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INDONESIA
Indonesian Journal of Islamic Education Studies (INJURIES)
Published by PT. Pusmedia Group Indonesia
ISSN : -     EISSN : 30251893     DOI : 10.61227
Core Subject : Religion, Science, Education, Social,
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences
Indonesian Journal of Islamic Education Studies (INJURIES) mempublikasikan artikel penelitian orisinil dan diskusi ilmiah tentang Pendidikan Islam pada pendidikan formal, pendidikan non formal dan pendidikan informal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 60 Documents
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Digitalisasi Pembelajaran Tafsir Al-Qur’an Dalam Meningkatkan Kualitas Pendidikan Agama Islam Hasan Nurdin; Habibah Siti Masruuroh; Zaid Muhammad Firdan
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/815fgy28

Abstract

This study aims to examine the use of digital technology in Qur’anic exegesis (tafsir) learning within Islamic Religious Education and its implications for improving learning quality. The research employs a qualitative approach using a library research method, which relies on various written sources as primary data, including books, scholarly journals, and relevant academic documents. Data collection was conducted through a systematic review of the literature by considering relevance, source credibility, and the recency of publications within the last five years. Data were analyzed using content analysis techniques to identify patterns, themes, and meanings from the reviewed literature. The findings indicate that digital technology plays a significant role in enhancing students’ understanding of Qur’anic tafsir. The utilization of digital platforms providing both classical and contemporary tafsir sources, along with interactive features such as visualization, gamification, and virtual reality, has been proven effective in enriching learning experiences, increasing student participation, and improving learning retention and motivation. Furthermore, the integration of digital technology contributes to transforming traditional learning models into more interactive and student-centered approaches. However, this study also identifies several challenges, including the digital divide and limited teacher competence in utilizing digital technologies. Therefore, strategic efforts are required, such as improving technological infrastructure and providing continuous professional development for teachers. The integration of digital technology should also be combined with contextual and in-depth learning approaches, such as direct discussions with scholars, to ensure a comprehensive understanding of tafsir. Overall, digital technology holds great potential to enhance the quality of tafsir learning, provided that its implementation is carried out appropriately and systematically.
Perkembangan Religiusitas Anak Generasi Alpha Dalam Konteks Pendidikan Di Era Digital Inayah Noor Wahidah; Muhammad Rizqi Bahrain; Alya Nurussyifa; Anggi Suwito; Surawan
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/tbhwj433

Abstract

Generation Alpha is a group born since 2010 and growing up in an environment closely linked to the development of digital technology. This situation has a significant influence on the formation of children's religiosity, both in terms of religious knowledge (cognitive), attitudes and experiences (affective), and religious practices in daily life. This study aims to examine the development of religiosity in Generation Alpha children in the context of education in the digital age and to identify the various challenges and opportunities arising from the use of technology in religious learning. This study uses a qualitative approach through library research, utilizing various sources such as scientific journals, books, and relevant previous research. The study's findings indicate that the digital era offers ample opportunities to enhance children's religiosity through the use of technology-based learning media, digital da'wah content, and easy access to religious information. However, the presence of inappropriate content, interference from social media, and a lack of guidance from parents and teachers have the potential to hinder the internalization of religious values. Therefore, harmonious collaboration between families, educational institutions, and the community is needed to develop religiously oriented digital literacy and adaptive learning strategies to ensure that the religious development of Generation Alpha children remains aligned with Islamic values.
Persepsi Santri Terhadap Pembiasaan Sholat Ashar Berjamaah Dan Dampaknya Terhadap Kedisiplinan: (Studi Di Madrasah Diniyah Miftahul Ulum Kejawan Tegowanu Grobogan) Abdul Khanip; Ira Mutiaraningrum
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 1 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/zpvvwp38

Abstract

This study is motivated by the importance of religious habituation in shaping students’ discipline, particularly through the practice of ashar congregational prayer. The aim of this research is to analyze students’ perceptions of the habituation of congregational prayer and its impact on discipline at Madrasah Diniyah Miftahul Ulum Kejawan Tegowanu Grobogan. This study employs a qualitative approach with a field research design. The research subjects include students (santri), teachers, and school administrators selected through purposive sampling. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that students’ perceptions of ashar congregational prayer habituation vary, including religious, normative, and formalistic perspectives. The implementation of congregational prayer is structured and continuous, consisting of preparation, implementation, and evaluation stages. This practice has a positive impact on students’ discipline, particularly in terms of time management, rule compliance, and behavior. However, the level of discipline varies due to internal and external factors. The study concludes that congregational prayer habituation is an effective strategy for fostering discipline, but its success largely depends on the process of value internalization through understanding and spiritual awareness.
The Urgency of Islamic Religious Education Learning Design Development in the Digital Era: Challenges and Implementable Solutions Fito Amirul Pradonansyah; Firmansyah; Ani Aryati
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 2 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i2.198

Abstract

Digital transformation has fundamentally reshaped educational paradigms, creating urgent demands for pedagogical adaptation in Islamic Religious Education (PAI). Despite PAI's critical role in character formation, a significant gap exists between traditional teacher-centered instruction and the needs of digital native students, threatening the relevance of Islamic education. This research aims to identify the urgency of developing innovative PAI learning designs in the digital era, analyze the main challenges faced, and formulate implementable solutions to increase student engagement and understanding. Key barriers include infrastructural inequalities, inconsistent teacher technological competencies, and concerns about maintaining Islamic values' authenticity in digital contexts. This study uses a descriptive method with a literature review approach. The results show that digital-based PAI learning design requires three main components: careful planning with analysis of digital native students' needs, implementation integrating interactive digital media and innovative methods such as gamification and blended learning, and comprehensive technology-based evaluation systems. Crucial supporting factors include technology readiness in schools, active parental involvement, and continuous teacher training in educational technology. The main challenges identified include limited technology access, variations in teachers' technological competence, sustainability of instilling Islamic values digitally, and risks of technological distractions. Recommended solutions include collaboration between schools, parents, and community, ongoing teacher training, structured learning approaches, and introduction of Islamic digital ethics. These results provide guidance for PAI educators in presenting relevant, interactive, and inspiring learning in the digital era while remaining consistent with Islamic education's core goals in shaping students' character and noble morals.
Integration of Multiliteracy of Islamic Education Teachers in Strengthening the Quality of Learning and Religious Character of Students in the Era of Educational Globalization Dustnazar Omonovich Khimmataliev; Nilufar Pardaqizi Omonova; Akbar Namozovich Rasulov; Dilnura Sultonova
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 2 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i2.207

Abstract

Educational globalization and digitalization have transformed the learning landscape, demanding Islamic Education teachers master multiliteracy to remain relevant. However, multiliteracy competency gaps remain obstacles in integrating technology with Islamic values. This study examines the integration of multiliteracy among Islamic education teachers as a key competency in enhancing learning quality and strengthening students' religious character in the era of educational globalization. Employing a qualitative library research approach, this research investigates the urgency of multiliteracy, conceptual strategies for integration, and the challenges and opportunities faced by teachers. The findings reveal that multiliteracy is crucial for enabling teachers to filter information, adapt digital learning technologies, and embed Islamic values in line with 21st-century educational demands. Key findings indicate: (1) multiliteracy enhances learning effectiveness by up to 40% through TPACK integration, (2) teachers with multiliteracy competence develop students' religious character 35% more effectively, and (3) multiliteracy-based PjBL strategies increase student engagement by up to 50%. Conceptual integration strategies include curriculum development, digital technology utilization, project-based learning, and inter-teacher collaboration. The main challenges consist of limited digital skills, resistance to change, and insufficient continuous professional training. However, significant opportunities emerge from educational policy support, access to digital resources, and the reinforcement of religious moderation. This study contributes to the theoretical development of multiliteracy in Islamic education while offering practical implications for teachers, educational institutions, and policymakers. Practical implications include: (1) for teachers - concrete guidelines for implementing multiliteracy in Islamic education learning, (2) for institutions - frameworks for curriculum development and multiliteracy-based training, and (3) for policymakers - recommendations for regulations and budgets to strengthen digital competencies of Islamic education teachers.
Implementasi Program Keputrian dalam Penguatan Pendidikan Karakter Religius di SMPIT Fatahillah Kabupaten Cirebon Aisah; Sulaiman; Muhammadun
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 3 No. 1 (2025): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/injuries.v3i1.212

Abstract

Penelitian ini mengkaji implementasi program keputrian dalam penguatan pendidikan karakter religius di SMPIT Fatahillah Kabupaten Cirebon. Pendidikan karakter religius memegang peranan krusial dalam membentuk akhlak dan perilaku positif pada peserta didik perempuan, tidak hanya dalam aspek akademik, tetapi juga moralitas dan etika yang bersumber dari Al-Qur’an dan Hadits. Tujuan penelitian ini adalah menganalisis perencanaan, pelaksanaan, dan evaluasi program keputrian. Menggunakan metode kualitatif dengan teknik pengumpulan data wawancara, observasi, dan dokumentasi, penelitian ini dilakukan di SMPIT Fatahillah Kabupaten Cirebon. Hasil penelitian menunjukkan bahwa program keputrian berhasil membentuk karakter religius siswi, terlihat dari peningkatan ketaatan beribadah, kejujuran (Shidiq), amanah, kecerdasan (Fathonah), dan kemampuan menyampaikan kebenaran (Tabligh). Penguatan karakter religius juga didukung oleh pembiasaan, keteladanan, motivasi, reward and punishment, dan MABIT (Malam Bina Islam Taqwa). Dampak positif meliputi peningkatan kesadaran moral, penguatan nilai-nilai agama, dan perubahan perilaku positif. Kesimpulan menunjukkan bahwa program keputrian di SMPIT Fatahillah efektif dalam mendukung pendidikan karakter religius siswi, didukung oleh sarana prasarana dan strategi penguatan karakter yang komprehensif.
Analisis Konseptual Model Pembelajaran PAI Berbasis Deep Learning Dalam Mengonstruksi Pemahaman Religius Siswa Hasan Nurdin
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 2 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/79vvvj42

Abstract

This study uses a library research approach. This study is motivated by the still low religious understanding of students in Islamic Religious Education (PAI) learning which tends to be textual and memorization-oriented. This condition indicates the need for a learning approach that is able to encourage deep and meaningful understanding. This study aims to analyze the concept of a PAI learning model based on deep learning, examine the process of reflection and appreciation of values, and identify the role of the model in the internalization of religious values of students. The methodology used is library research by reviewing various scientific literature in the form of relevant books and journals. Data analysis techniques are carried out descriptively-analytical through the process of reduction, classification, and synthesis of concepts. The results of the synthesis show that the PAI learning model based on deep learning is able to increase the understanding of the meaning of Islamic teachings in depth, encourage reflection and appreciation of values personally, and strengthen the internalization of religious values in cognitive, affective, and psychomotor aspects. Thus, this approach is effective in forming students' religious character holistically and contextually.
Strategi Learning Organization Berbasis Model SECILO Dalam Meningkatkan Kinerja Kelembagaan Pendidikan Islam Titi Hendrawati; Sohwatun Hanifah
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 2 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ykm7py08

Abstract

This study aims to analyze the implementation of the SECILO Model as a learning organization strategy to enhance the organizational performance of Islamic educational institutions. Knowledge management has become a strategic necessity for Islamic educational institutions to respond to organizational change, foster innovation, and improve institutional governance. This study employed a qualitative approach using a literature review method by systematically analyzing relevant scholarly articles, books, and academic documents related to the SECILO Model, learning organizations, and Islamic education management. The findings indicate that the implementation of the four SECILO stages socialization, externalization, combination, and internalization strengthens knowledge-sharing practices, improves decision-making effectiveness, promotes organizational innovation, and enhances institutional performance. The effectiveness of the model is influenced by visionary leadership, a collaborative organizational culture, human resource competencies, and the utilization of information technology. This study concludes that the SECILO Model provides a relevant conceptual framework for developing adaptive, innovative, and sustainable learning organizations within the context of Islamic Education Management.
Model Tahqiq Tafakkur Muhasabah (TTM) Sebagai Kerangka Konseptual Pengembangan Berpikir Kritis Mahasiswa Dalam Menghadapi Fenomena Brainrot Chatur Wassesa; Ferianto Ferianto
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 2 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/nx46hd88

Abstract

The phenomenon of “brainrot” resulting from the consumption of fast paced, superficial, and repetitive digital content presents a new challenge in higher education, as it has the potential to diminish students’ critical thinking skills, concentration, and the quality of their intellectual reflection. This situation underscores the importance of strengthening digital literacy and a culture of academic discussion as a means of fostering more critical and responsible thinking skills. This study aims to analyze the role of digital literacy and academic discussion in developing students’ critical thinking skills in addressing the phenomenon of “brainrot” from the perspective of Imam Al-Ghazali. The study employs a qualitative approach using library research. Primary data were obtained from the works of Imam Al-Ghazali, namely Al-Munqidh min al-Dalal and Ihya’ ‘Ulum al-Din, while secondary data were sourced from relevant books, scholarly articles, and academic documents. Data collection was conducted through documentary analysis, and data analysis employed a descriptive-interpretive approach. The results of the study indicate that the phenomenon of “brainrot” can be understood as a form of ghaflah (intellectual negligence) that leads to the weakening of the functions of reason, tafakkur, and tahqiq in the process of seeking knowledge. Digital literacy serves as a means of tahqiq through the ability to critically verify and evaluate information, while academic discussion serves as the actualization of tafakkur through scientific dialogue and evidence-based argumentation. This model is expected to serve as an alternative for the development of higher education that is adaptive to technological advancements while remaining grounded in Islamic educational values.
Analisis Kebutuhan Pengembangan Modul Pendidikan Agama Islam Berbasis Literasi Digital Dalam Menghadapi Disinformasi Keagamaan Raden Muhamad Hilmi Maulana; Taufik Mustofa
Indonesian Journal of Islamic Education Studies (INJURIES) Vol. 4 No. 2 (2026): Indonesian Journal of Islamic Education Studies (INJURIES)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ndn4bk42

Abstract

Advances in digital technology have transformed the way students access religious information through various digital platforms. This ease of access has been accompanied by increased exposure to religious disinformation, which has the potential to influence students’ religious understanding, attitudes, and behavior. This study aims to analyze the need to develop digital literacy-based Islamic Religious Education modules as a foundation for creating instructional materials that are adaptive to the phenomenon of religious disinformation. This study employed a questionnaire-based needs assessment design involving 106 students. The questionnaire consisted of closed-ended and open-ended questions regarding the use of digital media, experiences in obtaining religious information, the ability to distinguish between accurate information and hoaxes, and the need for digital literacy-based PAI instructional materials. Data from the closed-ended questions were analyzed descriptively using frequency and percentage, while open-ended responses were analyzed thematically. The results showed that 69.81% (74 students) used social media for more than three hours per day. A total of 72.64% (77 students) stated that they often or sometimes encountered Islamic content that was provocative or unethical. Regarding verification skills, 78.30% (83 students) agreed or strongly agreed that they were able to distinguish accurate Islamic information from misinformation. Regarding the need for instructional materials, 81.13% (86 students) stated they need Islamic Education (PAI) materials that integrate digital literacy, while 78.30% (83 students) stated that digital-based PAI modules can help them better understand the material. These findings indicate that the high intensity of digital media use and exposure to religious content in the digital space is accompanied by a need for instructional materials that not only present Islamic Education content but also integrate strategies for verifying information, evaluating source credibility, and fostering critical thinking skills. The results of the needs analysis serve as an empirical foundation for formulating the characteristics of digital literacy-based PAI modules that are relevant to students’ needs in addressing religious disinformation.

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