Ihsanika : Jurnal Pendidikan Agama Islam
Pendidikan Islam Berbasis Al Quran dan HaditsMedia, Metode, strategi, Pemanfaatan Teknologi dan Sumber Belajar dalam Pendidikan Islam, Kajian Tokoh Pendidikan Islam, Kurikulum Pendidikan Islam, Sejarah Pendidikan Islam, Filsafat Pendidikan Islam, Penelitian tentang Pendidikan Islam, Isu tentang Pendidikan Islam, Psikologi Pendidikan Islam, Manajemen Pendidikan Agama Islam, Bimbingan dan Konseling Pendidikan Agama Islam
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282 Documents
<![CDATA[Efektivitas Batas Usia Penerimaan Peserta Didik Baru Terhadap Performa Belajar Mata Pelajaran PAI Di MIN 1 Bolaang Mongondow ]]>
<![CDATA[Ramadhani, Aulia]]>;
<![CDATA[Yahiji, Kasim]]>;
<![CDATA[Matara, Kusmawaty]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2913
<![CDATA[This study was conducted to reveal the effectiveness of the age limit for accepting new students on the learning performance of Islamic Religious Education (PAI) subjects at MIN 1 Bolaang Mongondow. This study was conducted using a qualitative descriptive approach and involved teachers and students as informants. The results showed that the age limit for accepting new students had a significant effect on learning performance. Students who enter school at the age of 7, in accordance with the regulations, tend to have better cognitive and emotional maturity, enabling them to follow lessons more effectively. Conversely, students who enter school before the age of 7 often face learning difficulties and require additional support. The study also identified differences in academic performance between students admitted within the age limit and those admitted outside the age limit. Older students (7 years old) demonstrate better readiness for learning, while younger students tend to have lower cognitive levels and require more support in the learning process. Based on the results of this study, the author recommends that teachers, parents, and students improve the quality of teaching and learning by adapting teaching methods, providing extra support for younger students, and fostering self-confidence and independence in students.]]>
<![CDATA[Penguatan Karakter Disiplin Siswa Melalui Pembelajaran Pendidikan Agama Islam di SMK NU Kejajar Wonosobo ]]>
<![CDATA[Abdullah Atana Alqosimi]]>;
<![CDATA[Sri Haryanto]]>;
<![CDATA[Salis Irvan Fuadi]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2930
<![CDATA[This study aims to describe and analyze the efforts to strengthen students' disciplinary character through the learning of Islamic Religious Education at SMK NU Kejajar Wonosobo. To identify the problems in this research, the author uses a descriptive qualitative research methodology with a case study method. The results of this study show that: 1) This study shows that Islamic Religious Education learning at SMK NU Kejajar Wonosobo has a significant contribution in shaping and strengthening students’ disciplinary character. 2) The strategies used by Islamic Religious Education teachers include: integration of disciplinary values into teaching materials, instilling exemplary behavior through the teacher’s attitude, implementation of participatory learning methods, as well as reinforcement through religious advice and habituation of worship such as congregational prayers. 3) The internal inhibiting factor lies in some students who still have a low level of awareness of the importance of discipline, whether in terms of time, assignments, or obedience to school and religious rules. Furthermore, habituation activities such as tadarus or congregational prayers are sometimes not optimally supervised, so students do not perform them earnestly and only as a formality.The supporting factor in this activity is: Islamic Religious Education teachers at SMK NU Kejajar not only deliver theoretical material, but also provide real examples of discipline in attitude and behavior. Teachers arrive on time, are friendly yet firm, and are consistent in guiding students both inside and outside the classroom.]]>
<![CDATA[Implementasi Model Pembiasaan Uswah Hasanah Kyai untuk Menumbuhkan Akhlak Santri Pondok Pesantren Al Istiqomah Kebumen ]]>
<![CDATA[Muhammad Abdul Latif]]>;
<![CDATA[Ngarifin Shidiq]]>;
<![CDATA[Nur Farida]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2938
<![CDATA[Muhammad Abdul Latif. The Implementation Of The Uswah Hasanah Habituation Model By Kyai To Develop The Moral Character Of Santri At Pondok Pesantren Al Istiqomah Kebumen. Undergraduate Thesis, Wonosobo: Faculty of Tarbiyah and Teacher Training, Al-Qur’an Science University of Central Java in Wonosobo, 2025. Uswah hasanah, which means good exemplary conduct, is a fundamental concept in Islamic teachings that greatly influences the development of individual personality and morality. In the Qur’an, particularly in Surah Al-Ahzab verse 21, Allah SWT affirms that the Prophet Muhammad SAW is the ultimate role model for humankind in all aspects of life. This concept is not merely a normative doctrine but a practical principle that can be implemented in everyday life, whether in the context of family, education, society, or leadership. This study aims to analyze the application of uswah hasanah values in contemporary life and their relevance in shaping a society of noble character.]]>
<![CDATA[Tingkat Problematika Administrasi Guru PAI pada Kurikulum Merdeka terhadap Kualitas Mengajar di Kelas Siswa SMK Al Mabrur Pejawaran Banjarnegara ]]>
<![CDATA[Latifatun Nurohmah]]>;
<![CDATA[Ngarifin Shidiq]]>;
<![CDATA[Nur Farida]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2939
<![CDATA[This study aims to examine the level of administrative problems experienced by Islamic Education (PAI) teachers in implementing the Merdeka Curriculum and its relationship to the quality of teaching in SMK Al Mabrur Pejawaran. The research is grounded in the concern that administrative burdens may affect teaching effectiveness. A descriptive quantitative method was used, with data collected through observation, interviews, questionnaires, and documentation. The sample consisted of 119 students and one PAI teacher. The results showed that the level of administrative problems was categorized as low, with an average score of 86.67%. Meanwhile, the teacher’s teaching quality was considered fairly good by students, with a mean score of 54.46. Statistical analysis using a one-sample t-test produced a significance value of 0.505, indicating no significant difference between the perceived teaching quality and the reference mean. This suggests that although the teacher faced administrative responsibilities, they did not directly hinder classroom performance. The implication is that well-managed administration can support the learning process. Systematic support and technical training are needed to help teachers balance their administrative and pedagogical roles effectively within the framework of the Merdeka Curriculum.]]>
<![CDATA[Peran Sistem Boarding School dalam Meningkatkan Kemandirian Siswa MTs Negeri 1 Temanggung ]]>
<![CDATA[Fairuzza Arza Zariroh]]>;
<![CDATA[Sri Haryanto]]>;
<![CDATA[Muhammad Saefullah]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2940
<![CDATA[This study aims to explore the activities within the boarding school system and the forms of student independence at MTs Negeri 1 Temanggung. This research is classified as field research with a descriptive qualitative approach. The data were obtained through interviews with two dormitory supervisors and ten boarding school students, as well as observations related to teacher instruction and student independence. The results of this study indicate that the boarding school system at MTs Negeri 1 Temanggung is effective in enhancing students' independence. This is achieved through a structured and disciplined dormitory life that integrates academic, religious, and daily life activities aimed at fostering self-reliance. Students are trained to manage their time, take care of their personal needs, and take responsibility in collective activities. A key supporting factor in the boarding school system's success in promoting student independence is its well-structured management. However, a major inhibiting factor in optimizing the role of the boarding school system in enhancing student independence at MTs Negeri 1 Temanggung is the limited number of dormitory supervisors.]]>
<![CDATA[Pelaksanaan Kegiatan Tadarus Al-Qur’an dalam Menumbuhkan Minat Membaca Al-Qur’an Anggota Rohis di SMK Negeri 1 Wonosobo ]]>
<![CDATA[Indriyani Indriyani]]>;
<![CDATA[Ahmad Zuhdi]]>;
<![CDATA[Salis Irvan Fuadi]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2941
<![CDATA[This research aims to determine how the implementation of the Al-Qur'an reading activities in cultivating the interest of reading the Al-Qur'an among the members of Rohis at SMK Negeri 1 Wonosobo. To identify the problems in this study, the author uses a descriptive qualitative research methodology with field research type. The results of this study show that: 1) The implementation of the Al-Qur'an reading activities in extracurricular has been quite good, this activity is conducted once a month with the division of 1 juz per person. 2) In relation to the implementation of the Al-Qur'an reading activities in the Rohis extracurricular, fostering the reading interest of the Al-Qur'an among Rohis members at SMK Negeri 1 Wonosobo, this is evidenced by the fact that not a few Rohis members have been consistent in reading the Al-Qur'an. Initially, they only read 3 or 4 times a week, but after participating in the Al-Qur'an reading activities, they now read the Al-Qur'an every day. 3) For the internal hindrances, they lie in the varying abilities of Rohis members in reading the Al-Qur'an, which means that some children are still not fluent in their reading and have not yet mastered the rules of Tajweed. Meanwhile, the external hindering factors include several extracurricular activities that take place at the same time as the Rohis extracurricular activities, and other obstacles include the need for a special Rohis coach to teach Reading and Writing the Qur'an (BTQ). The supporting factors for this activity are adequate school facilities, a positive and motivating environment.]]>
<![CDATA[Peran Religius Culture dalam Pembentukan Karakter Religius pada Siswa di MTS Ma’arif Garung Wonosobo ]]>
<![CDATA[Susan Asasiyah]]>;
<![CDATA[Sri Haryanto]]>;
<![CDATA[Darul Muntah]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2942
<![CDATA[Religious culture is a school-based value system that aims to shape students' religious character through habituation, modeling, and a conducive spiritual environment. This research aims to describe the implementation and effectiveness of religious culture at MTs Ma’arif Garung Wonosobo in building students' religious character. The method used is qualitative with data collection techniques through observation, interviews, and documentation. The findings show that religious culture is implemented through daily, weekly, and periodic religious activities. The presence of teachers as role models, social support among students, and a religious atmosphere in the school environment are the main supporting factors. Meanwhile, obstacles come from some students’ lack of discipline, different religious backgrounds, and limited infrastructure. The implication of this research highlights the importance of consistency and collaboration between all school elements to internalize religious values in students' daily lives.]]>
<![CDATA[Studi Hadis Tematik : Pendekatan Klasik dan Kontemporer ]]>
<![CDATA[Sahrul Ulum]]>;
<![CDATA[Muhammad Alif]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2975
<![CDATA[This scientific work discusses the analysis of thematic hadith studies, which encompasses both traditional and contemporary methodologies, having a broad and multidimensional scope. The classical paradigm primarily emphasizes the affirmation of originality and the literal validity of hadith texts, while contemporary approaches promote a more contextual and critical interpretation by integrating various interdisciplinary techniques. Using a thematic framework allows for a more holistic understanding of hadith by systematically analyzing relevant texts within specific thematic categories. As a result, thematic hadith analysis goes beyond the examination of texts and chains of narration (sanad), incorporating considerations of socio-cultural context and the development of scientific knowledge. This comprehensive approach aims to enhance the relevance and application of hadith studies in modern Muslim society.]]>
<![CDATA[Analisis Nilai-Nilai Pendidikan Moral dalam Novel Janji Karya Tere Liye ]]>
<![CDATA[Mohamad Syafiq Mujtaba]]>;
<![CDATA[Vava Imam Agus Faisal]]>;
<![CDATA[Moh. Sakir]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2987
<![CDATA[This study aims to analyze the moral education values contained in the novel Janji by Tere Liye. A qualitative approach was employed in this research, using content analysis to examine data in the form of relevant narratives and dialogues from the novel. The analysis reveals that the novel encompasses various moral values such as honesty, responsibility, hard work, religiosity, care, tolerance, and discipline. These findings indicate that literary works, particularly novels, can serve as an effective and relevant alternative medium for moral education among adolescents and the younger generation.]]>
<![CDATA[Pendidikan Toleransi Beragama Disekolah Menengah Kejuruan Negeri 1 Wonosobo ]]>
<![CDATA[Arum Rizqi Aprilia]]>;
<![CDATA[Ahmad Zuhdi]]>;
<![CDATA[Salis Irvan Fuadi]]>
<![CDATA[ IHSANIKA : Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2025): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[STIKes Ibnu Sina Ajibarang ]]>
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DOI: 10.59841/ihsanika.v3i3.2988
<![CDATA[This study aims to examine the implementation of religious tolerance education at Wonosobo State Vocational High School 1 and to identify the supporting and inhibiting factors in the process of its internalization. This research employs a qualitative approach with data collection techniques including interviews, observation, and documentation. The results show that religious tolerance education is not only applied in classroom learning but is also manifested in the social life of the school community. The school provides worship facilities for non-Muslim students, invites external religious teachers, and adjusts the activity schedule so as not to interfere with religious practices. Both Muslim and non-Muslim teachers actively foster mutual respect and inclusivity among students. The main supporting factors include open-minded school leadership, a school culture that appreciates diversity, and interfaith collaboration among teachers. Meanwhile, inhibiting factors involve social interactions among students that occasionally lead to friction, as well as limited monitoring of students' behavior outside school, particularly on social media. In general, the implementation of religious tolerance education at this school has been effective and can serve as a model for applying diversity values in education.]]>
