aligned with Islamic Religious Education subjects through the use of classical texts such as Tafsir Jalalain, Bulughul Maram, Ta'lim al-Muta'allim, and Matan al-Taqrib. This integration strengthens students' faith, discipline, responsibility, respect for teachers, honesty, and moral conduct through instructional activities, teacher role modeling, and the internalization of Islamic values in daily school life. The study contributes a practical model for integrating pesantren-based learning traditions into formal madrasah curricula, offering a contextual framework for strengthening Islamic character education and enriching the development of locally relevant curriculum innovation in Islamic educational institutions.
Comparative Effects of Think Pair Share and Think Pair Square on Critical Thinking in Qur'an-Hadith Education: The Role of Prior Islamic Schooling Background Salsabila Mustopa; Tryana Hafilda; Wati Susilawati; Adam Malik; Andewi Suhartini
Jurnal Inovasi Pendidikan Agama Islam (JIPAI) Vol. 6 No. 1 (2026): Jurnal Inovasi Pendidikan Agama Islam-INPRESS
Publisher : Islamic Religious Education Study Program Postgraduate Program UIN Sunan Gunung Djati Band

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jipai.v6i1.55829

Abstract

Critical thinking is an essential competency in Islamic education, particularly in Qur'an-Hadith learning, as it supports students in interpreting religious texts reflectively and analytically. However, limited empirical studies have compared cooperative learning models while considering students’ diverse prior educational backgrounds. This study aimed to examine the effects of Think Pair Share (TPS), Think Pair Square (TPSq), and conventional instruction on students’ critical thinking skills, as well as the influence of prior educational backgrounds, including SMP, MTs, and Diniyah pesantren. A quantitative quasi-experimental design with a 3 × 3 factorial arrangement was applied to 62 eleventh-grade students from three intact classes at SMA Negeri 1 Kalijati. Critical thinking was measured using a validated 30-item instrument based on Ennis’s framework (α = 0.899), and data were analyzed using two-way ANOVA and Bonferroni tests. The results showed that instructional model significantly affected critical thinking, with TPSq yielding the highest mean score, followed by TPS and conventional instruction. Prior educational background also had a significant effect, with Diniyah pesantren students outperforming MTs and SMP students. However, no interaction effect was found, indicating that TPSq was consistently effective across all groups. These findings contribute to Islamic education by demonstrating that structured cooperative learning enhances critical thinking in Qur'an-Hadith instruction regardless of students’ prior educational experiences.

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