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Jurnal Dirosah Islamiyah

jdi
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Published by Institut Agama Islam Nasional Laa Roiba Bogor

ISSN : 2656839X EISSN : 27164683 DOI : https://doi.org/10.47467/jdi

Core Subject : Religion, Science, Education, Social,

Religion Decision Sciences, Operations Research & Management Education Social Sciences Other

Jurnal Dirosah Islamiyah is a scientific journal published by the Center for Research and Strategic Studies (PRKS) of Institut Agama Islam Nasional (IAI-N) Laa Roiba Bogor in collaboration with Intelectual Association for Islamic Studies (IAFORIS) and Masyarakat Ekonomi Syariah. This journal contains scientific papers from academics, researchers and practitioners in research on Islamic education, management, education and Islamic literacy. P-ISSN 2656-839x E-ISSN 2716-4683 DOI: 10.17467/jdi. Active since 2019, the Journal Dirosah Islamiyah is published three times a year every month January, May, and September. Starting from Volume 1 Number 1 2019 to Volume 6 Number 1 of 2024 published on the website with the URL https://journal.laaroiba.ac.id/index.php/jdi. Starting from Volume 6 Number 2 2024 onwards it will be published with the URL https://journal-laaroiba.com/ojs/index.php/jdi.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 161 Documents

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Eksplorasi Pengalaman Guru PAI dalam Pembelajaran Interaktif Berbasis Penguatan Nilai Sosial dan Moral Lutfi Muhammad Fauzi; Munawar Rahmat; M Rindu Fajar Islamy
Jurnal Dirosah Islamiyah Vol. 8 No. 1 (2026): Jurnal Dirosah Islamiyah
Publisher : Pascasarjana IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/jdi.v8i1.13289

This study aims to explore the experiences of Islamic Religious Education (PAI) teachers in implementing interactive learning based on the reinforcement of social and moral values at junior high schools (SMP) in Bandung. The study employed a mixed-methods approach with a sequential explanatory design: quantitative data were collected via a 34 item self-assessment questionnaire from nine PAI teachers selected through purposive sampling, analyzed descriptively, and then explored in depth through five open-ended written questions analyzed thematically and reflectively following Braun and Clarke’s procedures. The results indicate that teachers’ orientation toward interactive teaching practices falls into the “very high” category, marked by a shift in the teacher’s role from sole information provider to facilitator of dialogue. The reinforcement of social values serves as a gateway for students to internalize moral values. Overall implementation barriers were classified as low; however, time constraints remained prominent and were exacerbated by layered value dissonance: external, structural, and interpersonal. The success of interactive learning depends on a collective support ecosystem involving collegiality within the MGMP, partnerships with parents, and teachers’ personal readiness. Given the small sample size, these findings are exploratory and contextual in nature and should be interpreted as preliminary trends. This study contributes to the literature on Islamic education by identifying the reinforcement of social and moral values as a dimension that can be empirically mapped.

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Dedi Junaed

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dedijunaedi@gmail.com

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+628118114379

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dedijunaedi@journal-laaroiba.com

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Kab. bogor,

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