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Rani Darmayanti
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Assyfa Journal of Islamic Studies
Published by CV Bimbingan Belajar Assyfa
ISSN : 29887399     EISSN : 29887399     DOI : https://doi.org/10.61650/ajis
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
he main purpose of the AJIS: Assyfa Journal of Islamic Studies is to publish the empirical original and primary research pertaining to Islamic education across all ages and educational levels both qualitative and quantitative research. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to Islamic educational. The scope of Assyfa Journal of Islamic Studies tells us the areas of application of educational combined with an Islamic perspective.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 159 Documents
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The Role of PCNU in Strengthening Aswaja An-Nahdliyah Values and Religious Moderation in Metro City Tanyizul Maksum; Jaenullah Jaenullah; Sunarto Sunarto
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1175

Abstract

This study examines the role of the Nahdlatul Ulama Branch Leadership (PCNU) in Metro City in strengthening Aswaja An-Nahdliyah values and religious moderation. Religious moderation has become increasingly urgent in Indonesia's pluralistic society amid rising radicalism and transnational ideologies that threaten national integration. As the largest Islamic organization in Indonesia, Nahdlatul Ulama (NU) bears responsibility for instilling moderate Islamic values to counter extremism. This qualitative field research employed observation, documentation, and in-depth interviews with key informants including PCNU administrators. Data analysis was conducted descriptively-analytically. The findings reveal that PCNU Metro City strengthens Aswaja values through three primary channels: structural (formal cadre training: PKD, PDPKNU, PMKNU), cultural (pesantren and majelis taklim), and intellectual (Bahtsul Masail Institute). Actualization manifests in two dimensions: religious dimension through devotional traditions (ziarah kubur, tahlilan) as spiritual expressions, and civic dimension through reinforcing hubbul wathon minal iman (love of homeland as part of faith) and positioning NU as a strategic government partner. The study concludes that comprehensive Aswaja value reinforcement successfully builds ideological immunity against radicalism while simultaneously strengthening national integration.
Implementation of Islamic Religious Education in Shaping Adolescent Morals Lilik Khotimatul Ahdziyah; Ihsan Mustofa; M. Sayyidul Abrori
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1176

Abstract

This study examines the implementation of Islamic Religious Education (IRE) in shaping adolescent morals in Sukatani Village, Kalianda District, South Lampung Regency. The research is motivated by the declining quality of adolescent morals amid rapid globalization and technological advancement, even in rural areas. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and documentation. Subjects included religious leaders, educators, parents, and adolescents. Data analysis followed Miles and Huberman's interactive model: reduction, display, and verification. Results indicate that IRE implementation occurs through formal and non-formal channels, including school learning, TPA activities, youth religious gatherings, and family roles. This implementation positively impacts moral formation, evidenced by increased worship awareness, politeness, and improved social interaction. Supporting factors include a religious community environment, the role of religious leaders, and community religious activities. Inhibiting factors include limited parental involvement, negative social media influence, and weak inter-institutional coordination. The study concludes that IRE plays a vital role in adolescent moral formation, yet stronger synergy between schools, families, and communities is essential for optimal outcomes.
Implementation of the Merdeka Belajar Curriculum in Fiqh Learning at MTs Darul A'mal Metro City Ahmad Saiful Bahri; Jaenullah Jaenullah; Sunarto Sunarto
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1177

Abstract

Implementasi kurikulum Merdeka Belajar dalam pembelajaran Fiqih di MTs Darul A'mal Kota Metro menghadapi tantangan terkait keterbatasan sumber daya dan kesiapan guru. Penelitian ini bertujuan menganalisis implementasi kurikulum Merdeka Belajar pada pembelajaran Fiqih di MTs Darul A'mal Kota Metro. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Sumber data primer adalah guru mata pelajaran Fiqih dan siswa, sedangkan data sekunder diperoleh dari dokumentasi. Pengumpulan data melalui wawancara mendalam dan dokumentasi, dengan analisis data menggunakan reduksi data, penyajian data, dan verifikasi/penarikan kesimpulan. Hasil penelitian menunjukkan implementasi kurikulum Merdeka Belajar dilakukan melalui lima strategi: (1) mendorong motivasi internal siswa dengan menghubungkan materi Fiqih dengan kehidupan sehari-hari; (2) penerapan pembelajaran berpusat pada siswa dengan guru sebagai fasilitator; (3) peningkatan partisipasi siswa melalui studi kasus, simulasi, dan diskusi; (4) menghubungkan materi dengan kepentingan komunitas yang lebih luas; dan (5) menciptakan lingkungan dan tugas belajar yang menantang. Penelitian ini menyimpulkan bahwa implementasi Merdeka Belajar dalam pembelajaran Fiqih efektif meningkatkan motivasi, pemahaman, dan partisipasi siswa secara signifikan.
The Effect of Problem Based Learning Model and Learning Interest on Critical Thinking in Islamic Cultural History Eri Kusumawati; Choirudin Choirudin; M. Saidun Anwar
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1178

Abstract

This study aims to determine the effect of the Problem Based Learning (PBL) model and learning interest on students' critical thinking skills in the subject of Islamic Cultural History (SKI) at MA Al Huda Tulung Balak. This research is motivated by the low level of students' critical thinking skills caused by the use of conventional teaching methods and low student learning interest. This study employed a quantitative approach using a quasi-experimental method with a 2×2 factorial design. The population consisted of all twelfth-grade students at MA Al Huda Tulung Balak, with a sample of 60 students divided into experimental and control groups. Data were collected through tests, questionnaires, and observations. The research instruments included a critical thinking test (10 essay questions), a learning interest questionnaire (25 items), and an observation sheet. Data analysis was conducted through prerequisite tests (normality and homogeneity) and hypothesis testing using Two-Way ANOVA. The results showed that: (1) the PBL model had a significant effect on students' critical thinking skills (Sig = 0.000 < 0.05); (2) learning interest had a significant effect on students' critical thinking skills (Sig = 0.002 < 0.05); and (3) there was a significant interaction between the PBL model and learning interest on students' critical thinking skills (Sig = 0.011 < 0.05). The mean score of critical thinking skills in the experimental class (82.40) was higher than in the control class (73.10). In conclusion, the implementation of the PBL model supported by high learning interest can improve students' critical thinking skills in Islamic Cultural History.
The Principal's Strategy in Improving Teachers' Teaching Motivation at MA Al Huda Tulung Balak Siti Maryamah; Mispani Mispani; Choirudin Choirudin
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1180

Abstract

This study aims to analyze the principal's strategies in improving teachers' teaching motivation, their impact on teacher performance, and the challenges faced in implementation. The research employed a qualitative approach with a case study design at MA Al Huda Tulung Balak, East Lampung. Data were collected through participant observation, in-depth interviews with 8 informants (principal, 6 teachers, and 1 administrative staff), and document study. Data analysis used the Miles and Huberman model. The findings reveal that the principal implemented seven holistic and integrative strategies: (1) humanistic and reflective clinical supervision, (2) spiritual and professional value-based motivation, (3) sustainable capacity development through training, (4) proportional reward and punishment system, (5) conducive work environment engineering, (6) participatory and transformational leadership style, and (7) mobilization of parental and community support. The impacts include increased teaching innovation (teachers using varied methods rose from 40% to 75%), participation in professional development (90%), administrative discipline (from 65% to 85%), and technology utilization (from 30% to 55%). Challenges include limited infrastructure, weak external support, teacher competency heterogeneity, the principal's heavy workload, and low internal drive among a small portion of teachers. This study confirms Maslow's Hierarchy of Needs Theory, Deci and Ryan's Self-Determination Theory, and Bass's Transformational Leadership Theory in the context of pesantren-based rural private madrasahs.
Four-Month Pregnancy Tradition: Internalization of Islamic Religious Education Values among Pregnant Women in Sripendowo Village, Lampung Yulinda Yulinda; Dedi Setiawan; M. Saidun Anwar
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1181

Abstract

This study aims to analyze the process of internalizing the values of Islamic Religious Education (PAI) among pregnant women through the four-month pregnancy tradition in Kampung Sripendowo, Lampung. The focus of the study includes three stages of internalization: acceptance, evaluation, and implementation of values. This research employs a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation, involving religious leaders, traditional leaders, pregnant women, and community members as informants. Data analysis was conducted systematically through the stages of data reduction, data display, and conclusion drawing.The results of the study indicate that the four-month tradition functions as an effective non-formal educational medium. At the acceptance stage, religious values are conveyed through religious rituals such as Qur’an recitation, collective prayers, and advice from religious leaders. The evaluation stage is characterized by an affective process in which pregnant women assess the values based on Islamic teachings, psychological benefits, and social norms. The implementation stage shows real application in daily life, such as increased religious practices, improved moral behavior, and the practice of Islamic prenatal education.
The Role of Religious Leaders in Building Inter-Religious Harmony in Multicultural Society Tri Miratul Hasanah; Jaenullah Jaenullah; M. Agus Mushodiq
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1182

Abstract

This research is motivated by the multicultural condition of Indonesian society with the potential for interreligious conflict, yet on the other hand there is a strong phenomenon of harmony in Bumi Raharjo Village, Bumi Ratu Nuban District, Central Lampung Regency. This study aims to analyze the condition of interreligious harmony and the role of religious leaders in building such harmony based on Anthony Giddens' structuration theory. The research uses a qualitative approach with field research type. Data collection techniques include observation, in-depth interviews, and documentation. Research informants include Islamic and Hindu religious leaders, village officials, and community members from various religious backgrounds. Data analysis was conducted through data reduction, data display, and conclusion drawing with validity testing using source and technique triangulation. The results show that interreligious harmony in Bumi Raharjo Village is manifested in the form of tolerance (mutual respect for worship), effective communication, and social cooperation (mutual cooperation, village activities, and cross-religious involvement of Karang Taruna). The role of religious leaders in structuration theory includes three dimensions: (1) signification, namely the formation of inclusive religious meaning through sermons and advice about tolerance; (2) domination, namely directing community social actions through role modeling and involvement in social activities; (3) legitimation, namely providing normative justification for harmonious practices as part of religious teachings. Supporting factors for harmony include high community awareness, harmonious social relations, village government support, and the active role of religious leaders. Inhibiting factors include differences in religious understanding, lack of tolerance education, and external influences such as hoaxes and interfaith families. This study concludes that religious leaders act as strategic structuration agents in creating and maintaining harmony in multicultural societies.
The Influence of Educational Interaction and Reward and Punishment on Islamic Religious Education Learning Outcomes Nurhasanah Nurhasanah; Sunarto Sunarto; Siti Roudhotul Jannah
Assyfa Journal of Islamic Studies Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v3i2.1183

Abstract

This research is motivated by the low learning outcomes of students in Islamic Religious Education subjects, which is suspected to be related to the less-than-optimal educational interaction and the implementation of reward and punishment in the classroom. This study aims to analyze the effect of educational interaction and reward and punishment on student learning outcomes, both partially and simultaneously. The research employed a quantitative approach with a survey method. The population consisted of all seventh-grade students of SMP Negeri 1 Kotaagung Timur, Tanggamus Regency, totaling 52 students, who also served as the sample (total sampling). Data were collected using questionnaires for the variables of educational interaction and reward and punishment, and documentation of scores for learning outcomes. Data analysis used multiple linear regression. The results showed that partially, educational interaction had a positive and significant effect on learning outcomes (t count = 3.25 > t table = 2.01), as did reward and punishment (t count = 2.98 > t table = 2.01). Simultaneously, both variables also had a significant effect (F count = 39.87 > F table = 3.19) with a contribution of 62% (R² = 0.62). Thus, improving the quality of educational interaction and the appropriate application of reward and punishment can enhance students' PAI learning outcomes.
The Role of Principal's Pedagogical Leadership in Teacher Professional Development at SMKS 6 Muhammadiyah Lebong Utara Valerian Valerian; Adi Asmara
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i1.1184

Abstract

The principal's pedagogical leadership is a strategic factor in teacher professional development and improving the quality of education. This article discusses the concept of pedagogical leadership, its role in teacher professional development, implementation strategies, challenges faced, and its implications for improving the quality of education at SMKS 6 Muhammadiyah Lebong Utara. This study uses a qualitative method in the form of a case study involving the principal, teachers, and educational staff as participants. Data were collected through structured interviews, observations, and document studies, then analyzed using the Miles and Huberman framework. The results show that the principal's pedagogical leadership plays a central role in teacher professional development through five main functions: as an academic vision formulator, academic supervisor, facilitator of teacher professional learning, builder of a school culture that supports continuous learning, and as a motivator and role model. Effective implementation strategies include data-based needs mapping, sustainable academic supervision, formation of professional learning communities, management of resources that support learning, and continuous evaluation. Challenges faced include the principal's administrative burden, teacher resistance to change, resource limitations, and mismatches between training programs and teacher needs. This study concludes that teacher professional development will be more effective when the principal implements systematic, sustainable pedagogical leadership based on teachers' actual needs. The implication is that strengthening the principal's pedagogical leadership needs to become a priority agenda in education policy, not only in administrative and managerial aspects, but also in academic supervision competence, facilitation of learning communities, learning data analysis, and instructional change leadership.
Literacy Culture Behind Yogyakarta's Success in the 2026 Academic Competency Test Eki Yulia Susanti; Agustina Tri Wijayanti; Sudrajat Sudrajat; Finan Ahsani Taqwim
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies (August) In Press
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1185

Abstract

The Special Region of Yogyakarta achieved the highest national performance in the 2026 Academic Competency Test, highlighting the need to examine educational factors associated with students’ academic achievement, including literacy culture. This study synthesizes the relationship between literacy culture and academic achievement and examines its implications for interpreting Yogyakarta’s test results. A systematic literature review was conducted using a selection process guided by PRISMA 2020. The corpus comprised 21 publications issued between 2020 and 2026, including journal articles, conference proceedings, a thesis, a preprint, and official national and international reports. The publications were retrieved from Google Scholar, Scopus, ERIC, Crossref, Dimensions, and Garuda and analyzed through thematic content analysis. The synthesis indicates that literacy culture is associated with reading habits, information comprehension and literacy, critical thinking, problem-solving skills, and various indicators of academic achievement. These relationships are also shaped by family support, teacher competence, the school environment, learning motivation, and socioeconomic conditions. The findings position literacy culture as a strategic component of the educational ecosystem that may support academic achievement. In the context of Yogyakarta’s 2026 Academic Competency Test results, literacy culture provides a relevant conceptual perspective for interpreting the province’s performance; however, it cannot be regarded as a direct causal factor without further empirical investigation.

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