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IERA, Islamic Education and Research Academy
Published by STAI Miftahul Ula
ISSN : -     EISSN : 27217698     DOI : -
Core Subject : Religion, Education,
Religion Other
IERA, Islamic Education and Research Academy issues academic manuscripts on Islamic Education Teaching and Islamic Education Studies in either Indonesian or international contexts with multidisciplinary perspective: particularly within the scholarly tradition of classical Islam, Educational Studies, and other social sciences.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 118 Documents
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Integrasi Pendidikan Keagamaan dan Keterampilan Vokasional dalam Pendidikan Pesantren Bahari Ahmad Silmul Fuady; Hirtsul Arifin
IERA, Islamic Education and Research Academy Vol. 7 No. 1 (2026): April 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i1.2194

Abstract

Vocational education based on pesantren faces the challenge of connecting religious formation, technical competence, and economic independence without falling into business pragmatism. This study analyzes the relationship between religious education, fishery vocational activities, and ecological responsibility at Pondok Pesantren Entrepreneur Sunan Kalijaga. A qualitative case study approach was used; data were collected through interviews with 13 informants, observation, and documentation (February–March 2026), and analyzed using the Miles, Huberman, and Saldaña framework along with triangulation. The results show three student development pathways regular, aquaculture, and business with religious education remaining dominant (70–80%), while vocational activities provide practical experience in fish farming, water quality monitoring, sales, and transactions linked to the values of trustworthiness, responsibility, honesty, and environmental care. The business unit's net profit is estimated at Rp10–15 million per month, but has not been verified through financial reports. This study provides a contextual understanding of the interconnection between Islamic values, experiential vocational learning, and the fisheries value chain. However, the effectiveness of the formal curriculum as well as learning outcomes and environmental impacts have not been measured quantitatively; comparative and longitudinal research is needed to test the applicability of this approach in broader context.
Implementasi Pembelajaran Akidah Akhlak Berbasis Deep Learning Untuk Mengembangkan Keterampilan Berpikir Reflektif dan Kritis Siswa Lailah Zulfiatul Ma’Rifah; Ishmatun Nihayah
IERA, Islamic Education and Research Academy Vol. 6 No. 4 (2026): January 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v6i4.2195

Abstract

Aqidah and Akhlak learning plays a crucial role in shaping students' character. However, learning that is still oriented towards delivering material often fails to encourage students to analyze, reflect, and connect the values of aqidah and akhlak to everyday life. Therefore, the implementation of -based learning that emphasizes an in-depth learning process through the principles of mindful learning, meaningful learning, and joyful learning is needed so that students not only understand the material but also are able to think reflectively and critically when facing various problems. This study aims to describe the implementation of -based Akidah Akhlak learning in developing students' reflective and critical thinking skills at MAN 2 Mojokerto, as well as to describe the obstacles and solutions implemented in this learning process. This study used a qualitative approach with a case study approach. Data were obtained through observation, interviews, and documentation with informants consisting of the principal, teachers, and students. Data analysis employed the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. Data validity was tested through triangulation of techniques, sources, and time. The results indicate that the implementation of -based Akidah Akhlak learning can develop reflective thinking skills through the ability to provide responses, connect material to everyday life, and engage in self-reflection. In addition, atudents critical thinking skills also develop through the ability to understand problms, analyze information, draw conclusions, and determine solutions. Obstacles faced include limited learning time and administrative burden, differences in student abilities, lack of student interest and focus in learning, and dependence on AI technology. The solutions implemented include holding Subject Teacher Conference (MGMP) activities, carrying out peer observation, and providing direction and supervision to students in the use of technology
Implementasi Ekoteologi dalam Menanamkan Kepedulian terhadap Lingkungan pada Anak Usia Dini di RA Ainul Huda Siti Muthoharoh
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2196

Abstract

Children of Raudhatul Athfal (RA) age require concrete understanding, yet explaining Indonesia's cultural diversity through abstract explanations alone is insufficient. Teachers at RA Ainul Huda utilize digital media animated folk tale videos, educational games introducing traditional clothing, and virtual cultural exploration to simplify the broad concept of diversity according to the cognitive level of children aged 5–6 years. This paper aims to report the impact of increased children's understanding, the transformation of the learning process, and the improvement of children's activity and character after using digital media at RA Ainul Huda. The study employs a qualitative method with the researcher as the primary instrument; data were collected through interviews, observation, and documentation, then analyzed descriptively using inductive and deductive approaches. The findings show that the awareness of RA Ainul Huda residents regarding environmental preservation aligns with the love-based curriculum and the Eco-Theology program of the Ministry of Religious Affairs; learning is realized through the Clean Friday/Green Saturday movement, creative recycling, love-of-nature prayers, and introduction to organic and inorganic waste; and the principal integrates environmental values into learning and religious activities, such as joint prayers and istighosah, planting shade trees and family medicinal plants (TOGA), creating an educational garden, raising catfish in used gallon containers, and collaborating with plant seed farmers
Strategi Guru PAI dalam Menanamkan Karakter melalui Pembelajaran Akidah Akhlak Angely Miranda Putri; Ishmatun Nihayah
IERA, Islamic Education and Research Academy Vol. 7 No. 1 (2026): April 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i1.2197

Abstract

This study examines the strategies used by Islamic Religious Education (PAI) teachers to cultivate students’ character through Akidah Akhlak lessons at MAN 2 Mojokerto and identifies supporting and inhibiting factors through qualitative SWOT analysis. The study employed a field-research design. The researcher gathered data through observation, interviews, and documentation involving the head of the madrasah, PAI teachers, guidance and counseling teachers, and students. The analysis proceeded through data reduction, data display, conclusion drawing, and mapping of internal and external factors. The findings identify four strategies: teacher role modelling (uswah hasanah), habituation of positive conduct, motivation and advice, and interactive learning media, including videos and educational games. The strategies target religiosity, discipline, responsibility, honesty, tolerance, and politeness. Teacher creativity, innovative media, facilities, and the madrasah’s culture function as strengths, while educational technology and a supportive school environment offer opportunities. Inconsistent student practice, negative peer influence, and uncontrolled digital use remain challenges. The study argues that these strategies complement one another, but the available data do not establish causal effectiveness or quantify the relative weight of SWOT factors.
Strategi Pedagogi PAI Berbasis Moderasi Beragama untuk Mencegah Infiltrasi Radikalisme di Lembaga Pendidikan David Riyan; Nelson; Sutarto; Mirzon Daheri
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2198

Abstract

This article analyzes pedagogical strategies in Islamic Religious Education (PAI) that integrate religious moderation to prevent the infiltration of radical narratives into educational institutions. It uses qualitative library research by examining policy documents, curriculum regulations, and relevant scholarly literature, with content analysis organized around policy support, classroom pedagogy, school culture, and theoretical foundations. The analysis identifies three mutually reinforcing strategies: critical dialogic learning, contextual and inclusive narrative learning, and the strengthening of the hidden curriculum through teacher role modelling and a non-discriminatory school climate. These strategies draw on critical pedagogy, social constructivism, and the ethical principles of wasathiyah Islam. The article argues that policy documents provide an institutional framework, but they do not automatically ensure inclusive learning. Implementation depends on teachers’ interpretive competence, opportunities for reasoned dialogue, safe social interaction, and consistent school practices. Because this study relies on literature rather than field observations or experimental evaluation, the proposed strategies should be understood as a conceptual framework requiring empirical testing in different educational settings.
Implementasi Pembelajaran Fiqih Berbasis Praktik dalam Meningkatkan Penguasaan Keterampilan Ibadah Siswa Della Kurnia Sandi; Ishmatun Nihaya
IERA, Islamic Education and Research Academy Vol. 7 No. 2 (2026): July 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i2.2200

Abstract

This study examines the implementation of practice-based fiqh learning in improving the worship skills of tenth-grade students at MAN 2 Mojokerto. It focuses on the learning process and the supporting and inhibiting factors encountered during implementation. This study employed a qualitative field-research approach. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and verification. Source and technique triangulation were used to support data validity. The findings show that practice-based fiqh learning is implemented through planning, implementation, and evaluation. During planning, the teacher prepares learning documents, selects practice-oriented topics, and prepares equipment. During implementation, the teacher demonstrates the procedures before students practice individually or in groups. Evaluation combines written tests and direct performance assessment. Supporting factors include adequate facilities, madrasah policy support, and students’ religious awareness. Inhibiting factors include limited instructional time, technical preparation, classroom management during practice, and students’ psychological barriers, particularly low confidence. The study indicates that direct practice can help students understand worship procedures and strengthen practical skills when accompanied by structured guidance and comprehensive assessment.
Membangun Manusia Berakhlak: Perspektif Filsafat Pendidikan Islam terhadap Tujuan Pendidikan di Era Modern Afifah Muthmainnah; Angelia Safitri; Aqillah Aflahatun Taofiqoh; Sri Utami Ningsih; Tio Hotmaidah Panggabean; Herlini Puspika Sari
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2201

Abstract

Stechnology with the development of students’ moral character. An educational orientation that emphasizes academic achievement needs to be complemented by the development of spiritual, moral, and social values to ensure that education fosters individuals with good character and a strong sense of responsibility. This article aims to analyze the objectives of education from the perspective of Islamic educational philosophy and their relevance to fostering individuals with noble character in the modern era. This study employs a qualitative approach using a library research method. Data were collected through documentation and a review of relevant literature, including the Qur’an, hadith, scholarly books, and journal articles addressing human nature, the objectives of Islamic education, and moral character development. The data were analyzed using content analysis and descriptive-analytical techniques through the classification, interpretation, and synthesis of ideas from various sources. The findings indicate that fostering individuals with noble character requires an integrated approach to intellectual, spiritual, moral, and social development. This article contributes a conceptual synthesis that connects human nature, the objectives of Islamic education, and the challenges of modernity. Therefore, Islamic educational philosophy can serve as a foundation for developing an educational system that focuses not only on knowledge acquisition but also on moral character formation
Etika Berkomunikasi Siswa di Media Sosial dalam Perspektif Pendidikan Karakter Herawati; Nelson; Sutarto; Mirzon Daheri
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2206

Abstract

The development of social media has provided students with broader opportunities for communication while also presenting challenges in applying politeness, empathy, honesty, and responsibility. This study aims to describe the social media communication ethics of eighth-grade students at SMPIT Rabbi Radhiyyah Rejang Lebong, identify challenges in implementing character values, and analyze the role of character education in shaping students’ digital communication behavior. This research employed a descriptive qualitative approach. Eighth-grade students served as the primary informants, while teachers or homeroom teachers acted as supporting informants. Data were collected through semi-structured interviews, observation, and documentation. Informants were selected using purposive sampling, and the data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that students have an initial understanding of the importance of ethical communication on social media. However, the application of politeness, empathy, and responsibility remains inconsistent. The challenges include the use of inappropriate language when joking with peers, difficulties in interpreting others’ feelings through written messages, inconsistent verification of information, and the tendency to respond emotionally. These findings highlight the need to strengthen character education through teacher role modeling, habituation of polite communication, guidance, and digital literacy. Character education should therefore focus not only on understanding moral values but also on translating them into responsible behavior in everyday digital interactions
Pengembangan Kurikulum dan Pembelajaran Pendidikan Agama Islam di Sekolah dan Madrasah: Analisis Integratif atas Desain, Implementasi, dan Evaluasi Azizah Nurtantri; Agus Pahrudin; Agus Jatmiko; Meriyati
IERA, Islamic Education and Research Academy Vol. 7 No. 3 (2026): October 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i3.2207

Abstract

This article critically examines the development of Islamic Religious Education (PAI) curricula and instruction in Indonesian schools and madrasahs through an integrative lens linking curriculum design, classroom implementation, and learning assessment. Using a qualitative conceptual literature-review approach, the study analyzes academic literature published primarily between 2021 and 2026, supplemented by relevant foundational sources. The analysis identifies a recurrent misalignment between formal curriculum aims, pedagogical practice, and evidence of students’ religious and ethical development. Differences in subject organization between schools and madrasahs require differentiated instructional pathways without compromising shared educational purposes. The study proposes a contextual and iterative framework comprising needs diagnosis, coherent learning-outcome design, active instruction, multidimensional assessment, and evidence-based curriculum reflection. It argues that technological innovation should serve pedagogical and ethical objectives rather than become an end in itself. This framework provides conceptual guidance for curriculum developers and PAI educators; however, its effectiveness needs subsequent empirical testing
Strategi Guru Pendidikan Agama Islam dalam Membentuk Akhlakul Karimah Peserta Didik Muhammad Ali Murtadho; Haya; Umi Najikhah Fikriyati
IERA, Islamic Education and Research Academy Vol. 7 No. 1 (2026): April 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/iera.v7i1.2211

Abstract

This study aims to describe and analyze the strategies employed by Islamic Religious Education (IRE) teachers in fostering students’ akhlakul karimah (noble character) at SMP Islam Miftahul Ulum Kunir. This study employed a qualitative approach with a descriptive research design. The research informants included the school principal, IRE teacher, and students, who were selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which comprises data condensation, data display, and conclusion drawing and verification. Data validity was assessed through source and technique triangulation. The discussion identified two main groups of strategies for fostering akhlakul karimah: role modeling and habituation, as well as advice, guidance, and positive behavioral reinforcement. Role modeling and habituation strategies aim to instill commendable behavior through concrete examples and positive activities carried out consistently. Meanwhile, advice, individual guidance, appreciation, and constructive reprimands are used to enhance moral awareness, improve behavior, and foster students’ sense of responsibility. These two strategies complement each other in supporting the internalization of Islamic values in everyday life. This study emphasizes the importance of continuous character development through role modeling, habituation, mentoring, and positive behavioral reinforcement

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