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Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Published by Universitas Islam Ahmad Dahlan
ISSN : 18584152     EISSN : 27155684     DOI : https://doi.org/10.47435/al-qalam.v16i1
Core Subject : Religion, Education,
Religion Other
Al-Qalam: Jurnal Kajian Islam dan Pendidikan merupakan jurnal peer-reviewed open-access yang didirikan untuk menyebarluaskan pengetahuan mutakhir di bidang kajian islam dan pendidikan islam. Para editor pada akan meninjau semua naskah yang dikirimkan yang kemudian dievaluasi oleh minimal dua Peninjau melalui proses peninjauan double-blind. Hal ini dilakukan untuk memastikan kualitas naskah yang diterbitkan dalam jurnal tersebut. Jurnal Al-Qalam: Jurnal Kajian Islam dan Pendidikan menerima naskah berkualitas tinggi dari proyek penelitian dalam, yang meliputi: kajian keislaman dan pendidikan agama Islam mulai dari proses pendidikan agama Islam, problematika dalam pendidikan islam, serta perkembangan kajian keislaman dan pendidikan terbaru (Pendekatan, Metode, Media, Strategi, serta Evaluasi Pendidikan Islam).
Arjuna Subject : Umum - Umum
Articles 288 Documents
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Religious Coping (Rcope) dalam Mengatasi Burnout Akademik Mahasiswa Generasi Z Nisrina Farida Ramadhanti; Najwa Rizki Amalia; Surawan Surawan
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4264

Abstract

This study aims to analyze the role of Religious Coping (RCOPE), particularly its positive form, in helping Generation Z university students deal with academic burnout in the post-pandemic era. Academic burnout among students has intensified, marked by emotional exhaustion, cynicism toward learning, and reduced academic achievement, influenced by academic, personal, social, and physical factors. Using a descriptive qualitative approach, this study explores students’ in-depth experiences in responding to academic pressures. Data were collected through semi-structured interviews with students experiencing burnout and analyzed using thematic analysis to identify key themes and patterns. The findings reveal that positive RCOPE such as prayer, worship, Qur’anic recitation, and spiritual meaningmaking serves as the most effective strategy, providing emotional calmness, enhancing self-regulation, and restoring learning motivation. Non-religious coping strategies offer only short-term relief, while negative RCOPE risks worsening psychological conditions. Overall, the study demonstrates that positive RCOPE functions as an adaptive mechanism and a resilience foundation that enables students to respond more constructively to academic stress. These results highlight the importance of integrating spiritual-based guidance into higher education support systems to strengthen students’ well-being and academic persistence.
Penguatan Integritas Akademik Mahasiswa melalui Literasi Digital dan Etika Alhamuddin Alhamuddin; Arif Hakim; Giantomi Muhammad
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4266

Abstract

The message of digitalization in various sectors, including education, makes the learning process feel easy. The ease of access to learning today does not lead to actions that violate academic ethics. These violations are committed massively and generally rely on artificial intelligence. This is a highly ironic phenomenon amidst the rapid development of technology, which should be applied to positive activities, but instead has the opposite effect. Therefore, this study aims to analyze the strengthening of academic integrity through digital literacy and ethics. Using a qualitative approach with descriptive analysis methods, it was conducted at the Faculty of Tarbiyah and Teacher Training, Bandung Islamic University. The research sources were 35 students of the Islamic Religious Education Study Program. Data collection techniques used were interviews, observation, and documentation. Data analysis techniques used were reduction, interpretation, summarization, and conclusions. The results revealed that upholding the academic integrity of Unisba PAI students emphasizes the wise use of AI, accompanied by digital literacy and ethics that maintain reasoning power, honesty, and academic etiquette based on Islamic values. A commitment to transparency in AI use, source verification, and media ethics are the foundation for creating an academic ecosystem with integrity and benefits.
Pendekatan Pedagogik Guru PAI dalam Menghadapi Tantangan Abad 21 di SDN 162 Warungjambu Sephia Musyaffa Nur Aulia; Muhammad Shendyka; Nurti Budiyanti
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 17 No 2 (2025): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v17i2.4287

Abstract

This study aims to examine the challenges and strategies of Islamic Religious Education (PAI) teachers in facing the demands of 21st-century learning in elementary schools. The research focuses on digital literacy constraints, students' social backgrounds, and limited learning facilities that impact the teaching and learning process. The method used was descriptive qualitative with in-depth interviews. The results show that Islamic Religious Education (PAI) teachers employ various strategies, such as lectures, group discussions, and the use of digital media to encourage active student engagement. Furthermore, teachers strive to develop students' potential not only in cognitive aspects but also in character and motivation through their roles as facilitators, innovators, motivators, and character mentors, as well as lifelong learners. Assessments are used to understand individual needs, in accordance with the child's age-related development, which demands different approaches. Despite challenges related to age and limited resources, teachers continue to strive to improve 21st-century competencies through training, independent learning, and technology adaptation. This study emphasizes the importance of supporting facilities and strengthening technology-based training for Islamic Religious Education (PAI) teachers to enable them to deliver learning that is relevant to students' needs in the digital age.
Evaluasi Program Pendidikan Islam Terintegrasi di Emmer Islamic Boarding School: Pendekatan Model CIPP Suryaningtiyas Puspa Wardhani; Windi Widianti; Yetri Yetri; Ahmad Fauzan
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4334

Abstract

This study aims to evaluate the implementation of the integrated Islamic education program at Emmer Islamic Boarding School (EIBOS) using the CIPP (Context, Input, Process, Product) evaluation model. The research approach used was descriptive qualitative with an evaluative approach. Data collection techniques included in-depth interviews, observation, and documentation studies. The results showed that: (1) contextually, the Islamic education program at EIBOS is relevant to the needs of students in the global and digital era; (2) from an input perspective, the availability of human resources, an integrated curriculum, and educational technology support meet the standards for modern Islamic education; (3) from a process perspective, the implementation of learning and boarding school guidance is integrated and sustainable; and (4) from a product perspective, the program has a positive impact on the development of students' religious character, independence, and digital literacy. The CIPP model has proven effective as an evaluation instrument for Islamic education programs and can be used as a basis for decision-making in developing the quality of sustainable education at Islamic Boarding Schools.
Problem-Based Learning dalam Pembelajaran Pendidikan Agama Islam: Sintesis Konseptual untuk Pengembangan Pembelajaran Abad ke-21 Isnaeni Isnaeni; Muhammad Nur Yahya; Besse Marjani Alwi; Ridwan Idris
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4344

Abstract

Islamic Religious Education (IRE) in the 21st century requires instructional approaches that integrate knowledge acquisition, value internalization, and contextual problem-solving. This study aims to analyze the theoretical foundations, relevance, and implementation challenges of Problem-Based Learning (PBL) in IRE through a library research approach using a conceptual literature review. Data were collected from scholarly books and journal articles indexed in Google Scholar, Scopus, ERIC, and Crossref and analyzed using content analysis. The synthesis indicates that PBL is grounded in constructivism, experiential learning, and self-directed learning, which are conceptually aligned with the epistemological principles of Islamic education, particularly tafakkur (critical reflection), tadabbur (contemplation), and ta'aqqul (reasoning). The reviewed literature also suggests that PBL provides a meaningful framework for connecting normative Islamic teachings with contemporary social issues through problem-oriented learning that promotes critical thinking, reflection, collaboration, and value internalization. Furthermore, its implementation is influenced by teachers' pedagogical readiness, curriculum support, authentic assessment practices, and students' learning readiness. These findings offer a conceptual framework to support the development of more contextual, reflective, and student-centered Islamic Religious Education.
Eksplorasi Praktik Adaptif Guru dalam Mengelola Kelas Heterogen: Studi Kasus Kualitatif di MTs Mursyidut Thullab R Nurhayati; Muhammad Sulistiono; Agus Suwito; Hasmiati Hasmiati; Kahar Kahar
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4546

Abstract

Differences in learning conditions, such as learning styles, motivations, and student backgrounds, make uniform materials ineffective. Teachers struggle to allocate attention fairly, resulting in passive classroom interactions, triggering emotional gaps and declining student learning outcomes. The purpose of this study is to describe teachers' adaptive and contextual approaches in managing heterogeneous classes at MTs Mursyidut Thullab, West Sinjai District. The research approach used was a qualitative case study method. The research subjects were subject teachers selected purposively based on their teaching experience, involvement in classroom management, and professional development activities. Data collection techniques included in-depth interviews, observation, and documentation. The results showed that teachers were able to design and implement learning that was responsive to the diversity of student characteristics, both in terms of academic ability, socioeconomic background, and learning styles. Differentiated learning strategies, the use of peer tutors, and authentic assessments were implemented to accommodate student needs. Teachers also created an inclusive classroom environment and built positive interactions between students. In terms of professional development, teachers actively participated in reflective activities and online training despite being located in remote areas. This study provides practical guidance for teachers in implementing differentiated learning in madrasas. The study's findings encourage schools to create inclusive classroom policies to reduce learning gaps. Furthermore, geographical limitations have proven to be no barrier for teachers to continuously improve their professional competencies. Broadly speaking, this adaptive model serves as a practical reference for managing heterogeneous classrooms in remote areas.
Pengaruh Kinerja Guru Terhadap Kepuasan Santri Studi Komparatif Pada Gontor Kampus 7 dan Pesantren Ushuluddin Kalianda Saifullah Saifullah; Subandi Subandi; Nanang Supriadi
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4552

Abstract

This study aims to analyze and compare the influence of teacher performance on student (santri) satisfaction at Pondok Modern Darussalam Gontor Campus 7 (a pure modern Islamic boarding school) and Pondok Pesantren Ushuluddin Kalianda (a combinative Islamic boarding school). An explanatory quantitative approach with a cross-sectional design was employed. From a population of 1,159 active students in the 2025–2026 academic year, a sample of 92 respondents was selected using proportional random sampling based on the Slovin formula (10% error tolerance). Data were collected through closed-ended Likert-scale questionnaires and analyzed using simple linear regression and Fisher's Z comparative test.The results showed that: (1) Teacher performance had a positive and significant influence on student satisfaction at Gontor Campus 7, contributing (R2) 35.9%; (2) Teacher performance had a positive and significant influence on student satisfaction at PP Ushuluddin Kalianda, contributing (R2) 57.0%; (3) The Fisher's Z test yielded a Zvalue of 1.361 (lower than the Ztabel of 1.96), indicating no statistically significant difference in the influence of teacher performance on student satisfaction between the two institutions. Although PP Ushuluddin descriptively showed slightly higher and more homogeneous mean scores, teacher performance essentially proved to be a crucial pillar in enhancing student satisfaction across both types of Islamic boarding schools.
Peran Pendidikan Multikultural dalam Mengelola Keberagaman di Lembaga Pendidikan Sudirman P; Fajar Farham Hikam; M. Alfiansyah; Mardia Mardia; Hildawati Hildawati
Al-Qalam: Jurnal Kajian Islam dan Pendidikan Vol 18 No 1 (2026): Al-Qalam: Jurnal Kajian Islam Dan Pendidikan
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/al-qalam.v18i1.4558

Abstract

Indonesia is a country with a high level of diversity, reflected in differences in ethnicity, religion, culture, language, and socioeconomic background. This diversity is also present in educational institutions and needs to be properly managed to prevent conflict, discrimination, intolerance, and social inequality. This study aims to analyze the role of multicultural education in managing diversity, identify its forms of implementation, and examine the challenges faced in its application within educational institutions. This research employs a qualitative approach using the library research method. Data were obtained from scientific articles, books, proceedings, and policy documents published from 2020 to 2026 through Google Scholar, Scopus, and Garuda databases. The data were analyzed using content analysis through the stages of data reduction, categorization, interpretation, synthesis, and conclusion drawing. The findings show that multicultural education plays a strategic role in building an inclusive school culture by integrating the values of tolerance, justice, equality, respect for diversity, and intercultural dialogue into the curriculum, learning process, school culture, and educators’ role modeling. The effectiveness of its implementation is influenced by school policies, teacher competence, inclusive leadership, and collaboration with families and communities. The main challenges include low multicultural literacy among educators, limited training, and insufficient support from the educational environment. The novelty of this study lies in the development of a synthesis framework that integrates curriculum, school culture, leadership, and stakeholder collaboration as a holistic strategy for managing diversity. The results of this study are expected to support the development of more inclusive, democratic, equitable, and relevant educational policies and practices for Indonesia’s pluralistic society.

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