cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dirman
Contact Email
dirman@iainkendari.ac.id
Phone
+628114058715
Journal Mail Official
dirasah2019@gmail.com
Editorial Address
Jl. Sultan Qaimuddin No.17, Baruga, Kec. Baruga, Kota Kendari, Sulawesi Tenggara 93870
Location
Kota kendari,
Sulawesi tenggara
INDONESIA
Dirasah: Jurnal Pendidikan Islam
Published by Institut Agama Islam Negeri Kendari
ISSN : -     EISSN : 30251931     DOI : DOI : 10.31332/jpi.v4i1.6310
Core Subject : Religion, Education,
Religion Education
Jurnal DIRASAH adalah jurnal ilmiah kajian Kependidikan Islam dibawah pengelolaan Program Studi Pendidikan Agama Islam dan Manajamen Pendidikan Islam Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kendari, kehadirannya ditujukan sebagai wadah aktualisasi karya para akademisi maupun praktisi dengan fokus kajian terkait ilmu Pendidikan Islam dan Manajemen Pendidikan Islam. Jurnal ini terbit dua kali selama satu tahun yaitu bulan Mei dan November
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 136 Documents
 9   10   11   12   13 
The Strategic Role of Orphanages in the Formation of Foster Children’s Religious Values Rismawati, Yanda; Mukmin Ridoan Simamora; Faizah Kamila; Hidayah Yanti
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.11804

Abstract

Children who grow up in orphanages often face significant challenges in the development of religious values due to the absence of a family environment that ideally serves as the foundation for moral and spiritual formation. In this context, orphanages are expected to assume a strategic role in shaping the religious character of foster children. This study aims to analyze how orphanages contribute to the internalization of Islamic values among children under their care. Employing a descriptive qualitative approach, data were gathered through in-depth interviews with caregivers, non-participant observation of religious activities, and informal interactions with foster children. The results indicate that orphanages actively nurture religious values through structured programs such as Qur’anic memorization (tahfidz), regular Qur’anic recitation (tilawah), congregational prayers, Islamic studies sessions, and participation in religious commemorations. Caregivers play a crucial role by serving as moral and spiritual role models and by fostering daily religious habits such as prayer, polite language, and respectful behavior. These efforts help build a stable spiritual rhythm and a sense of religious identity in the children’s daily lives. However, the study also reveals limitations in personal emotional support due to the limited number of caregivers, which hinders affective engagement with all children equally. Despite this challenge, the findings underscore the strategic function of orphanages not only as social welfare institutions but also as non-formal educational settings that play a critical role in forming the religious identity of foster children. The study highlights the importance of combining structural programs with consistent emotional support to ensure holistic religious development
The Influence of Literacy Culture, Family Roles, and Learning Discipline on Student Learning Achievement At MA Tanada Waru Sidoarjo Azizah, Cholifatul; Darmawan, Didit
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.11819

Abstract

Learning achievement is the level of student results that can be seen and proven during the learning process, unfortunately this is not evenly distributed, because the abilities and characteristics of each student are not the same. The researcher compiled this study with the aim of proving that there is an influence of literacy culture, family roles, and learning discipline on student learning achievement. The research was conducted using a quantitative survey method through observation, questionnaires, and documentation. The number of sample populations selected by the researcher was all 36 students, using a sample technique, namely total sampling because the number was less than 100. The researcher distributed questionnaire statements by providing a google form. Data analysis with data quality tests, classical assumption tests, and regression tests with the help of IBM SPSS version 26. Based on the results during the study, it was proven that from the literacy culture variable there was no correlation, meaning there was no significant influence because one of the causes was the lack of book facilities in schools. Other than the results of the family role and learning discipline variables, they were different, namely showing a significant effect, these results indicate that support from the family and students' disciplinary attitudes in learning are needed to achieve learning achievement. This finding concludes that literacy culture does not affect student learning achievement, while the role of family and learning discipline affect student learning achievement of MA TANADA Waru Sidoarjo students. This is very necessary to improve student learning achievement with aspects that can influence it.
Efforts to Improve the Quality of Islamic Religious Education Through the Contextual Teaching and Learning (CTL) Model in the Qur'an Reading and Writing (BTQ) Material Ahmad Mubarok; Munawaroh; Saepudin; Mifatahudin; Sanin Sudrajat; M. Asep Rahmatullah
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12126

Abstract

This study investigates the implementation of the Contextual Teaching and Learning (CTL) model to improve the quality of Islamic Religious Education, specifically in the Qur’an Reading and Writing (BTQ) subject at SDN Kebaharan 1, Serang City. Employing a classroom action research design, the research involved fourth-grade students and aimed to enhance their learning outcomes through contextual and meaningful learning experiences. The results indicate a significant improvement in students’ academic performance, from a pre-cycle average of 47.8 to 73.24 in the second cycle, with 100% of students achieving the minimum mastery criteria. The CTL model successfully engaged students in active, reflective, and collaborative learning processes by linking Qur’anic content to their everyday lives. Furthermore, it fostered the development of cognitive, affective, and psychomotor skills, while strengthening religious character. The study concludes that CTL is an effective and relevant approach in Islamic Religious Education and should be further developed in elementary school curricula to promote holistic learning.
Progressivism in Islamic Religious Education: A Philosophical Framework for Contemporary Pedagogical Transformation Nurjannah; Sitti Fauziah
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12281

Abstract

This study explores the philosophical foundation of progressivism and its relevance to Islamic Religious Education in the modern era. Utilizing a descriptive qualitative method through a philosophical literature review, the research critically analyzes key sources to construct a pedagogical framework that integrates Islamic values with progressive educational principles. The findings reveal that progressivism emphasizes student-centered, experiential learning, flexible curricula, and the teacher’s role as a facilitator. These principles align with Islamic education goals when filtered through monotheistic and ethical values. Despite challenges such as cultural resistance and limited teacher capacity, progressivism offers a transformative approach to IRE by fostering contextual, critical, and democratic learning. The study concludes that progressivism provides a philosophical and practical basis for renewing Islamic Religious Education in the 21st century.
Literature Review: The Contribution of The Concepts of Tarbiyah, Ta‘Līm, and Ta‘Dīb to the Character Formation of Students in the Contemporary Era Raehang; Nurdin
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12282

Abstract

This study is a systematic literature review that aims to analyze the contribution of the concepts of tarbiyah, ta‘līm, and ta‘dīb to character formation in students during the contemporary era. The focus lies on how these three concepts can be integrated as the main pillars of Islamic education, encompassing intellectual, spiritual, and moral dimensions holistically. Data were obtained through the selection of scholarly articles indexed in Google Scholar and Scopus from 2014–2024, analyzed using a thematic approach based on the PRISMA protocol. The findings indicate that tarbiyah functions as holistic personality development, ta‘līm serves as the transmission of value-laden knowledge, and ta‘dīb plays a crucial role in instilling adab and ethics. When implemented integratively, these three elements can address the challenges of Islamic education in the digital era and strengthen the development of students' religious, ethical, and adaptive character. This study emphasizes the need for an Islamic education framework that focuses not only on knowledge acquisition but also on shaping the complete human being (insān kāmil) through the harmony of intellect, heart, and action.
Essentialism in Islamic Education: A Critical Examination of Thought and Its Relevance in the Modern Era Aminudin
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12284

Abstract

This research aims to examine the relevance of the principles of essentialism in answering the challenges of contemporary Islamic education. The method used is library research with an analytical qualitative approach. Data were collected through documentation of primary literature, such as the works of William C. Bagley, E.D. Hirsch, Al-Ghazali, Al-Attas, and Al-Faruqi, as well as secondary literature in the form of Scopus and SINTA indexed journal articles, academic books, and dissertations published between 2020 and 2025. The results show that essentialism has a strong relevance in strengthening the foundation of Islamic education, especially in the aspects of values, basic knowledge, and character building. The principles of essentialism are in line with the core values of Islamic education such as ta'dīb, tarbiyah, and ta'līm, and are reflected in the practice of traditional education in pesantren and the integrative curriculum in madrasah. In the context of globalization and digitalization, essentialism also acts as a value filter and philosophical foundation that maintains a balance between technological mastery and spiritual moral formation. The discussion reinforces the finding that essentialism does not contradict the progress of the times, but rather becomes an adaptive and profound conceptual framework. Essentialism can be used as a philosophical paradigm in the reformulation of sustainable Islamic education that is not only responsive to change, but also steadfast in maintaining the value orientation and Islamic identity of students.
Philosophy of Islamic Education in the Trajectory of Time: Efforts to Formulate Reflective and Contextual Islamic Education St. Fatimah K; Moh. Yahya Obaid
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12285

Abstract

This study aims to examine the philosophy of Islamic Religious Education (PAI) in the historical trajectory as the basis for the formulation of reflective and contextual Islamic education. The background of this study departs from the fact that the current practice of Islamic education is still dominated by normative and textualistic approaches, which are less able to answer the complexity of modern life. Meanwhile, Islamic philosophical thought from various historical phases holds rich conceptual potential to form a more critical, adaptive and humanistic educational model. This research uses a qualitative approach with a library research method, as well as philosophical-historical analysis of the works of Islamic thinkers from classical, modern, to contemporary times. The results of the study found that the philosophy of PAI underwent a significant evolution of thought in line with the social and intellectual changes of Muslims. There are five main principles that were successfully synthesized from the trajectory of thought: (1) integration of reason and revelation, (2) spirituality and ethics as the foundation of education, (3) historical and contextual awareness, (4) critical attitude towards tradition and openness to innovation, and (5) responsibility for global and humanitarian issues. These principles form the framework of Islamic education philosophy that is not only normative, but also transformative and dialogical with the times. The findings indicate that the philosophy of Islamic education, if explored deeply, can be a conceptual foundation in reforming the current curriculum and methodology of Islamic education. The limitations of this study lie in the limited scope of sources and do not include empirical data, so further research is needed that tests these principles in real educational practices in various social contexts.
Reconstructing Al-Ghazali's Educational Thought: A Solution to the Spiritual Crisis in Contemporary Islamic Education Rasmi; Marlina
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12286

Abstract

Modern Islamic education faces a serious challenge in the form of a spiritual crisis caused by an overemphasis on cognitive achievement and the neglect of moral and transcendental dimensions. This situation highlights the urgent need for a holistic, value-based educational model. This study aims to reconstruct the educational thought of Imam Al-Ghazali as a conceptual and practical solution to this issue. Using a descriptive qualitative approach through library research, the study analyzes Al-Ghazali’s authentic works alongside contemporary academic literature using interpretative and hermeneutic methods. The findings reveal that Al-Ghazali views education as a process of soul purification (tazkiyat an-nafs) aimed at forming complete individuals through the integration of reason (‘aql), heart (qalb), and action (‘amal). His educational framework rests on three key pillars: character formation, classification of knowledge into fardhu ‘ain (individual obligation) and fardhu kifayah (collective obligation), and a spiritually grounded teacher-student relationship. He also advocates for teaching methods based on moral exemplarity and self-reflection rather than rote memorization. Al-Ghazali’s ideas are highly relevant to contemporary Islamic education, which demands value-oriented, spiritually enriching, and contextually adaptive approaches. In conclusion, Al-Ghazali’s educational philosophy offers a solid foundation for designing an integrative Islamic education system capable of addressing modern spiritual challenges.
Literature Review: Ibnu Khaldun Philosophy of Islamic Education an Integrative Framework for Contemporary Pedagogy Erdiyanti; Dirman
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12283

Abstract

Ibn Khaldun’s philosophy of Islamic education presents a comprehensive and integrative perspective that remains deeply relevant to modern pedagogical discourse. This study aims to explore and synthesize Ibn Khaldun’s core educational concepts tarbiyah (development), ta‘līm (instruction), and ta’dīb (ethical cultivation) as a potential framework for addressing contemporary challenges in Islamic education. Using a qualitative approach through a systematic literature review (SLR), the study analyzed nine scholarly articles published between 2021 and 2025. The findings reveal that Ibn Khaldun emphasized the holistic development of learners, not only intellectually but also morally and spiritually, with the goal of producing the insān kāmil (complete human being). His vision of education integrates rational knowledge with divine revelation and aligns with current educational needs such as ethical grounding, learner-centered models, and value-based curriculum design. The discussion highlights that applying Ibn Khaldun’s philosophy to today’s educational systems can offer innovative, ethically rooted, and context-sensitive solutions. This review concludes that his educational framework is highly applicable to shaping future-oriented, morally responsible Islamic pedagogy.
Improving Activity and Learning Outcomes in Islamic Religious Education through the Use of Animated Video Media for Junior High School Students Reski Wulandari; Muhammad Ilham; Jumarddin La Fua; Faldin Baen
Dirasah: Jurnal Pendidikan Islam Vol. 6 No. 2 (2025)
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/jpi.v6i2.12328

Abstract

Teaching Islamic Religious Education (IRE) in secondary schools often faces challenges related to students’ low interest and understanding, especially when the material taught is abstract. This study aims to analyze the effectiveness of animation-based video learning media in improving students’ learning outcomes and engagement in IRE lessons. The research employed a Classroom Action Research design conducted in two cycles involving 37 seventh-grade students of SMP Negeri 4 Kendari. Data were collected through observations, learning achievement tests, and documentation, and analyzed using descriptive quantitative and qualitative methods. The results showed a significant increase in teacher activity from 70% to 86.66% and student activity from 63.33% to 86.66%. The class average score improved from 73.33 in the pre-cycle to 93.24 in the second cycle, with overall mastery reaching 89.19%. The findings indicate that animated videos effectively bridge the understanding of abstract concepts, motivate students to participate more actively, and create an engaging and participatory learning atmosphere. This study underscores the importance of integrating visual-audio media into IRE learning and contributes to the literature on the effectiveness of digital media in religious education. The implications suggest that IRE teachers are encouraged to adopt animation-based videos as an innovative teaching strategy, while future research could explore the long-term effects on students’ affective and psychomotor domains.

Page 11 of 14 | Total Record : 136

 9   10   11   12   13 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2025) Vol. 6 No. 1 (2025) Vol 6, No 1 (2025) Vol. 5 No. 2 (2024) Vol 5, No 2 (2024) Vol. 5 No. 1 (2024) Vol 4, No 2 (2023) Vol. 4 No. 2 (2023) Vol 4, No 1 (2023) Vol. 4 No. 1 (2023) Vol 3, No 2 (2022) Vol. 3 No. 2 (2022) Vol 3, No 1 (2022) Vol 2, No 1 (2021) Vol 1, No 2 (2020) Vol. 1 No. 1 (2020) Vol 1, No 1 (2020) More Issue