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Anwar Abidin
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Attaqwa:Jurnal Ilmu Pendidikan Islam
Published by Institut Agama Islam Daruttaqwa Gresik
ISSN : 16930649     EISSN : 26203901     DOI : https://doi.org/10.54069/attaqwa.v19i2
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Attaqwa: Journal of Islamic Education (p-ISSN 1693-0649 e-ISSN: 2620-3901) is published by Islamic Religious Education Study Program of Islamic Institute of Daruttaqwa Gresik, East Java, Indonesia. This journal is focused on the development of Islamic education, both locally, nationally and internationally through the publication of articles and research reports. This journal is published twice a year in Mart and September. The journal publishes empirical and theoretical research covering all aspects of Islamic Education: Deradicalization of Islamic Education, Philosophy of Islamic Education, Strategies and Methods in Islamic Education, Islamic Education Policy, Gender and Islamic Education, Comparison of Islamic Education, Islamic Education and Science, Nusantara Islamic Education, Pesantren Education Islamic Education and Social Transformation, Leadership of Islamic Education, Figure of Islamic Education, Islamic Education Management, Curriculum of Islamic Education, Innovation of Islamic Education and Madrasah Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "vol. 21 no. 2 (2025): pendidikan agama islam integratif" : 5 Documents clear
Menumbuhkan Budaya Religius: Pendekatan Guru PAI dalam Pendidikan Karakter Fajri, Nur; Ardianto, Ardianto; Sholihah, Maidatus
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 21 No. 2 (2025): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v21i2.972

Abstract

This study examines the strategy of Islamic Religious Education (PAI) teachers in fostering a religious culture in students at MIN 11 Banda Aceh. This research is a qualitative study with a case study approach. Data were collected through observation, in-depth interviews, and documentation of PAI teachers, madrasah heads, and students in grades II, V, and VI, totaling 73 people. The results showed that PAI teachers instill a religious culture through habituation strategies, exemplary motivation, and open communication. The three central values developed include honesty, humility, and discipline. The value of honesty is instilled through teacher examples and contextual Islamic stories. The value of humility is strengthened through the 5S culture (smile, greeting, greeting, politeness, courtesy), visual media such as posters, and community involvement. Meanwhile, the value of discipline is developed through scouting activities, exemplary teachers, and persuasive approaches to enforcing rules. The study also found several internal obstacles, such as limited worship facilities and low student interest, and external, such as lack of communication with student guardians and the negative influence of digital media. This study recommends the need for synergy between madrasah, parents, and the community to support the implementation of a religious culture. Madrasahs are also advised to strengthen religious facilities and conduct character development more sustainably and participatory manner. This study is expected to be a reference in developing Islamic character education strategies in primary madrasahs.
Management of Excellent Madrasa Program in Increasing Institutional Competitiveness Jauhari, Irfan; Akhyak, Akhyak; Aziz, Abd.; Nur Ajizah, Ratna Utami
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 21 No. 2 (2025): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v21i2.976

Abstract

This study explores the management of superior Madrasa programs in improving the competitiveness of institutions at MTsN 1 and MTsN 2 Ponorogo. Both institutions have their own uniqueness that is not possessed by other institutions, including a history of consistent competitiveness since their establishment in 1979. The focus of this study is on the planning, organization, implementation, and supervision of superior Madrasa programs. The study used a multi-site study method with a phenomenological approach and field research type. Data were collected through in-depth interviews, non-participant observation, and documentation studies, with snowball sampling techniques for selecting informants. The results of the study indicate that the planning of superior Madrasa programs involves mapping the talents and interests of students, developing a comprehensive curriculum, innovative learning methods, and teacher coaching. Organization is carried out through the formation of a special team, determining the structure and tasks, and monitoring and evaluation. Implementation involves student selection, curriculum implementation, innovative learning methods, intensive guidance, and comprehensive assessment. Supervision includes the formation of a special supervision team and the implementation of periodic supervision, as well as providing recommendations to related parties. This study confirms Henry Fayol's theory of management functions, namely planning, organizing, commanding, coordinating, and controlling. This finding provides an important contribution to the development of educational management in superior Madrasas to improve the competitiveness of institutions.
Principal’s Leadership Strategies in Enhancing Students’ Religious Competence: A Case Study at Madrasah Aliyah Ningsih, Ika Rahayu; Darim, Abu; Srinio, Fuad; Jannah, Simiftahul
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 21 No. 2 (2025): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v21i2.999

Abstract

This research addresses the problem of how school principals manage and improve students’ religious competence, which is often overlooked in the development of educational quality. The purpose of this study is to find out: (1) how the headmaster plans to increase students’ religious competence, (2) how the headmaster organizes the efforts, (3) how the headmaster carries out the plan, and (4) how the headmaster evaluates the process. Using a qualitative methodology, the study collects data through field observations, interviews, recordings, written notes, and documentation to ensure reliability and depth of information. The findings reveal that principals implement strategies and policies involving planning, organization, implementation, and evaluation which result in graduates capable of actively engaging in society through religious activities; student admission is conducted both online and offline with assessments also integrated digitally, while religious culture is strengthened through active participation in Islamic events such as Isra’ Mi’raj, Muharram, Ramadhan activities, Mawlid, Qur’anic recitation, and Khotmil Qur’an programs. These results indicate that the principal’s leadership not only enhances students’ religious competence but also contributes to building a strong religious culture in schools, offering practical models for other educational institutions to adopt to integrate religious competence with broader academic achievement.
Linguistic Equity in Digital Age Education: A Critical Examination of Language Hierarchies, Technological Bias, and Multilingual Pedagogies Badawi, Habib
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 21 No. 2 (2025): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v21i2.973

Abstract

The digital revolution in education has ushered in unprecedented opportunities for language learning, yet it has simultaneously perpetuated and amplified deep-seated linguistic inequalities that mirror broader colonial and imperial legacies. This comprehensive study interrogates the mechanisms through which digital educational technologies systematically reinforce linguistic hierarchies, marginalizing multilingual learners through algorithmic biases and persistent monolingual orientations embedded within their fundamental architectures. By employing a sophisticated mixed-methods approach that combines critical discourse analysis of dominant platforms, including Duolingo, Rosetta Stone, and Babbel, with extensive ethnographic case studies of translanguaging classrooms across diverse global contexts, this research unveils the systemic privileging of standardized linguistic varieties such as Received Pronunciation and Castilian Spanish at the deliberate expense of Afro-Hispanic, Indigenous, and regional dialectal variations. Neural translation systems demonstrate stark accuracy disparities when processing low-resource languages, while gamification mechanics consistently penalize authentic translanguaging practices that reflect natural multilingual communication patterns. However, classrooms that have courageously adopted critical multilingual digital pedagogies demonstrate significantly enhanced learner engagement, heightened metalinguistic awareness, and stronger heritage language retention rates. This study advances a novel theoretical framework termed critical multilingual digital pedagogy, which synthesizes translanguaging theory with critical technology studies and algorithmic justice principles. It contributes actionable design principles for developing more equitable educational technologies while underscoring the urgent necessity of centering linguistic human rights within contemporary digital education policy frameworks.
The impact of good classroom management on students' attitudes in Islamic Religious Education learning Safitri, Dian; Nurfuadi, Nurfuadi
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 21 No. 2 (2025): Pendidikan Agama Islam Integratif
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v21i2.974

Abstract

Islamic educational philosophy plays a central role in shaping the character of Islamic boarding school students amid the complex challenges of the modern era, such as globalization, technological advances, and moral crises. This article aims to examine how basic concepts in Islamic educational philosophy can be used as a foundation for shaping the character of Islamic boarding school students to be noble, competitive, and relevant to the times. This research uses a qualitative method with a library research approach and descriptive-analytical analysis. Data was collected from classical and contemporary literature discussing Islamic educational philosophy, the values of tawhid, akhlak, and the integration of religious knowledge and science. The results of the study indicate that Islamic education based on philosophy emphasizes three main aspects: tauhid as a spiritual foundation, akhlak as a moral foundation, and knowledge as a means of social transformation. Additionally, Islamic boarding schools as educational institutions hold a strategic position in instilling these values through role modeling, habit formation, and a supportive environment. This study emphasizes the need for a holistic and adaptive educational approach so that pesantren education can produce students who are not only religious but also responsive to global challenges. This article contributes theoretically to the development of a character education model based on Islamic philosophy, while also advocating for the revitalization of the pesantren education system to remain contextual and transformative.

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