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Rani Darmayanti
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ranidarmayanti1990@gmail.com
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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 153 Documents
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Management of Package C Equivalency Education for Correctional Residents at Class II.b Baturaja Detention Center Supratman
Assyfa Journal of Islamic Studies Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April)
Publisher : CV. Bimbingan Belajar Assyfa

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Abstract

As citizens, everyone has an equal right to education, including the inmates at the Baturaja Detention Center (Rutan). The Baturaja Detention Center implements the Package C equivalency program to fulfill the educational rights of inmates, while serving as an instrument for personality development. Education within a detention center presents unique management challenges and characteristics compared to regular schools. This study aims to analyze and describe the management of the Package C equivalency education program for inmates at the Class IIB Baturaja Detention Center, which includes the stages of planning, organizing, implementing, and supervising. This study employed a qualitative approach with a descriptive qualitative method. Data were collected through direct interviews with the head of the Class IIB Baturaja Detention Center, correctional officers, managers of the Annur Arba Community Learning Activity Center (PKBM) Baturaja, and participating inmates. Direct observations and documentary studies were also conducted to strengthen data validity. The results indicate that the management of the Package C program at the Baturaja Detention Center operates reasonably well through a formal partnership with an external PKBM. The initial planning stage involves assessment of inmates' interests and administrative requirements. The implementation stage faces challenges such as limited classroom space, minimal learning facilities, and scheduling adjustments to comply with detention center security protocols. The supervision stage is conducted jointly by the detention center authorities and the leadership of PKBM Annur Arba to ensure attendance and security during the learning process. In conclusion, the management of Package C education at the Baturaja Detention Center successfully provides secondary education access for inmates. However, it remains constrained by limited infrastructure and a lack of a dedicated operational budget for education within the detention center
Islamic Educational Values in The Marriage Tradition of The Banjar Ethnic Community in Teluk Sialang Village Abd. Hamid; Ari Susanto; Kholilullah Kholilullah
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies (August) In Press
Publisher : CV. Bimbingan Belajar Assyfa

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Abstract

This study aims to determine the Islamic educational values in the implementation process of the Banjar ethnic marriage tradition in Teluk Sialang Village, Tungkal Ilir District, West Tanjung Jabung Regency. The problems in this study are to find out how the marriage tradition of the Banjar ethnic community is and to find out the Islamic educational values in the Banjar ethnic marriage tradition. This research is a field research. Data collection was carried out using observation, interview and documentation methods. This research was analyzed using data reduction, data presentation and verification. The findings of this study are: 1) the marriage traditions of the Banjar ethnic community include: (a) Basasuluh (investigating), (b) Batatakunan, (c) Badatang/Bapara (proposing), (d) Bapayuan/Bapatut Jujuran (determination of dowry), (e) Maatar Jujuran/Patalian (engagement), (f) Bapingit (seclusion), (g) Bapacar (henna), (h) Badudus/Bapapai, (i) Marriage Contract, (j) Batamat (Khatam Qur'an), (k) Ma'arak Pengantin (bridal procession), (l) Bersanding/Batatai Tradition; 2) the Islamic educational values in the Banjar ethnic marriage tradition include: (a) faith values, (b) worship values, (c) moral values, (d) silaturrahmi values.
Implementation of Multiliteracy in PAI Learning through Interactive Learning Media Rismawati Rismawati; Siti Roudhotul Jannah; 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.v4i1.1229

Abstract

This study aims to analyze the implementation of multiliteracy in Islamic Religious Education (PAI) learning through interactive learning media at SMP Negeri 1 Punggur, Central Lampung. In the digital era characterized by massive and diverse information flows, students are required to have multiliteracy skills encompassing textual, digital, media, and cultural literacy. PAI learning, which has tended to use textual and conventional approaches, faces challenges in comprehensively developing students' multiliteracy competencies. This research employs a qualitative approach with a case study method at SMP Negeri 1 Punggur, an accredited A public junior high school that has implemented the Merdeka Curriculum. Data were collected through participatory observation, in-depth interviews with the principal, PAI teachers, and students, as well as documentation studies, then analyzed using the Miles and Huberman interactive model. The results show that the implementation of multiliteracy through interactive media such as learning videos, visual presentations, digital quizzes, simulations, and Canva-based e-modules has been running, although not evenly distributed. Interactive media has proven to play a significant role in increasing learning interest, active participation, and students' understanding of abstract PAI material. However, the development of visual and digital literacy has not been optimal due to limited media use and the lack of explicit integration of multiliteracy in lesson planning and evaluation. This study recommends strengthening multiliteracy-based planning, implementation, and evaluation as well as improving PAI teachers' digital competence through the TPACK approach to achieve comprehensive multiliteracy development.

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