cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Agus Dian Alirahman
Contact Email
permata.bbc@gmail.com
Phone
+6282127692371
Journal Mail Official
permata.bbc@gmail.com
Editorial Address
Jl. Widarasari III, Tuparev, Sutawinangun, Kedawung, Cirebon City, West Java, Indonesia
Location
Kab. cirebon,
Jawa barat
INDONESIA
Permata : Jurnal Pendidikan Agama Islam
Published by Universitas Islam Bunga Bangsa Cirebon
ISSN : -     EISSN : 27466760     DOI : https://doi.org/10.47453/permata.v5i1.2020
Core Subject : Religion, Humanities, Science, Education, Social,
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences
Permata : Jurnal Pendidikan Agama Islam (Islamic Education Journal) is a National and International Journal that has open-access and is rigorously peer-reviewed and publishes original research articles and scientific discussions on Islamic Education in formal education, non-formal education, and informal education. The journal emphasizes aspects related to the study of Islamic Education in Schools, Colleges, Universities, and other Islamic Education Institutions such as Madrasah (Islamic schools) and Pesantren (Islamic boarding schools), Educational Curriculum, Educational Models and Methods, Educational Technology and Media, Teaching Materials and Educational Learning Resources, Educational Evaluation Systems and other related Islamic Education Sciences. Permata : Jurnal Pendidikan Agama Islam (Islamic Education Journal) invites Scientists, Scholars, Researchers, Practitioners, and Observers, as well as Professionals in the field of Islamic Education from within the country and abroad, to publish their research in our Journal.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 218 Documents
 18   19   20   21   22 
The Effect of the Cooperative Learning Model of Team Games Tournament Type on Students' Learning Outcomes in the Subject of the Qur'an Hadith At MTs Al-Ahsan Bogor Siti Nur Rizky Muthmainnah; Nurhasan
Permata : Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v7i2.4567

Abstract

This study discusses the effect of team games tournament-type cooperative learning model on student learning outcomes in the Qur'an Hadith class VIII at MTs Al-Ahsan Bogor. This study aims to determine the learning outcomes of the Qur'an Hadith in the control group at this school, to determine the learning outcomes of the Qur'an Hadith in the experimental group at this school, and to determine the effect of team games tournament-type cooperative learning model on student learning outcomes in the Qur'an Hadith at this school. The researchers used a quantitative approach and quasi-experimental method, with data collected through learning outcomes tests given to 40 students in the control group and 40 students in the experimental group. The study results showed that (1) the average score of post-test learning outcomes for the experimental group was 85.15, (2) the average score of post-test learning outcomes for the control group was 67.38, (3) the results of the independent sample t-test test resulted in a t value of 7.834 with a value of Sig. (2-tailed) 0.00 <0.05 indicates a significant effect of the team games tournament type cooperative learning model on student learning outcomes in the Qur’an Hadith subjects in class VIII at MTs Al-Ahsan Bogor City. Therefore, this study accepts the alternative hypothesis (Ha) and rejects the null hypothesis (Ho). Therefore, if schools want to improve student learning outcomes, they should choose appropriate and effective learning models to create a conducive and enjoyable learning environment. This study contributes to the existing body of knowledge by providing new insights into the research topic, addressing gaps identified in previous studies, and offering practical recommendations for researchers, practitioners, and policymakers. Furthermore, the findings can serve as a reference for future studies and support the development of more effective strategies in the field.
The Role of the Qur'anic Tahfidz Program in Building Students' Discipline and Responsibility: A Parent's Perspective at SDI Al-Hadiriyah Jakarta Indriani Oktaviana Sugandi; Abd Hadi; Zainal Arifin
Permata : Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v7i2.4618

Abstract

Character education remains a cornerstone of Islamic elementary schooling in Indonesia, yet the majority of research on Qur'anic memorization (tahfidz) programs focuses on school-based outcomes while largely overlooking parents' observations of their children's character development at home. This qualitative descriptive study addresses that gap by examining a parent's perspective on how the tahfidz program at SDI Al-Hadiriyah Jakarta shapes students' discipline and responsibility. Data were gathered through in-depth semi-structured interviews with parents, triangulated with information from the school principal, tahfidz teacher, homeroom teacher, and a student. Purposive sampling was applied, and data were analyzed using the Miles and Huberman model (data reduction, display, and conclusion drawing). Findings reveal four major themes: (1) observable improvements in children's discipline in worship and study routines at home; (2) growth of responsibility and independence in managing memorization tasks; (3) significant individual variation shaped by children's personality and the intensity of parental support; and (4) both supporting factors (parental involvement, religious home environment) and constraining factors (gadget distraction, inconsistent parent engagement) influencing program outcomes. These findings highlight the indispensable role of school-family collaboration in maximizing the long-term impact of tahfidz programs on Islamic character formation.
Social Comparison, Spiritual Meaning, and Students’ Moral Reasoning Regarding Gratitude for Schooling in an Islamic Boarding School: A Phenomenological Study Aisyah Jihan Nurkhafiza; Syaikhu Rozi; Muhammad Ali Rohmad
Permata : Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v7i2.4632

Abstract

Gratitude is often treated in schools as a norm to be taught rather than a form of reasoning students actively construct. This study examines how senior high school students build moral reasoning around gratitude for the opportunity to attend school, and interprets that construction through Lawrence Kohlberg's stages of moral development. Using a qualitative phenomenological design, data were collected through in-depth interviews, observation, and documentation involving six students (grades X-XII) as primary informants and two Islamic Religious Education (PAI) teachers as supporting informants at an Islamic boarding-school-affiliated senior high school in Mojokerto, East Java, Indonesia. Data were analyzed following the Miles and Huberman model and validated through source and method triangulation and member checking. Findings show that students' gratitude is constructed through six interlocking pathways: recognition of educational benefit, downward social comparison with children who lack access to schooling, the protective and formative experience of the pesantren environment, interaction with teachers and peers, hope for the future, and the disruptive experience of losing school routines during the pandemic. Among these, downward social comparison emerged as the most consistently invoked and generative pathway, and notably, it did not remain a purely cognitive appraisal as reported in prior secular literature, but was actively spiritualized by students into an expression of moral and religious accountability. Mapped onto Kohlberg's framework, students' reasoning clusters predominantly at the conventional level, particularly stage three (interpersonal accord), with selective indications of movement toward stage four (social order maintenance). The study extends the social-comparison-gratitude literature into an Islamic boarding-school context and suggests that schools can deliberately design reflective comparison experiences, rather than leaving this mechanism to incidental disruptions such as a pandemic.
The Epistemology of Prophetic Hadith Learning Based on Integration and Interconnection in Modern Islamic Educational Methodology Ibrahim Solahudeen Owoyale-AbdulGaniy; Mohammad Alwi; Sanusi Lafiagi Haruna
Permata : Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v7i2.4657

Abstract

Hadith learning in contemporary Islamic education faces the challenge of maintaining the epistemological authority of prophetic traditions while responding to developments in modern pedagogy and increasingly complex social contexts. This article aims to reconstruct the epistemology of Hadith learning through an integration-interconnection paradigm within modern Islamic educational methodology. This study employed library research by examining selected literature on Hadith studies, Islamic epistemology, the integration of knowledge, Islamic educational philosophy, and contemporary pedagogy. The analysis was conducted through identification, categorization, comparison, and conceptual synthesis of relevant literature. The findings indicate that Hadith learning should not be limited to textual transmission and memorization, but should encompass three interconnected epistemological dimensions: source validation, interpretation, and value actualization. Based on this framework, the article proposes an integration-interconnection learning model comprising six stages: Hadith validation, textual analysis, contextual analysis, interdisciplinary dialogue, reflection, and value actualization. The model connects the classical methodology of Hadith scholarship with contemporary learning approaches while maintaining the epistemological principles of Islamic knowledge. The study contributes a conceptual framework for repositioning Hadith learning as an epistemic, critical, contextual, reflective, and transformative process in contemporary Islamic education.
The Epistemology of Islamic Religious Education in the Development of Digital Literacy-Based Teaching Materials at SMP IT An-Nur Buntet Cirebon Moh. Haitsam Afien; Chintya Ayu Firanty; Nurhasan
Permata : Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v7i2.4659

Abstract

The digital transformation of the Society 5.0 era has significantly reshaped the construction and dissemination of religious knowledge within Islamic Religious Education (IRE). Students no longer acquire religious knowledge exclusively from teachers and textbooks but also from various digital platforms, creating challenges related to information validity, scholarly authority, and religious digital literacy. This study aims to analyze the reconstruction of Islamic educational epistemology in the development of digital literacy-based Islamic Religious Education teaching materials at SMP IT An-Nur Buntet Cirebon. The research employed a qualitative approach using a case study design. Data were collected through observation, in-depth interviews, and documentation involving the principal, Islamic Religious Education teachers, teaching material developers, and students, and were analyzed using the Miles and Huberman interactive model. The findings reveal that the development of digital literacy-based Islamic Religious Education teaching materials is constructed through the integration of bayani epistemology as the normative foundation of revelation, burhani epistemology as the basis of rational-critical thinking, and tajribi epistemology as the experiential dimension of technology-based learning. The study also identifies a shift in religious knowledge authority from conventional sources to digital spaces, which necessitates strengthening the role of teachers as epistemological mediators. The integration of these three epistemological approaches generates a model of Islamic digital literacy oriented toward digital tabayyun, critical thinking, and ethical media engagement. Therefore, the development of digital literacy-based Islamic Religious Education teaching materials should be understood not merely as a pedagogical innovation but as a reconstruction of Islamic educational epistemology in responding to the challenges of the digital age.
Reconstructing Methods of Moral Education through Film Media Based on Exemplary Behavior and Reflection Mustapha Mohammed Lawal; Hasan Nurdin
Permata : Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v7i2.4660

Abstract

Moral education should not be limited to the acquisition of knowledge about values but should encourage students to understand, internalize, and actualize those values in their everyday lives. The development of digital media provides opportunities to use film as a medium for moral learning because films present characters, conflicts, choices, and the consequences of actions in concrete and accessible forms. However, the use of film in moral education often remains limited to conveying moral messages and has not been systematically integrated with role modeling and reflection. This study aims to reconstruct a method of moral education through film-based learning that integrates role modeling and reflection. The study employs library research with a qualitative-conceptual approach. Data were drawn from the relevant international literature on moral and character education, film- and narrative-based learning, role modeling, moral exemplars, and reflective and experiential learning. The literature was analyzed through concept identification, categorization, comparative analysis, synthesis, and methodological reconstruction. The analysis resulted in a six-stage model comprising moral representation, role-model observation, value interpretation, personal reflection, dialogical reflection, and moral actualization. The model positions film as a medium for moral experience, characters as symbolic role models, reflection as a mechanism for meaning-making, and actualization as an orientation toward action. The novelty of this study lies in integrating these three components into a coherent pedagogical sequence that connects the experience of viewing film with the internalization and actualization of moral values. The proposed model provides a conceptual framework for developing more reflective, contextual, and transformative moral education. However, as the model is conceptually derived from the literature, further empirical research is required to examine its implementation and effectiveness across different educational contexts.
Islamic Educational Leadership in Strengthening the Quality of Islamic Religious Education Learning at Bunga Bangsa Cirebon Islamic University Muhammad Agung Rifat Syauqi; Muhammad Riffan Alghiffari; Sulaiman; M. Amrullah Azis; Muhammad Dicky Hasbi Ash Shiddieqy
Permata : Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2024): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v5i2.4744

Abstract

Islamic educational leadership is a strategic mechanism for ensuring that educational goals, academic governance, lecturer development, learning processes, and quality assurance move in an aligned direction. This study aims to analyze Islamic educational leadership in strengthening the quality of Islamic Religious Education (PAI) learning at Universitas Islam Bunga Bangsa Cirebon (UIBBC). The study employed a qualitative approach with a documentary case-study design. Data were drawn from publicly available UIBBC institutional documents and information, particularly the university leadership structure, Faculty of Tarbiyah profile, PAI Study Program profile, quality assurance documents, and scholarly publications on Islamic educational leadership and learning quality. Data were analyzed through reduction, thematic categorization, interpretation, and source triangulation. The findings indicate that educational leadership at UIBBC can be examined through three major dimensions: strategic leadership direction, academic-pedagogical leadership, and quality-oriented leadership. These dimensions are reflected in the distribution of academic authority, the Faculty of Tarbiyah's orientation toward leadership and digital learning, the existence of an internal quality assurance system, and monitoring and evaluation mechanisms. In the context of PAI, quality-oriented leadership needs to translate institutional vision into lecturer competency development, student-centered learning, learning evaluation, innovation, and data-informed follow-up. The study proposes a conceptual framework of PAI leadership grounded in Islamic values and continuous improvement. The study is limited by its documentary evidence and therefore does not claim a causal effect of leadership on student learning outcomes.
Management of the Merdeka Curriculum in Improving the Quality of Islamic Religious Education Learning at Bunga Bangsa Cirebon Islamic University Muhammad Riffan Alghiffari; Muhammad Agung Rifat Syauqi; Sulaiman; M. Amrullah Azis; Muhammad Dicky Hasbi Ash Shiddieqy
Permata : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2025): Permata : Jurnal Pendidikan Agama Islam
Publisher : Lembaga Publikasi Ilmiah Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/permata.v6i1.4745

Abstract

This study analyzes curriculum management that supports the principles of Merdeka Belajar–Kampus Merdeka (MBKM) as an effort to improve the quality of Islamic Religious Education (PAI) learning at Universitas Islam Bunga Bangsa Cirebon (UIBBC). The study employs a descriptive qualitative approach using document analysis of national higher education policies, publicly available institutional documents of UIBBC, information on the PAI Study Program and Faculty of Tarbiyah, and relevant scholarly publications. Data were analyzed through reduction, thematic categorization, interpretation, and conclusion drawing. The analysis indicates that curriculum management in the UIBBC context should be understood as a cycle consisting of planning, organizing, learning implementation, assessment, monitoring and evaluation, and continuous follow-up. Institutionally, the existence of curriculum updating guidelines and monitoring and evaluation instruments provides an important foundation for quality assurance. In PAI learning, curriculum flexibility needs to be translated into measurable learning outcomes, student-centered learning, authentic learning experiences, technology integration, formative assessment, and connections between academic competencies and Islamic values. The analysis further indicates that quality improvement cannot be achieved merely through curriculum document revision; it depends on consistent implementation, lecturer competence, student engagement, an effective evaluation system, and continuous improvement. This study therefore offers an analytical framework for strengthening quality-oriented curriculum management in PAI at UIBBC.

Page 22 of 22 | Total Record : 218

 18   19   20   21   22 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2026): Permata : Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): Permata : Jurnal Pendidikan Agama Islam Vol. 6 No. 2 (2025): Permata : Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2025): Permata : Jurnal Pendidikan Agama Islam Vol 5 No 2 (2024): Permata : Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2024): Permata : Jurnal Pendidikan Agama Islam Vol 5 No 1 (2024): Permata : Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2024): Permata : Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2023): Permata : Jurnal Pendidikan Agama Islam Vol 4 No 2 (2023): Permata : Jurnal Pendidikan Agama Islam Vol. 4 No. 1 (2023): Permata : Jurnal Pendidikan Agama Islam Vol 4 No 1 (2023): Permata : Jurnal Pendidikan Agama Islam Vol 3 No 2 (2022): Permata : Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2022): Permata : Jurnal Pendidikan Agama Islam Vol 3 No 1 (2022): Permata : Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2022): Permata : Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2021): Permata : Jurnal Pendidikan Agama Islam Vol 2 No 2 (2021): Permata : Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2021): Permata : Jurnal Pendidikan Agama Islam Vol 2 No 1 (2021): Permata : Jurnal Pendidikan Agama Islam Vol 1 No 2 (2020): Permata : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2020): Permata : Jurnal Pendidikan Agama Islam Vol 1 No 1 (2020): Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2020): Jurnal Pendidikan Agama Islam More Issue