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Afkarina : Jurnal Pendidikan Agama Islam
Published by Universitas Nurul Jadid
ISSN : xxxxxxxx     EISSN : 25276956     DOI : https://doi.org/10.33650/afkarina.v7i2
Core Subject : Religion, Humanities, Science, Social,
Religion Humanities Decision Sciences, Operations Research & Management Social Sciences
AFKARINA: Jurnal Pendidikan Agama Islam is a journal published by the Graduate Program of Nurul Jadid University, Probolinggo, East Java, Indonesia. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research reports, reviews in Islamic education in any fields including: curriculum development, Teaching and Learning Strategy, Instructional Technology, learning environment, Learning Management, Learning Assessment, etc. Published by Postgraduate of Nurul Jadid University, Probolinggo, East Java, Indonesia. E-ISSN: 2527-6956.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 77 Documents
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Systemic PAI Curriculum Integration Model: Synchronizing Educational Pathways Within a Deep Learning Framework Based on Graduate Profiles Nafisah, Durrotun; Mashudi, Mashudi; Nawangsari, Dyah; Ubaidillah, Ubaidillah
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i1.9483

Abstract

Minister of Primary and Secondary Education Regulation Number 13 of 2025 directs the national curriculum toward a deep learning approach with a primary focus on the intracurricular path. However, the regulation does not yet technically govern the integration mechanism between intracurricular, co-curricular, and extracurricular paths. This condition results in a policy gap and policy vacuum that leads to the fragmentation of students' learning experiences in the field. This qualitative research, utilizing literature study and policy analysis, aims to examine this policy gap and formulate a systemic curricular integration model. The findings indicate that the absence of integration regulations results in the repetition of learning materials, which hinders the achievement of deep learning and creates administrative excesses for teachers in the form of duplicated planning and assessment documents. As a solution, this study proposes the Systemic Curriculum Integration Model, which consists of three main components: integrated planning (One-Door system), a material bridging matrix across paths to ensure a spiral curriculum, and comprehensive assessment. This model is expected to create curricular synchronization that alleviates the administrative burden on teachers while optimizing the holistic formation of the eight dimensions of graduate profiles. The study recommends the issuance of supplementary policies by the Ministry of Primary and Secondary Education and the Ministry of Religious Affairs to address the technical regulatory void regarding this integration.
Religious Moderation Education in Building Social Harmony From The Perspective Of The Qur’an Surah Al-Hujurat Verse 13 Liana, Nova; Mulia, Rachmat; Sajdah, Meilisa; Zardi, Muhammad Mufid; Febrianti, Liana; Saputra, Edi; Hariyati, Tri; Isa, Khairunesa
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i2.15344

Abstract

This study examines religious moderation education in building social harmony from the perspective of QS. Al-Hujurat verse 13 as a response to the increasing phenomena of intolerance, social conflict, and identity polarization in multicultural societies, particularly in the digital era characterized by the uncontrolled flow of information without value filters. This research employs a qualitative approach using the library research method, with data sources derived from the Qur’an, tafsir books, and relevant scientific literature, which are analyzed using content analysis techniques. The findings reveal that QS. Al-Hujurat verse 13 contains fundamental values such as ta’aruf (mutual understanding), human equality, and the rejection of superiority based on ethnicity, race, and social status. These values serve as the foundation for developing a humanistic, inclusive, and character-oriented education aimed at fostering moderate attitudes. The study concludes that religious moderation education plays a strategic role in shaping tolerant character, acting as a filter against narratives of intolerance in digital spaces, and strengthening social harmony. Therefore, the integration of Qur’anic values into education becomes essential in realizing a peaceful, inclusive, and civilized society. 
Time Management and Patience Internalisation Among Islamic Education Students During Community Service and Hybrid Learning Nadiana, Rifka; Suud, Fitriah M.
AFKARINA: Jurnal Pendidikan Agama Islam Vol 11, No 1 (2026): In Press
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v11i1.15422

Abstract

This research is motivated by students' simultaneous demands for hybrid learning and Community Service Program (KKN) activities. These conditions require students to apply time management and patience to balance both. This study aims to analyse time management and the internalisation of patience values among Islamic Education (PAI) students in the context of community service (KKN) and hybrid lectures, from an Islamic education perspective. This research uses a qualitative, phenomenological approach. The research participants were seven PAI students selected through purposive sampling. Data were obtained through in-depth interviews and analysed using thematic analysis, following the methods of Virginia Braun and Victoria Clarke. The research results show that students interpret time management as the ability to set priorities, allocate time, and maintain a balance between two activities. In addition, the attitude of patience is internalised through the ability to control emotions, accept results that do not meet expectations, and endure a busy schedule. Factors that influence patience include internal factors such as faith, physical condition, and emotional maturity, as well as external factors such as the social environment and academic workload. The strategies employed by students include applying a priority scale, planning activities, self-reflection, emotional control, and a religious approach. This research shows that time management skills and the internalisation of values of patience are important factors in shaping students' ability to perform dual roles effectively. Therefore, higher education institutions need to provide academic support and strengthen spiritual values to help students meet the demands of hybrid learning and community service activities.
Internalizing the Values of Religious Moderation Through Rohis Extracurricular Activities to Prevent Radicalism Yuniarti, Eka; hartiyanti, Evi; Gusti Ayu Pratiwi, Annisa Gusti Ayu Pratiwi; Fitria, Fitria; Fitri Yuliati, Fitri Yuliati; Ali, M. Makhrus; Hariyati, Tri; Isa, Khairunesa Isa
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i2.15358

Abstract

This study aims to analyze the process of internalizing the values of religious moderation through the Islamic Spirituality (Rohis) extracurricular activity as an effort to prevent radicalism at SMA N 1 Abung Barat. This study uses a qualitative approach with a case study type. Data were obtained through observation, interviews, and documentation involving the principal, Islamic Religious Education teachers, Rohis instructors, Rohis administrators, Rohis members, and students involved in school religious activities. Data analysis was carried out through the stages of data condensation, data presentation, and drawing conclusions, while data validity was maintained through source triangulation and technical triangulation. The results of the study indicate that Rohis plays a role as a space for educational and moderate religious development. Internalization of the values of religious moderation is carried out through three main patterns, namely habituation, exemplary behavior, and dialogue. The values instilled include tawassuth, tasamuh, i'tidal, anti-violence, religious literacy, digital literacy, social awareness, and national commitment. Rohis also serves as a preventative measure against radicalism by strengthening a peaceful understanding of religion, fostering a critical attitude toward religious information on social media, and fostering humanistic social experiences. Thus, Rohis can be a strategic instrument for schools in developing students who are religious, tolerant, critical, and nationally aware
Reconstruction of Integrative Character Education: A Comparative Analysis of the Thought of Imam Al-Ghazali and Thomas Lickona in Contemporary Moral Crisis Hasby, Ahmad Fathi Naufal; Putri, Habibah Afiyanti; Hidayatulloh, M. Arif
AFKARINA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v10i1.15427

Abstract

This study aims to analyze the concept of character education according to Imam Al-Ghazali and Thomas Lickona and examine the relevance of the integration of the two ideas in contemporary Islamic education. This research uses a qualitative approach with the library research method. Data was obtained from books, scientific journals, and various relevant academic publications. The data analysis technique was carried out through content analysis and comparative analysis to find similarities, differences, and forms of integration of the concept of character education of the two characters. The results of the study show that Imam Al-Ghazali emphasized character education through the formation of morals, purification of the soul, self-control, habituation, and example based on Islamic spiritual values. Meanwhile, Thomas Lickona emphasized character education through the development of moral knowing, moral feeling, and moral action systematically to form moral awareness and social responsibility of students. Despite having different foundations of thought, the two characters have the same goal, which is to form human beings with morals and good character. This study concludes that the integration of Al-Ghazali and Thomas Lickona's thinking can be a more comprehensive and relevant model of character education in dealing with moral crises in the digital era. The implications of this study show that character education needs to be applied holistically through synergy between schools, families, and the social environment in order to form students who have strong moral integrity, spirituality, and social responsibility.
Implementation of The Cooperative Learning Model in Islamic Cultural History Lessons at Madrasah Aliyah Roudlotul Khuffadz Zamzami, Syaifulloh Alwi; Satir, Muhammad; Sudrimo, Sella Nofriska
AFKARINA: Jurnal Pendidikan Agama Islam Vol 11, No 1 (2026): In Press
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v11i1.15287

Abstract

 This study aims to analyze the implementation of the cooperative learning model in the subject of Islamic Cultural History (ISH) in class XI of Madrasah Aliyah Roudlotul Khuffadz, and to identify opportunities and obstacles in its implementation. This study uses a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation with research subjects consisting of the principal of the madrasah, ISH teachers, and students. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions using triangulation techniques to ensure data validity. The results of the study indicate that the implementation of the cooperative learning model has run quite well and is able to increase the activeness, understanding, and social interaction of students in learning. This model also provides opportunities to develop cooperation, communication, and student responsibility. However, there are still obstacles such as differences in student abilities, unequal participation in groups, limited learning time, and suboptimal classroom management. The conclusion of this study shows that cooperative learning is an effective learning model, but requires good management to provide maximum results in the learning process.
Affective Assessment Dynamics in Islamic Education: A Public and Private High School Comparative Study Ramadhan, Muhammad Ridho; Anwar, Saepul; Hyangsewu, Pandu
AFKARINA: Jurnal Pendidikan Agama Islam Vol 11, No 1 (2026): In Press
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v11i1.15339

Abstract

This study investigates the dynamics of planning, implementing, and utilizing affective assessments in Islamic Religious Education (IRE) across divergent institutional contexts, addressing the "utilization blindspot" where affective data is frequently reduced to administrative formalities. Employing a qualitative multiple-case study design, this research was conducted at a public and a private senior high school. Data, gathered through in-depth interviews, participant observations, and document analysis involving IRE teachers, were evaluated using the Interactive Analysis Model and cross-case synthesis. Findings reveal that despite structural constraints, teachers' profound epistemological grounding in Tazkiyatun Nafs and Muhasabah preserves assessment authenticity. Furthermore, both institutions successfully transformed affective data into active formative feedback loops (Assessment for Learning) and established targeted tripartite pastoral care systems involving teachers, homeroom teachers, and parents. This study concludes that effective affective assessment transcends bureaucratic compliance, functioning as a transformative catalyst for continuous moral character development. Consequently, it is recommended that educational policymakers formulate adaptive administrative guidelines to structurally support authentic character evaluation.

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