cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rani Darmayanti
Contact Email
ranidarmayanti1990@gmail.com
Phone
+6282245549135
Journal Mail Official
editorjurnal@assyfa.com
Editorial Address
Jambangan II Street No. 60 Purworejo - Pasuruan - East Java 67117, Indonsia
Location
Kab. pasuruan,
Jawa timur
INDONESIA
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 70 Documents
 3   4   5   6   7 
Contextual Teaching and Learning (CTL) as a Strategic Driver for Student Engagement in Fiqh Education Rohim, Fatqur; Sunarto, Sunarto; Setiawan, Dedi
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.v4i1.972

Abstract

This research is motivated by the low level of student learning motivation in Fiqh subjects, characterized by minimal active participation and suboptimal learning outcomes. This study aims to analyze the strategies of Fiqh teachers in implementing the Contextual Teaching and Learning (CTL) model, identify supporting and inhibiting factors, and analyze its impact on student learning motivation at MTsN 1 Mesuji. This study employs a qualitative approach with a field research design, selecting informants through purposive sampling, including Fiqh teachers, the vice-principal for curriculum, and students. Data collection techniques included structured interviews, participant observation, and documentation, and the data were analyzed using the Miles and Huberman interactive model. The results show that Fiqh teachers' strategies for implementing CTL are carried out systematically through planning, implementation, and evaluation, integrating the principles of constructivism, inquiry, learning community, modeling, and authentic assessment. The implementation of CTL proved effective in enhancing student learning motivation, evidenced by increased activeness in discussions, willingness to ask questions, and enthusiasm in learning practices, alongside a significant increase in average test scores exceeding the minimum mastery criteria. The main supporting factors include madrasah policies and student enthusiasm, while inhibiting factors include time constraints and large class sizes. In conclusion, the CTL model serves as an effective strategic driver for increasing student engagement and learning motivation in Fiqh education.
Classical Ethical Values for Modern Challenges: Al-Ghazali’s Bidayatul Hidayah and Its Relevance to National Character Education Lutfi, Ahmad; Jaenullah, Jaenullah; Syaifullah, Muhammad
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.v4i1.973

Abstract

This research is motivated by the moral crisis among Indonesian youth, characterized by high rates of violence, bullying, and value degradation within educational environments. While moral education in Islam is central to forming a complete human being, its implementation faces significant contemporary challenges. This study aims to analyze the moral education values from Imam Al-Ghazali’s perspective in the book Bidayatul Hidayah and determine their relevance to national character education in Indonesia. The research employs a qualitative method with a library research approach, utilizing Bidayatul Hidayah as primary data and relevant literature as secondary sources, analyzed through descriptive-analytical techniques. The results indicate that Bidayatul Hidayah contains fundamental moral values covering relations with God (habl min Allah), oneself, and society (habl min al-nas), emphasizing the process of tazkiyatun nafs (soul purification) by integrating knowledge and practice. Furthermore, these values demonstrate strong conceptual, methodological, and socio-cultural relevance to Indonesia's national character education. The study concludes that Al-Ghazali’s moral values can serve as a practical and conceptual reinforcement for national character education, recommending their integration to foster students with noble character and spiritual maturity.
Digitalizing Islamic Pedagogy: The Role of Artificial Intelligence (AI) in Enhancing Student Motivation and Learning Effectiveness Pratiwi, Desta Ega; Jannah, Siti Roudhotul; Jaenullah, Jaenullah
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.v4i1.974

Abstract

This study aims to describe the implementation of Artificial Intelligence (AI)-based Islamic Religious Education (PAI) learning media at SMP Negeri 1 Sekampung and analyze its impact on learning effectiveness and student motivation. The research is driven by the urgent need for pedagogical innovation to create interactive and contextual learning experiences that align with the digital generation's characteristics. Employing a descriptive qualitative approach, data were collected through observation, semi-structured interviews, and documentation involving school principals, PAI teachers, and students. The results indicate that integrating AI platforms such as Kahoot, Quizizz, and ChatGPT significantly increases student engagement and personalizes their understanding of Islamic concepts. The implementation follows a systematic process of integrating AI into lesson plans, interactive delivery, and automated evaluation providing instant feedback. Despite benefits, challenges such as infrastructure limitations, unstable internet, and the need for enhanced teacher digital competence were identified. In conclusion, AI-based media holds transformative potential to improve PAI learning quality, provided it is supported by adequate infrastructure, teacher training, and a strong emphasis on maintaining spiritual and moral values.
Pedagogical Strategies for Character Building in Islamic Education: Addressing Moral Degradation in Secondary Schools Yusuf, Marzuki; Jaenullah, Jaenullah; Anwar, M. Saidun
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.v4i1.975

Abstract

This study aims to analyze the pedagogical strategies employed by Islamic Religious Education (PAI) teachers in building noble character (akhlakul karimah) among students at SMA Riyadlul Ulum Sukoharjo, North Lampung, as a response to the growing phenomenon of moral degradation among adolescents. Utilizing a qualitative descriptive approach with a phenomenological design, data were collected through participatory observation, in-depth interviews with the principal and PAI teachers, and documentation study. The findings reveal an integrated implementation of five core instructional strategies: (1) direct instruction through interactive lectures and role modeling; (2) indirect instruction via religious culture habituation; (3) interactive instruction through reflective group discussions; (4) independent study using daily moral journals; and (5) experiential learning through social activities and student organizations. These strategies effectively fostered discipline, honesty, and responsibility, supported by a strong school culture, although social media remained a primary inhibiting factor. The study concludes that the synergy of these five pedagogical approaches provides a holistic framework for internalizing moral values, transforming them from abstract concepts into daily behavioral habits. These results imply that character building in secondary schools requires a collaborative ecosystem between structured teaching, personal reflection, and real-world practice to effectively address modern moral challenges.
The Influence of PAI Teachers' Pedagogical Competence on The Emotional Intelligence Sabila, Aulia Himma; Nisa, Khoirun; Pratiwi, Irene Thaurisa Erma; Mukminati, Siti Dini; Wijaya, Vivi Febiola; Fidiyaningsih, Isna
Assyfa Journal of Islamic Studies Vol. 2 No. 2 (2024): 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.v2i2.885

Abstract

This research aims to analyze the influence of Islamic Religious Education (PAI) teachers' pedagogical competence on the emotional intelligence of Class VIII students at SMPIT Baitul Qur’an Al Jahra Magetan. PAI teachers' pedagogical competence includes understanding student characteristics, learning planning, teaching method utilization, and learning outcome evaluation, while emotional intelligence is measured based on aspects of self-awareness, emotional management, motivation, empathy, and social skills (Goleman, 2009). This study uses a quantitative approach with a correlational method. The research population consists of all female Class VIII students (104 students), with a sample of 51 respondents selected using the Slovin formula. Data were collected through Likert scale-based questionnaires and analyzed using validity, reliability, normality, linear regression tests, and hypothesis tests (t-test and F-test) using SPSS version 25. This research analyzes the significant influence of teacher pedagogical competence on students' emotional intelligence. Pedagogical competence, which includes the teacher's ability to understand student characteristics, design effective learning, and create a supportive learning environment, is found to play a crucial role in shaping students' emotional intelligence. This influence occurs through a learning process that not only focuses on cognitive aspects but also facilitates the development of students' ability to recognize, manage, and express emotions constructively, which ultimately makes a positive contribution to their academic achievement and social interactions.
The Effect of Implementing The Teams Games Tournament (TGT) in Improving Learning Interest and Learning Outcomes Anissa Septianingtyas, Anissa Laily; Saputri, Antin Eka; Shafira, Lyan Hanan; Al Maghtani, Muhammad Umar; Dina, Nadia Filosofi; Aisya, Riska Nur
Assyfa Journal of Islamic Studies Vol. 2 No. 2 (2024): 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.v2i2.1008

Abstract

This study aims to analyze the effect of implementing the Teams Games Tournament (TGT) cooperative learning method on improving learning interest and learning outcomes of tenth-grade students in Islamic Religious Education (PAI) at Pacitan Development Vocational School. The background of this study is based on the low level of active participation and learning motivation of students in PAI lessons, which impacts on suboptimal academic achievement. The TGT method was chosen because it integrates elements of educational games and group cooperation, thus it is expected to create an interactive, enjoyable, and healthy competitive learning atmosphere. This study uses a quantitative approach with a quasi-experimental design with a pretest-posttest model. The research sample consisted of tenth-grade students selected using a saturated sampling technique. Data collection was carried out through a questionnaire to measure learning interest, a final semester exam (UAS), and observations during the learning process. Data analysis was carried out using a paired sample t-test and multiple linear regression analysis to determine the effectiveness and relationships between variables. The results showed that there was a significant increase in student learning interest and learning outcomes after the implementation of the TGT method. Students became more enthusiastic, active in group discussions, and were able to understand the material more deeply through the games and competitions held. Furthermore, the data showed a positive relationship between learning interest and learning outcomes, indicating that increased learning interest contributes to student academic achievement. Thus, the TGT method has proven effective as a cooperative learning strategy in improving the quality of Islamic Religious Education (PAI) learning at the vocational high school level. This study recommends the continued use of the TGT method by teachers as an innovative effort to create a participatory and meaningful learning environment.
The Effectiveness of The Yaumul Talaqqi Model Teacher Development Program to Increase The Performance of Islamic Regional Education Teachers Istikomah, Aulia; Zakiyyah, Alfi Zahrotuz; Wafiroh, Ilma Afrida; Famila, Awalu Briliana; Husna, Aflah Muzakiyatul; Putri, Ragil Dian
Assyfa Journal of Islamic Studies Vol. 2 No. 2 (2024): 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.v2i2.1009

Abstract

This study aims to analyze the effectiveness of a teacher development program in improving the performance of Islamic Education (PAI) teachers at Al Furqon Foundation in Ponorogo. A quantitative approach was used, involving 39 PAI teachers selected purposively as respondents. The independent variable (X) is the effectiveness of the teacher development program, while the dependent variable (Y) is the performance of PAI teachers, measured through pedagogical, professional, social, and personal aspects. Data were collected using validated and reliable questionnaires as well as performance observation sheets. Data analysis included linearity tests, paired t-tests, and the coefficient of determination. The results showed a significant linear relationship between the effectiveness of the development program and teacher performance, with a determination coefficient (R² = 0.532) indicating that 53.2% of the variation in performance improvement can be explained by the effectiveness of the development program.
Implementation of Islamic Values in Daily Life on The Formation of Character and Behavior of Class 3 Students of Madrasah Salafiyah Ula Nashrus Sunnah in Madiun City Nisa, Fakhrun; Khotimah, Putri; Firdaus, Muhammad Delpie; Khoirulanshori, Rizki Riyan; Salsabila, Salsabila; Amalina, Afifah Ismahani Nur
Assyfa Journal of Islamic Studies Vol. 2 No. 2 (2024): 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.v2i2.1010

Abstract

This research analyzes the implementation of Islamic values in shaping the discipline character and responsibility behavior of 3rd grade students of Madrasah Salafiyah Ula Nashrus Sunnah Madiun City. The moral crisis among the younger generation shows the urgency of strong character education from an early age, with Islamic values as the foundation. The study used a qualitative approach with a case study method, involving observation, interviews, and documentation of students, teachers, and the principal. The results show that the implementation of Islamic values through the habituation of morning dhikr, Dhuha prayer, Dzuhur prayer in congregation, jimpitan (alms) program, and greeting/salam significantly improves students' discipline and responsibility. Students become more obedient to rules, punctual, and show initiative in tasks and social care. Despite challenges such as consistency outside school and diverse family backgrounds, the findings confirm that Islam-based character education is effective in shaping individuals with high integrity and morality. Strong synergy between school and family, as well as teacher creativity, is needed for the sustainability of this program.
Implementation of Islamic Religious Education in Character Formation at the Salafiyah Ula Nashrus Sunnah Madrasah in Madiun City Nurazizah, Fitrian; Mustafit, Maulid Roikhan; Azzahroh, Azzah Ayu; Putri, Fretina Ananta Nurya; Ardian, Aci
Assyfa Journal of Islamic Studies Vol. 2 No. 2 (2024): 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.v2i2.1011

Abstract

This study aims to examine the role of Islamic Religious Education (PAI) in shaping the religious character of students at Madrasah Salafiyah Ula Nashrus Sunnah, Madiun City. The research is motivated by concerns about the decline in students’ moral and spiritual values due to the influence of globalization, social media, and the weakening role of the family as the primary educator. This condition highlights the importance of Islamic Religious Education in developing students’ religious character from an early age. The study employs a descriptive qualitative approach, with data collected through observation, in-depth interviews, and documentation. The findings reveal that PAI plays a significant role in instilling religious character through the integration of Islamic values into the curriculum, teachers’ exemplary behavior, daily worship practices, and social activities such as charity (infak) and cooperation among students. The Islamic character values developed include silat ar-rahmi, ukhuwah, al-‘adalah, husnudzan, tawadhu, amanah, iffah, and al-munfiqun. These values shape students’ religious attitudes as reflected in their morality, discipline, and sense of responsibility, both within and outside the school environment. However, this process faces challenges such as diverse family backgrounds and the negative influence of digital environments. The study concludes that the success of religious character formation through PAI largely depends on the synergy between teachers, families, and the social environment, as well as the implementation of contextual learning strategies that touch upon students’ spiritual aspects.
Internal and External Quality Assurance System in Private Islamic Religious Colleges: A Case Study of the Implementation of the PEPPP Cycle at Ma'arif University, Lampung Nurani, Nurani; Pahrudin, Agus; Yuberti, Yuberti; Rinaldi, Achi
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.v4i1.1024

Abstract

The implementation of the Internal Quality Assurance System (SPMI) at Private Islamic Religious Higher Education Institutions (PTKIS) often faces challenges such as a weak quality culture, inconsistent follow-up, and the perception that accreditation is merely administrative. Furthermore, digitalization through the Sapto 2.0 platform has given rise to new shortcomings: reliance on a manual reminder approach in reporting lecturer grades, gaps in data markup in Student Lecture Activity (AKM) reports, and inconsistencies in the Semester Credit Unit (SKS) system during accreditation. This study aims to analyze the implementation of SPMI and responses to external quality assurance at Ma'arif University, Lampung, with a focus on the PPEPP cycle (Determination, Implementation, Evaluation, Control, Improvement). A qualitative case study approach was used. Data were collected through in-depth interviews with 10 informants (leaders, Head of LPM, heads of study programs, lecturers, and educational staff), documentation studies, and observations. The results indicate that structurally, SPMI is implemented through an annual PPEPP cycle that produces a measurable follow-up plan. However, three critical deficiencies were found: (1) the practice of marking up AKM data prior to accreditation due to target pressures and system weaknesses, (2) inconsistencies in recording credits between RPS and transcripts due to unvalidated data migration, and (3) the lack of connection between the internal quality reporting system and the graduate tracer study. The response to external quality assurance (LAMDIK assessment) provided a moment for reflection, but without transparent digital improvements, the synergy between SPMI and SPME remains vulnerable to administrative manipulation. It was concluded that continuous quality improvement in PTKIS requires a reliable electronic quality assurance system, with an audit trail, and integrated with the tracer study, not just an annual cycle formality.

Page 7 of 7 | Total Record : 70

 3   4   5   6   7 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): Assyfa Journal of Islamic Studies (April) Vol. 3 No. 2 (2025): Assyfa Journal of Islamic Studies (December) Vol. 3 No. 1 (2025): Assyfa Journal of Islamic Studies (June) Vol. 2 No. 2 (2024): Assyfa Journal of Islamic Studies (December) Vol. 2 No. 1 (2024): Assyfa Journal of Islamic Studies (June) Vol. 1 No. 2 (2023): Assyfa Journal of Islamic Studies (December) Vol. 1 No. 1 (2023): Assyfa Journal of Islamic Studies (June)