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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 156 Documents
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From Technocentric Learning to Spiritual Integration: Rethinking Innovation in Islamic Religious Education Rifawan Efendi; Muhammad Abu Bakar; Ipang Sunusi; Ummay Huraira Pranto
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 2 (2026): Integrative Islamic Religious Education
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.v22i2.1110

Abstract

The rapid transformation of contemporary education, marked by digitalization, pragmatism, and the growing dominance of cognitive-oriented learning, has contributed to the marginalization of the spiritual dimension in Islamic Religious Education (PAI). While modern PAI learning has successfully integrated innovative pedagogical approaches and digital technologies, it often fails to nurture students’ spiritual awareness as the core objective of Islamic education. This study aims to critically analyze and reconstruct the concept of spiritual innovation in modern PAI learning to ensure its relevance within current educational contexts. Employing a qualitative research design through a systematic literature review, this study synthesizes classical and contemporary Islamic educational theories, spirituality frameworks, and recent empirical findings in modern pedagogy. The analysis reveals that existing innovations in PAI are predominantly procedural and technocentric, lacking a structured integration of spirituality within instructional design. This study proposes a reconstructed model of spiritual innovation based on integrative learning, incorporating reflective practices, ethical internalization, experiential learning, and purposeful use of digital technology as a medium for spiritual engagement. The findings highlight that spirituality should not be treated as an incidental outcome but as a central pedagogical variable embedded in all stages of learning. This reconstruction contributes theoretically to the discourse on Islamic education by repositioning spirituality as the foundation of pedagogical innovation. Practically, it provides a conceptual framework for educators and curriculum developers to design holistic learning environments that foster not only cognitive competence but also deep spiritual awareness, moral integrity, and adaptive capacities among students in the modern era.
Intelligence in Islamic Education: Knowledge Integration or Ethical Alienation Faisol Hakim; Nur Syam; Mufidah Ch; Abdullah Malik Ibrahim
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 1 (2026): 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.v22i1.1149

Abstract

The rapid integration of Artificial Intelligence (AI) in Islamic Religious Education (IRE) has been widely framed as a driver of efficiency and personalized learning. Yet, its epistemological and ethical implications remain underexplored. This study aims to critically examine whether AI functions as a medium of knowledge integration or instead generates ethical alienation within IRE. Employing a qualitative library research design, this study utilizes a philosophical-pedagogical approach combined with critical discourse analysis to interrogate contemporary AI-in-education literature and Islamic educational philosophy. The findings reveal that AI operates within a computational-positivistic epistemic framework that is not fully compatible with the holistic and transcendental epistemology of Islamic education. The study identifies four dimensions of ethical alienation: alienation from the substantive meaning of values, teacher–student relationality, learning community, and transcendental orientation. Furthermore, AI-driven systems tend to prioritize measurable cognitive outcomes, potentially shifting the educational objective from the formation of insan kamil to competency-based achievement. The research also highlights a fundamental tension between the Islamic project of knowledge integration and the efficiency-oriented logic of technology. As an implication, this study proposes a reflective framework grounded in maqasid al-tarbiyah, emphasizing the subordination of technology to ethical and spiritual educational goals, preservation of relational pedagogy, and participatory governance in AI implementation. These findings underscore the need for educators to develop critical literacy to evaluate AI not merely as a technical tool but as a value-laden system shaping the future of Islamic education.
Enhancing Job Satisfaction: The Role of Transformational Leadership and Motivation in Schools Zaratul Maqfirah; Ismail Seena; Nasir Usman; Ismail Ismail
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 2 (2026): Integrative Islamic Religious Education
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.v22i2.1151

Abstract

This study is grounded in the importance of effective school leadership and teacher motivation in enhancing job satisfaction, particularly in senior high schools (SMA) in Banda Aceh. The purpose of this research is to analyze the influence of school principals’ transformational leadership and teachers’ work motivation on job satisfaction. A quantitative, ex post facto approach was employed in this study. The sample consisted of 60 teachers, proportionally selected from four public high schools accredited as A and B using the Slovin formula. Data were collected through closed-ended questionnaires and documentation and analyzed using descriptive statistics, validity tests, and linear regression with SPSS 26.0. The findings reveal that both transformational leadership and work motivation significantly affect teachers’ job satisfaction. The regression analysis shows that transformational leadership (sig = 0.000) and work motivation (sig = 0.002) each significantly influence job satisfaction. Additionally, the F-test indicates that both variables simultaneously have a significant impact on job satisfaction (F = 81.8, sig = 0.000). These results imply that strengthening transformational leadership practices and enhancing teachers’ motivation are crucial strategies for improving job satisfaction, which in turn can contribute to better educational outcomes in high schools.
Integration of Religious Moderation and Ecological Education from a Social Ecology Perspective Dody Wahono Suryo Alam; Masdar Hilmi; Abdul Muis Thabrani
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 2 (2026): Integrative Islamic Religious Education
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.v22i2.1158

Abstract

The global ecological crisis, characterized by climate change, environmental degradation, deforestation, water pollution, and biodiversity loss, has become a multidimensional issue that threatens the sustainability of human life. In Indonesia, the problem of environmental damage is increasingly complex due to population growth, industrialization, and low public ecological awareness. Various technical and regulatory policies have been implemented, but their impact has not fully transformed collective behavior. This situation demonstrates that the environmental crisis is not merely a technical issue, but also an ethical, cultural, and spiritual one. This study aims to analyze the integration of religious moderation and ecological education from a social ecology perspective in Islamic educational institutions in Indonesia. The study focuses on how the values of wasathiyah (wasatiyah), maqasid al-shariah (the principle of righteousness), and the responsibility of khalifah fil ardh (vicegerent) are internalized in the educational process to build sustainable ecological awareness and practices. The study employed a qualitative, descriptive-analytical design. The study population included educators, managers of Islamic educational institutions, school-based environmental activists, and students at Islamic boarding schools (pesantren). The sample was purposively selected, comprising 12 key informants from Islamic boarding schools and eco-mosques that integrate environmental education programs. The research instruments consisted of in-depth interviews, participant observation of learning activities, and analysis of curriculum documentation, teaching modules, and institutional policies. The research findings indicate that integrating religious moderation and ecological education strengthens the formation of environmentally conscious character, increases collective participation among school residents, and encourages the transformation of institutional culture toward environmentally friendly practices.
Religious Pluralism in Indonesia’s National Curriculum: A Critical Review of Interfaith Religious Education Eka Rizki Amalia
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 2 (2026): Integrative Islamic Religious Education
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.v22i2.1169

Abstract

This study critically examines how interfaith themes and religious pluralism are represented in Indonesia’s national religious education curricula by comparing two of Indonesia’s latest curricula: Kurikulum 2013 (K13) and Kurikulum Merdeka (KM). Although Indonesia is characterized by profound religious diversity and an official commitment to moderasi beragama (religious moderation), religious instruction remains confessional and segregated by student affiliation. Using a qualitative document-based approach, this research analyzes curriculum frameworks, policy documents, and secondary-level textbooks through curriculum content analysis and critical discourse analysis. The findings reveal that K13 primarily emphasizes doctrinal consolidation and moralistic tolerance, offering limited substantive engagement with religious others. Interfaith relations are framed largely in abstract or cautionary terms, reinforcing a mono-religious learning model. In contrast, Kurikulum Merdeka (KM) introduces a discursive shift toward pluralism, particularly through the Profil Pelajar Pancasila and project-based P5 modules, which create opportunities for dialogical and experiential engagement with diversity. However, the confessional structure of religious education persists, and implementation varies across contexts. The study concludes that while Kurikulum Merdeka (KM) signals important ideological and pedagogical progress, structural constraints and uneven teacher preparedness continue to limit the development of meaningful interfaith religious literacy in Indonesia’s plural society.
Digital-Based Islamic Learning Strategy Management to Enhance Student Literacy Dian Eka Priyantoro; Yuli Supriani; Muhammad Yusuf; Ainun Nazriah
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 22 No. 2 (2026): Integrative Islamic Religious Education
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.v22i2.1211

Abstract

This study aims to analyze the implementation of digital-based Islamic learning strategies in enhancing students’ literacy at MIN 3 Metro Lampung. This research employed a qualitative approach with a descriptive case study design based on Creswell’s research framework. The study adopted a qualitative descriptive method, with data consisting of both primary and secondary sources. Primary data were collected through observations, interviews, documentation, and literacy assessments involving 16 informants, including the head of the madrasah, the vice principal for curriculum affairs, Islamic Religious Education teachers, information technology operators, and students. The research was conducted from September to December 2025. The findings revealed that digital-based Islamic learning strategies were implemented through three main stages: planning, implementation, and evaluation. The planning stage demonstrated the madrasah’s commitment to integrating technology into the learning process; however, several challenges remained, particularly regarding institutional policies, teachers’ digital competencies, and infrastructure availability. The implementation of digital learning through Google Classroom, instructional videos, and online learning resources was found to enhance students’ engagement, although continuous teacher guidance was still required. The evaluation involving 30 students indicated a 15% improvement in literacy scores, particularly in their abilities to access, comprehend, and utilize digital information. This study highlights that the success of digital-based Islamic learning is not solely determined by technological adoption but also depends on institutional strategies, teachers’ pedagogical competencies, and the alignment between technological tools and the characteristics of Islamic Religious Education learning.

Page 16 of 16 | Total Record : 156

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