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PKPI2 FAI Universitas Wahid Hasyim JL. Menoreh Tengah X / 22, Sampangan, Gajahmungkur, Sampangan, Gajahmungkur, Kota Semarang, Jawa Tengah 50232, Indonesia Handphone: +626281327592589 Email: pkpi2@unwahas.ac.id
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Jurnal Progress: Wahana Kreativitas dan Intelektualitas
Published by Universitas Wahid Hasyim Semarang
ISSN : 23386878     EISSN : 26203243     DOI : http://dx.doi.org/10.31942/pgrs
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Jurnal Progress: Wahana Kreativitas dan Intelektualitas — if translated into English: Progress Journal: A Medium for Creativity and Intellectuality — published by the Center for the Study and Development of Islamic Sciences or called “Pusat Kajian dan Pengembangan Ilmu-ilmu Keislaman” (PKPI2) of Islamic Faculty, Wahid Hasyim University Semarang as a medium for the development of Islamic education sciences, include: teacher training and contemporary thoughts on Islamic education, also moderate and multicultural Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 150 Documents
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Islamic Education Teacher Talent Management: A Competency Development Strategy in Islamic Junior Secondary Schools Sucik Rahayu; Nur Izzati Ab Ghani
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.14198

Abstract

Teacher competency development has become a significant challenge in Islamic education, particularly amid the demands of digital literacy and the improvement of learning quality. However, talent management practices for teachers in madrasahs have received limited contextual attention, especially regarding the integration of professional competencies with Islamic values. This study aims to analyze the implementation of teacher talent management in competency development at MTs Puteri Sunniyyah Selo. The research employed a qualitative method with a case study approach. Data were collected through interviews, observations, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings reveal that teacher talent management is implemented through the identification of teachers’ potential, continuous competency development, the provision of non-financial rewards, as well as teacher placement and retention based on their competencies. This implementation is supported by leadership commitment and a collaborative work culture, although it still faces challenges in the form of limited facilities and the low utilization of digital technology in learning. The findings indicate that talent management contributes to improving teacher competencies and learning quality through the integration of professional, spiritual, and social dimensions. The novelty of this study lies in revealing talent management practices within the context of a female Islamic junior secondary school (madrasah) that integrates teacher professional development with the strengthening of Islamic values in a comprehensive manner.
Holistic Islamic Education Policy in Strengthening Students Character through the Study of Ashifatul Madzmumah at Pesantren Darul Falah Amtsilati Muhammad Ma'sum Ma'sum; Rofik Zulkarnain; Sukarman; Imroatul Rofiah; Nur Faizah; Abdulasi Kalupae
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.14875

Abstract

The moral decline among the younger generation in the globalization era poses a serious challenge for Islamic educational institutions in shaping students' character. Islamic boarding schools (pesantren) are required to develop intellectual, spiritual, and moral dimensions in an integrated manner. This study aims to examine the implementation of a holistic-based Islamic education policy in strengthening santri (student) character through the study of the book Ashifatul Madzmumah at Pondok Pesantren Darul Falah Amtsilati. Utilizing a descriptive qualitative approach, data were gathered through observation, in-depth interviews, and documentation involving the institution's leader (pengasuh), instructors (ustadz/ustadzah), and students (santri). The findings indicate that the holistic approach is implemented by integrating cognitive learning, affective cultivation, and the habituation of Islamic behaviors. The book Ashifatul Madzmumah serves as a medium for character education through routine syi'ir (poetry) recitation at the end of teaching and learning activities, helping students internalize moral values. Distinct from previous general studies, this research specifically highlights character internalization through alphabetically structured syi'ir within a holistic framework. The study concludes that the synergy of educational policy, moral habituation, and pesantren culture comprehensively shapes students' Islamic character.
21st Century Educational Transformation and Graduate Quality: A Case Study of Ma'had Darussalam Ummu Jauharin Farda; Nurul Azizah; Wahyu Arif Raharjo; Linda Indiyarti Putri; Abdul Rahman bin Ibrahim; Laili Fauziya
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.14927

Abstract

This study aims to analyze the 21st-century educational transformation at Ma'had Darussalam, particularly in the implementation of a deep learning approach to graduate quality. The study used a descriptive qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the school's leadership, teachers, students, and academic document managers. Data analysis was conducted using thematic analysis to identify key themes related to educational transformation. The results show that Ma'had Darussalam is gradually integrating 21st-century competencies through strengthening 4C skills, technological literacy, and life and career skills in learning and educational management. This implementation is supported by curriculum development, teacher capacity building, and student habituation activities that encourage independence, responsibility, and career readiness. The novelty of this study lies in the study of the transformation of Islamic education based on a deep learning approach in the context of Islamic educational institutions in Vietnam, which has been little researched. This study contributes as a reference for the development of adaptive and globally competitive Islamic education. However, this research is limited to one study location, so the findings cannot be generalized widely.
Implementation of a Love-Based Curriculum in the Islamic Education to Foster Humanistic, Nationalistic, and Tolerant Character Traits in Students at MA Fathul Huda Husen Sahab; Nur Cholid
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.15068

Abstract

The growing phenomenon of dehumanization, intolerance, and moral degradation in educational settings indicates a gap between the goal of education as a means of character building and teaching practices that remain focused on cognitive aspects and formalities. This underscores the need for an educational model capable of balancing intellectual, emotional, spiritual, and social aspects. This study aims to analyze the implementation of the Love-Based Curriculum (KBC) in Islamic Religious Education (PAI) instruction and its implications for strengthening the humanistic, nationalistic, and tolerant character of students at MA Fathul Huda. This study employs a descriptive qualitative approach, utilizing data collection techniques such as observation, in-depth interviews, and document analysis, which are subsequently analyzed through data reduction, presentation, and conclusion drawing. The research findings indicate that the implementation of the Love-Based Curriculum (KBC) in Islamic Education (PAI) at MA Fathul Huda is effective in strengthening students’ humanistic, nationalistic, and tolerant character through a school culture rooted in compassion, social conditioning, teacher role modeling, and inclusive pedagogical relationships. Character development is evident in the growth of empathy, social awareness, mutual cooperation, respect for differences, and the creation of harmonious relationships among students and between students and teachers. These findings indicate that character development is more effectively fostered through a learning approach rooted in compassion and love.
Research Trends in Project-Based Learning in Inclusive Islamic Education: A Bibliometric Analysis Based on Scopus Data Zahra Irmawiyanti Zahra; Lismawati Lismawati; Nurul Aisyah
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.15071

Abstract

This study aims to map publication trends, author and country productivity, journal distribution, and the conceptual structure of Project-Based Learning (PjBL) research within inclusive Islamic education through a bibliometric analysis of Scopus data covering 2015–2025. Using a quantitative approach with VOSviewer and R-Biblioshiny instruments, the study analyzed 252 articles meeting the inclusion criteria. Results indicate significant publication growth peaking at 82 articles in 2025, with Indonesia ranking second globally with 75 affiliations (11.3%), and 174 unique journals distributing articles consistent with Bradford's Law. Co-word analysis identified seven thematic clusters, with Islamic Religious Education (PAI) and Islamic values as the most underexplored area (3.9%). Only 7 of 252 articles explicitly integrated Project-Based Learning (PjBL), inclusion, and Islamic Religious Education (PAI) simultaneously, confirming a genuine academic white space. This study recommends developing an integrative Project-Based Learning (PjBL), inclusion, Islamic Religious Education (PAI) framework as a national and global research priority agenda.
Wordwall and Interactive Flat Panel (IFP) as Student-Centered, Deep Learning-Based Media for Islamic Education in Elementary Schools Azkia Tsany Baharsyah; Reineta Kusumawati; Azka Mushoffa
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.15219

Abstract

Low student participation and motivation in Islamic Religious Education (IRE) learning at the elementary school level remain pressing pedagogical challenges in the digital era. This study offers a distinctive contribution through the integration of two technological platforms simultaneously Wordwall as a gamification-based learning medium and the Interactive Flat Panel (IFP) as a touch-based interactive display within a structured and student-centered IRE learning ecosystem. Unlike previous studies that have examined educational technologies separately, this research explores the synergy between these two platforms in fostering deep learning, understood in a pedagogical context as students’ ability to analyze, reflect upon, and meaningfully internalize concepts rather than merely memorize them. The study was conducted at SDN 1 Bulusulur, Wonogiri, Central Java, Indonesia. A qualitative descriptive approach was employed through structured observations, in-depth interviews, and documentation studies. Data were analyzed using the Miles and Huberman interactive model. The findings reveal three significant outcomes: (1) students’ active engagement increased substantially, as evidenced by higher frequencies of responses and interactions during the learning process; (2) students’ understanding of Islamic values developed from a memorization-based level to the contextual application of concepts in their daily lives; and (3) the learning environment shifted from a one-way transmission model to a collaborative and reflective model centered on students’ learning experiences. These findings demonstrate that the synergy between Wordwall and the Interactive Flat Panel effectively bridges the gap between digital technology and the deep internalization of spiritual values in Islamic Religious Education at the elementary school level.
From Classroom to Culture: Islamic Education Teachers’ Strategies for Preserving Local Wisdom in The Digital Era Utin Darma Ranti; Syamsul Kurniawan
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.15530

Abstract

This study examines strategies used by Islamic Religious Education (PAI) teachers to preserve local wisdom in the digital-hyperreal era, where virtual cultural representations increasingly shape younger generations’ experiences. Unlike previous research focusing mainly on integrating local culture into teaching practices, this study positions PAI teachers as cultural agents responsible for sustaining local values amid global digital culture. It aims to analyze opportunities, challenges, and strategies applied by teachers at MAS Mujahidin Pontianak. A qualitative case study design was employed. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using an interactive model with triangulation for validity. Findings show that the digital era presents both challenges and opportunities for revitalizing local wisdom. Opportunities emerge through digital media use, integration of local values into Islamic education, and project-based P5RA learning. However, challenges include students’ low cultural literacy, dominance of global popular culture, and limited local learning resources. The study further indicates that preserving local wisdom depends on teachers’ ability to design contextual, collaborative, and reflective learning. Theoretically, it contributes to Islamic education discourse on local wisdom within the framework of hyperreality. Practically, it offers insights for developing adaptive Islamic education strategies that strengthen cultural identity in the digital age.
Islamic Religious Education and the Challenges of Digital Anonymity: Fostering Students' Moral Development in the Era of Social Media Siti Humairoh; Ikhwan Aziz Q; Eka Fitria Ningsih
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.15531

Abstract

The rapid development of digital technology has transformed students’ communication patterns on social media. However, the weak reinforcement of digital ethics in education has created a reasoning gap, namely a discrepancy between freedom of expression and moral awareness, reflected in anonymous behavior without ethical consideration. This study aims to analyze the strategies of Islamic Education (PAI) teachers in addressing anonymous behavior among junior high school students. A qualitative case study design was employed at SMP Ma’arif 1 Metro. Participants included PAI teachers, the principal, and active social media users. Data were collected through in-depth interviews, observations, and documentation, then analyzed using Miles & Huberman’s interactive model. The findings indicate that although students actively use various platforms, negative interactions such as mockery, verbal abuse, and inappropriate comments leading to mild cyberbullying still occur. PAI teachers implement moral guidance, role modeling, integration of Islamic values (the concept of tabayyun), personal counseling, and collaboration with parents. The novelty of this study lies in its specific focus on students’ anonymous behavior on social media and the contextual integration of akhlakul karimah values into PAI teachers’ strategies—an underexplored area at the junior high school level. The contribution is an empirical understanding and a strategic model for teachers and schools in fostering Islamic-based digital ethics. The limitation is the single-school case study design, meaning the results cannot be generalized to all junior high schools with different characteristics.
An Humanistic Mentoring Model in the Religious Transformation of Converts (Mualaf) in Pontianak Nur Izzaturohmah; Helva Zurayah
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.15589

Abstract

Existing literature has rarely addressed the implementation of humanistic mentoring for mualaf (recent converts to Islam) in fostering spiritual stability, social adaptation, and religious commitment within multicultural societies. The challenges faced by mualaf require religious guidance that not only enhances their understanding of Islamic teachings but also supports their adjustment to diverse social environments. As a multicultural city, Pontianak provides a significant context for examining the importance of sustainable and inclusive mentoring practices. Therefore, this study investigates the role of Yayasan Kejayaan Mualaf Indonesia (YKMI) in supporting the spiritual development and religious understanding of mualaf. This research employed a qualitative case study approach. Data were collected through observation, in-depth interviews, and document analysis and were analyzed inductively through coding, categorization, and interpretation. The findings indicate that YKMI implements a structured and continuous mentoring model through personal approaches, religious lectures, halaqah, consultation services, audio-visual media, dakwah materials, and silaturahmi activities. These mentoring practices contributed to improving mualaf’s religious literacy, understanding of worship, moral development, and spiritual and psychological well-being. Furthermore, the mentoring process encouraged positive changes in religious practice and fostered a more devoted, adaptive, and inclusive Islamic identity. This study highlights the importance of humanistic and sustainable religious mentoring in strengthening spiritual resilience and promoting social integration among mualaf within multicultural communities.
Conceptual Design of Umrah Learning Media Based on Augmented Reality (AR) Mohammad 'Ulyan; Ni'matu Sholikhah; Khusnin Najwa; Ahmad Khoirurrozikin
Jurnal Progress: Wahana Kreativitas dan Intelektualitas Vol. 14 No. 1 (2026)
Publisher : Universitas Wahid Hasyim Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31942/pgrs.v14i1.15617

Abstract

The background of this research is due to the lack of understanding of prospective Umrah pilgrims, which is a challenge in carrying out the Umrah pilgrimage for first-time pilgrims. The relatively high cost of travel and accommodation makes it important for prospective pilgrims to prepare thoroughly so that their worship is valid and in accordance with Islamic law. Furthermore, technological changes can be an opportunity to develop learning media that remain relevant to current conditions. Currently, Umrah learning is carried out through conventional manasik (rituals) by manually constructing the Kaaba. This study aims to formulate a basic concept for developing Augmented Reality (AR)-based Umrah learning media. This research method uses the DDR (Design and Development Research) method, which is a systematic study of the design, development, and evaluation processes with the aim of establishing an empirical basis for the creation of products and learning tools, as well as new or improved models that govern their development. The novelty in this study contributes to Augmented Reality-based Umrah learning media. The novelty of this research lies in the design of an Augmented Reality-based learning media concept for Umrah rituals, which can interactively depict each series of Umrah rituals in the form of 3D objects on the device, thus providing a more immersive, flexible, and easy-to-understand learning experience compared to conventional learning methods.

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