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Muhamad Abdul Muid
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Adabuna: Jurnal Pendidikan dan Pemikiran
Published by Universitas Islam Internasional Darullughah Wadda'wah
ISSN : 28094212     EISSN : 28084330     DOI : https://doi.org/10.38073/adabuna
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Adabuna: Jurnal Pemikiran dan Pendidikan is a journal published by the Postgraduate Program Institute of Islamic Studies of Darullughah Waddawah Bangil Pasuruan published twice a year June and December This journal focuses its scope on educational issues and issues of thinking that are preferred about Islamic Education and Islamic. Thought We invite scientists scholars researchers and professionals in the field to publish the results of studies and research results in our journals. This journal publishes highquality empirical and theoretical research covering all aspects of Education and Thought that are preferred on Islamic Education and Islamic Thought.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 55 Documents
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The Influence of the Islamic Education Curriculum on Reducing Epistemological Fragmentation and Synthesizing the Islamic Weltanschauung Amid the Dichotomy of Knowledge Selena Aulia; Syahidin Syahidin; Agus Fakhruddin
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 5 No 2 (2026): June
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v5i2.4706

Abstract

This research is motivated by the tendency of scientific dichotomy in the education system which has the potential to cause epistemological fragmentation and hinder the formation of a complete scientific perspective based on Islamic values. This study aims to analyze the integrative level of the Islamic Religious Education (PAI) curriculum, epistemological fragmentation, and Islamic Weltanschauung synthesis in students, as well as examine the influence of the PAI curriculum on the reduction of epistemological fragmentation and the synthesis of Islamic Weltanschauung. This study uses a quantitative approach with a survey method of 155 students of the Islamic Religious Education Study Program, University of Education Indonesia batch 2022–2023 who were selected through proportionate stratified random sampling technique. The research instrument is in the form of a Likert scale questionnaire that has been tested for validity and reliability. The results showed that 73.5% of students assessed the integrative function of the PAI curriculum at a good level. As many as 81.9% of students showed low epistemological fragmentation, which indicates a tendency towards a more integrated understanding of science. Meanwhile, 85.8% of students have a strong synthesis of Islamic Weltanschauung. Inferentially, the integrative function of the PAI curriculum had a positive and significant effect on the reduction of epistemological fragmentation (β = 0.618; p = 0.000) and the synthesis of Islamic Weltanschauung (β = 0.563; p = 0.000). The magnitude of the influence is moderate to quite strong, which shows that the PAI curriculum plays an important role, but is not the only determinant.
The Centrality of Moral Character in Islamic Religious Education: A Philosophical Analysis of the Knowledge Structure of Islamic Religious Education Mukhimah Irma Puspita; Mahfud Junaedi; Ruswan Ruswan
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 5 No 2 (2026): June
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v5i2.4907

Abstract

The implementation of character education in Islamic Religious Education in educational environments is often still positioned as a mere supplementary aspect, not as the main substance, so that the process of character formation of students often lags behind the achievement of academic aspects and mastery of the material. This study aims to prove the central position of character education in the scientific structure of Islamic Religious Education through a review of philosophical perspectives, as well as formulate its implications for the development of a comprehensive Islamic education. This study uses a qualitative approach with library methods, where data are analyzed in depth through three main dimensions of the philosophy of science, namely ontological, epistemological, and axiological. The results of the study indicate that ontologically, character education is the essence and core of all Islamic teachings. Epistemologically, character education functions as a unifying axis of the knowledge system that includes the bayani, irfani, and burhani approaches. Meanwhile, axiologically, character education occupies a position as the ultimate goal as well as the standard for measuring the absolute success of education. It is concluded that character education is not additional material, but the soul and core of Islamic Religious Education. These findings underscore the need for a paradigm shift in education delivery to prioritize the formation of holistic and high-quality character.
The Utilization of Learning Media for Ayat Kauniyah in Science-Based Pesantren: Integrating Science and the Qur'an in Islamic Boarding Schools Barlian Fajri; Mujamil Qomar; Syamsun Ni’am
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 5 No 2 (2026): June
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v5i2.4985

Abstract

This study examines the teaching materials used to integrate ayat-ayat kauniyah with the natural sciences at the Pesantren Trenssains in Tebuireng, Jombang, East Java. The Pesantren Trenssains is an Islamic educational institution that consistently combines the study of modern science with Islam, particularly through the approach of ayat-ayat kauniyah as a bridge between religious knowledge and the natural sciences. This study employs a qualitative approach with a single-case study design. Data were collected through participant observation, in-depth interviews with teachers, students, and boarding school administrators, as well as analysis of curriculum documents and teaching materials. Data analysis utilised the Miles and Huberman technique, comprising data reduction, data presentation, and drawing conclusions. The research findings reveal three key points: firstly, Pesantren Trenssains has developed integrative and multimodal learning materials that creatively combine visual aids, science laboratories and digital technology to illustrate the meaning of the verses of creation; secondly, the implementation of these learning materials is supported by an integrated curriculum specifically designed to align the text of the Qur’an with observations of natural phenomena; thirdly, the learning materials on the verses of creation at this pesantren have been shown to enhance students’ motivation to learn whilst strengthening their integrative understanding of the relationship between religion and science. This study presents an innovative model for integrating verses of creation and science through multimodal learning media based on empirical evidence and makes a significant contribution to the development of Islamic education.
Teachers’ Job Satisfaction as Determinant of Students’ Learning Outcomes in Osun State Secondary Schools Anthonia Ayobami Oyelade; Ruth Oluwakemisola Ayelagbe
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 5 No 2 (2026): June
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v5i2.5687

Abstract

This study examined teachers’ job satisfaction as a determinant of students’ learning outcomes in secondary schools in Osun State. A descriptive survey research design with a quantitative approach was adopted. A multistage sampling procedure was used to select 30 secondary schools, involving 60 teachers and academic performance data from 600 Senior Secondary School Two (SSS2) students. Teachers’ job satisfaction was measured using an adapted Teachers’ Job Satisfaction Questionnaire, which yielded a Cronbach’s alpha reliability coefficient of 0.86, while students’ learning outcomes in English Language and Mathematics were obtained through a pro-forma. Descriptive statistics and binary logistic regression were used to analyse the data at the 0.05 level of significance. The findings revealed that 66.7% of teachers reported a moderate level of job satisfaction, while 18.3% and 15.0% reported low and high levels, respectively. Approximately 44% of the observations reflected positive student learning outcomes, whereas 56% fell below the established benchmark. Binary logistic regression showed that teachers’ job satisfaction did not significantly predict students’ learning outcomes, Wald χ²(2) = 2.28, p = 0.32, with a Nagelkerke R² of 0.054. This study contributes context-specific empirical evidence from Osun State showing that teachers’ job satisfaction, when examined independently, has limited explanatory power for students’ learning outcomes, thereby reinforcing the need for a multidimensional approach to understanding student achievement. The study concludes that improving student achievement requires a broader approach that combines teacher welfare with instructional quality, school leadership, pedagogical competence, learning resources, and other school- and student-related factors.
Reconstructing the Psychology of Islamic Education through Arabic as a Neuroepistemic Infrastructure Based on the Epistemology of the Qur'an Sutarman Sutarman; Ahmadi Ahmadi; Nurhasma Muhamad Saad
Adabuna : Jurnal Pemikiran dan Pendidikan Vol 6 No 1 (2026): December
Publisher : Program Pascasarjana Institut Agama Islam (IAI) Darullughah Wadda'wah Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/adabuna.v6i1.5787

Abstract

Contemporary Islamic educational psychology still relies heavily on the epistemological foundations of modern psychology, while Arabic language education is more oriented towards linguistic competence. This dual tendency limits the understanding of the role of Arabic—as the language of revelation—in shaping the psychological development of learners. This research aims to reconstruct the psychology of Islamic education by placing Arabic as a neuro-epistemic infrastructure based on the epistemology of the Qur'an. Through a theoretical development approach that includes an integrative literature review, conceptual synthesis, and epistemological analysis of the Qur'an, this research combines insights from Islamic educational psychology, Arabic language education, neurolinguistics, cognitive science, as well as Qur'anic concepts such as iqrā', tafakkur, tadabbur, ta'aqqul, and tazakkur. This research develops the Neuro-Epistemic Infrastructure Theory of the Arabic Language (ANIT), which conceptualizes Arabic not just as a means of communication, but as an epistemic infrastructure that facilitates the formation of neuro-cognitive, neuro-affective, neuro-spiritual, and neuro-moral dimensions through the internalization of the meanings of the Qur'an. This proposed framework shifts the focus of Arabic language education from linguistic mastery to epistemic transformation, as well as repositioning Islamic educational psychology from the previous adaptive integration of modern psychological theories to a paradigm rooted in Qur'anic epistemology. This research contributes in the form of a new theoretical framework that expands the cross-disciplinary dialogue between Islamic educational psychology, Arabic language education, neurolinguistics, and Qur'anic epistemology, while providing a conceptual foundation for future empirical research.

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