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INDONESIA
EDUKASI
Published by Badan Litbang dan Diklat Kementerian Agama RI
ISSN : 16936418     EISSN : 2580247X     DOI : https://doi.org/10.32729/edukasi
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Focus: EDUKASI is a scientific journal dedicated to the study and research of Religion and Religious Education. It is committed to enriching and expanding the body of scientific knowledge relevant for policy-making and the advancement of theoretical and conceptual frameworks. The journal aims to provide valuable literature, data, and information to governmental bodies, education practitioners, and academics to support decision-making and further studies. Scope: EDUKASI is a scientific journal focused on research and development in the field of religious education. The journal accepts articles that make significant contributions to understanding and solving issues in religious education, whether in formal or non-formal institutions. The topics covered include: Management of Religious Education Institutions Roles and Practices of Religious Educators Management and Funding of Religious Education Evaluation, Quality Assurance, and Accreditation of Religious Education The Role of Students in Religious Education Study of educational aspects relating to various diciplines such as psychology, sociology, management, philosophy, theology, anthropology, and political science to enrich the discourse on religious education.
Arjuna Subject : Umum - Umum
Articles 654 Documents
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Integrative Framework of James A. Banks and Kamanto Sunarto’s Multicultural Education for Preventing SARA Conflicts in Indonesia Chandra Dwisetyo Widodo; Abdul Latief Hilmy; Rifki Rosyad
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.1953

Abstract

Indonesia’s cultural, ethnic, and religious diversity is a national strength, yet it also creates vulnerabilities that can trigger SARA-based tensions, particularly when intensified by digital misinformation and the politicization of identity. This study responds to the need for a multicultural education framework that bridges global theoretical perspectives with Indonesia’s socio-religious realities. Employing a qualitative analytical approach, the research integrates James A. Banks’ multidimensional model of multicultural education with Kamanto Sunarto’s perspective, which emphasizes inclusivity rooted in Islamic intellectual traditions. The findings reveal that Banks’ focus on educational integration and equity aligns closely with Sunarto’s emphasis on interreligious and intercultural openness, producing a complementary model suited to mitigating SARA-related conflicts. This integrated framework provides fresh direction for curriculum development, teacher capacity-building, and interfaith educational programs, while offering practical contributions to efforts aimed at strengthening social harmony in Indonesia. ABSTRAK Keberagaman budaya, etnis, dan agama adalah kekuatan Indonesia, namun pada saat yang sama menjadi sumber munculnya ketegangan SARA, terutama ketika diperuncing oleh arus informasi digital dan politisasi identitas. Penelitian ini berangkat dari kebutuhan akan sebuah kerangka pendidikan multikultural yang mampu menjembatani teori global dengan realitas sosial Indonesia. Dengan pendekatan kualitatif-analitis, studi ini menggabungkan gagasan James A. Banks tentang pendidikan multikultural multidimensional dengan perspektif Kamanto Sunarto yang menekankan nilai-nilai inklusivitas dalam tradisi Islam. Hasil analisis menunjukkan bahwa penekanan Banks pada integrasi dan keadilan pendidikan berpadu secara komplementer dengan fokus Sunarto pada keterbukaan lintas agama dan budaya. Keduanya kemudian membentuk model yang relevan untuk meredam potensi konflik SARA. Kerangka ini menawarkan arah baru bagi pengembangan kurikulum, peningkatan kompetensi guru, serta program dialog antariman, sekaligus memberikan kontribusi nyata bagi upaya memperkuat harmoni sosial di Indonesia.
Tallu Lolona Philosophy as the Basis of Torajan Christian Education in the Public Sphere: An Attempt to Break the Polarization of Christian Education John Christian Simon; Alvary Exan Rerung; Putri Adelia Datu Manaek Sampebua’
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2126

Abstract

This study addresses the critical issue of educational polarization in Indonesia, where Christian education is often fragmented between academic-cognitive learning in schools and spiritual-indoctrination in churches. This dichotomy limits the impact of faith values in the public sphere, particularly in facing contemporary ecological and social challenges. Using an integrative literature review method, this research synthesizes various theological and cultural perspectives to propose a more holistic framework. The study identifies the Torajan philosophy of Tallu Lolona—which emphasizes the interconnectedness of humans (lolo tau), animals (lolo patuoan), and plants (lolo tananan)—as a vital ethical and pedagogical foundation. The findings suggest that by integrating Tallu Lolona into a collaborative curriculum between schools and churches, Christian education can move beyond descriptive summaries toward an analytical synthesis that promotes transformative praxis. This research offers a novel model of integrative education that empowers students to manifest Christian values as a response to public issues such as environmental degradation and social disharmony. This study contributes to the development of contextual public theology and provides a practical roadmap for educators and religious leaders in pluralistic societies. ABSTRAK Penelitian ini mengkaji isu kritis mengenai polarisasi pendidikan Kristen di Indonesia, di mana pendidikan agama sering kali terfragmentasi antara pembelajaran akademik-kognitif di sekolah dan indoktrinasi spiritual di gereja. Dikotomi ini membatasi dampak nilai-nilai iman dalam ruang publik, terutama dalam menghadapi tantangan ekologis dan sosial kontemporer. Dengan menggunakan metode tinjauan pustaka integratif (integrative literature review), penelitian ini mensintesis berbagai perspektif teologis dan budaya untuk mengusulkan kerangka kerja yang lebih holistik. Studi ini mengidentifikasi filosofi Toraja, Tallu Lolona—yang menekankan keterhubungan antara manusia (lolo tau), hewan (lolo patuoan), dan tumbuhan (lolo tananan)—sebagai fondasi etis dan pedagogis yang vital. Temuan penelitian menunjukkan bahwa dengan mengintegrasikan Tallu Lolona ke dalam kurikulum kolaboratif antara sekolah dan gereja, pendidikan Kristen dapat bergerak melampaui sekadar ringkasan deskriptif menuju sintesis analitis yang mendorong praksis transformatif. Penelitian ini menawarkan model baru pendidikan integratif yang memberdayakan peserta didik untuk memanifestasikan nilai-nilai Kristiani sebagai respons terhadap isu-isu publik seperti degradasi lingkungan dan disharmoni sosial. Studi ini berkontribusi pada pengembangan teologi publik kontekstual dan memberikan panduan praktis bagi para pendidik serta pemimpin agama dalam masyarakat yang pluralistik.
The Relevance of the KMI Curriculum at Pondok Pesantren Darussalam Kunir to Community Needs and Graduate Competence Ahmad Farihin; Zainollah; Misbah Zulfa Elizabeth; Nur Khoiri; Irwan Abdullah; Zarkasi
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2377

Abstract

This study evaluates the relevance of the KMI curriculum at Pondok Pesantren Darussalam Kunir to community needs and graduate competence. While prior studies have examined pesantren curricula from institutional or pedagogical perspectives, limited research has assessed curriculum relevance based on the alignment between graduate outcomes and stakeholder expectations. This study employs a mixed-methods concurrent triangulation design, combining survey data from 100 graduates and 50 graduate users with qualitative data from interviews and focus group discussions involving pesantren leaders, teachers, alumni, and community stakeholders. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings indicate that graduates demonstrate strong religious competence (80%), communication skills, and work ethics (75%), reflecting the effectiveness of the curriculum in fostering core pesantren values. However, technical and analytical skills remain comparatively weaker (65%), suggesting a gap between curriculum outcomes and labor market demands. The study highlights the need to strengthen employability-oriented competencies, particularly in digital literacy and problem-solving. These findings contribute to the discourse on curriculum relevance in religious education by offering an outcome-based evaluation of pesantren curricula grounded in multi-stakeholder perspectives.   ABSTRAK Penelitian ini bertujuan untuk mengevaluasi relevansi kurikulum KMI di PP. Darussalam Kunir terhadap kebutuhan masyarakat dan kompetensi lulusan. Studi sebelumnya umumnya menelaah kurikulum pesantren dari perspektif institusional dan pedagogis, namun masih terbatas yang mengkaji kesesuaian antara output lulusan dengan harapan pemangku kepentingan. Penelitian ini menggunakan pendekatan mixed-method dengan desain concurrent triangulation yang menggabungkan data survei dari 100 alumni dan 50 pengguna lulusan dengan data kualitatif melalui wawancara dan focus group discussion yang melibatkan pimpinan pesantren, guru, alumni, dan masyarakat. Data kuantitatif dianalisis menggunakan statistik deskriptif, sedangkan data kualitatif dianalisis melalui analisis tematik. Hasil penelitian menunjukkan bahwa lulusan memiliki kompetensi keagamaan yang kuat (80%), serta keterampilan komunikasi dan etika kerja yang baik (75%), yang mencerminkan keberhasilan kurikulum dalam membentuk nilai-nilai pesantren. Namun, keterampilan teknis dan analitis masih relatif rendah (65%), yang menunjukkan adanya kesenjangan antara hasil kurikulum dan tuntutan dunia kerja. Penelitian ini menekankan pentingnya penguatan kompetensi berbasis employability, khususnya literasi digital dan kemampuan pemecahan masalah. Temuan ini berkontribusi pada kajian relevansi kurikulum pendidikan keagamaan melalui pendekatan evaluasi berbasis outcome yang melibatkan berbagai perspektif pemangku kepentingan.
Developing an In-House Training Model for Digital Pedagogical Competence of Islamic Religious Education Teachers Adah Aliyah; Mahmud Mahmud; Bambang Samsul Arifin; Asep Nursobah; Ana Rohana Pataniah binti Salahuddin
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2390

Abstract

The digital transformation of education demands stronger digital pedagogical competence among Islamic Religious Education (IRE) teachers. This study aimed to develop, implement, and evaluate a contextual In-House Training (IHT) model using the Four-D framework (Define, Design, Develop, Disseminate). A mixed-methods sequential explanatory design was employed. Needs analysis involved 40 IRE teachers from 23 junior high schools; the development phase (limited trial) involved 20 teachers; the dissemination phase (full implementation) involved 40 teachers (the original 20 plus 20 additional teachers trained through peer-training). Data were collected through questionnaires (Cronbach's alpha 0.89), interviews, observations, and documentation. The model significantly improved digital lesson planning (from 45% to 82%, p < 0.01, d = 1.24), active learning strategies (68%), and educational app mastery (75%). Systemic effects included a 65% increase in digital media use and 30% reduction in preparation time. The novelty lies in operationalizing TPACK within IRE through a school‑based, practice‑oriented IHT model that explicitly integrates Islamic values. This study contributes a replicable prototype for digital religious pedagogy in developing countries. ABSTRAK Transformasi digital pendidikan menuntut kompetensi pedagogik digital yang lebih kuat bagi guru Pendidikan Agama Islam (PAI). Penelitian ini bertujuan mengembangkan, mengimplementasikan, dan mengevaluasi model In-House Training (IHT) kontekstual menggunakan kerangka Four-D. Desain sequential explanatory mixed-methods digunakan. Analisis kebutuhan melibatkan 40 guru PAI dari 23 SMP; tahap pengembangan (uji terbatas) melibatkan 20 guru; tahap diseminasi (implementasi penuh) melibatkan 40 guru (20 guru awal ditambah 20 guru tambahan melalui peer-training). Data dikumpulkan melalui kuesioner (Cronbach's alpha 0,89), wawancara, observasi, dan dokumentasi. Model IHT meningkatkan signifikan penyusunan RPP digital (45% ke 82%, p<0,01, d=1,24), strategi pembelajaran aktif (68%), dan penguasaan aplikasi pendidikan (75%). Dampak sistemik meliputi peningkatan penggunaan media digital sebesar 65% dan pengurangan waktu persiapan mengajar sebesar 30%. Kebaruan penelitian ini terletak pada pengoperasionalan TPACK dalam konteks PAI melalui model IHT berbasis sekolah dan berorientasi praktik yang secara eksplisit mengintegrasikan nilai-nilai Islam.
YouTube-Assisted Project-Based Learning and Student Creativity in Islamic Cultural History at Madrasah Aliyah Ratu Suntiah; Maslani; Asep Andi Rahman; Fauruzzaman Nuryadin; Bayu Bambang Nurfauji; Muhammad Shaiffullah Ahmad
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2405

Abstract

This study examines the effectiveness of a YouTube-assisted Project-Based Learning (PjBL) model in enhancing students' creativity in Islamic Cultural History (ICH) at the madrasah aliyah level. Using a quasi-experimental non-equivalent control group design, the study involved 32 tenth-grade students divided into experimental (PjBL+YouTube) and control (conventional) classes. The creativity instrument was developed specifically for ICH, covering three indicators: originality of historical narrative, ability to connect Islamic values with contemporary contexts, and ethical multimedia production skills. Assessment combined a multiple-choice test and a project rubric for YouTube videos. Results show a medium N-Gain score (0.40) in the experimental class, higher than the control class (0.30), with statistical significance (p = 0.001). Despite limitations of small sample size and single-site setting, the study offers a practical video-based project model for ICH teachers. Theoretical implications are offered tentatively as suggestions for future adaptation. ABSTRAK Studi ini menguji efektivitas model Project-Based Learning (PjBL) berbantuan YouTube dalam meningkatkan kreativitas siswa pada mata pelajaran Sejarah Kebudayaan Islam (SKI) di tingkat madrasah aliyah. Dengan desain kuasi-eksperimen non-equivalent control group, penelitian ini melibatkan 32 siswa kelas sepuluh yang dibagi menjadi kelas eksperimen (PjBL+YouTube) dan kelas kontrol (konvensional). Instrumen kreativitas dikembangkan khusus untuk SKI, mencakup tiga indikator: orisinalitas narasi sejarah, kemampuan menghubungkan nilai-nilai Islam dengan konteks kontemporer, serta keterampilan produksi multimedia yang etis. Penilaian menggabungkan tes pilihan ganda dan rubrik proyek video YouTube. Hasil menunjukkan skor N-Gain sedang (0,40) pada kelas eksperimen, lebih tinggi dibandingkan kelas kontrol (0,30), dengan signifikansi statistik (p = 0,001). Meskipun memiliki keterbatasan ukuran sampel kecil dan lokasi tunggal, studi ini menawarkan model proyek berbasis video yang praktis bagi guru SKI. Implikasi teoretis disajikan secara tentatif sebagai saran untuk adaptasi di masa mendatang.
Analyzing the Students' Development Management to Enforce the Discipline at Private Islamic Junior High School Pati Regency, Indonesia Haryanto Haryanto; Nur Khoiri; Latisha Asmaak Shafie
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2409

Abstract

This study analyzes student development management in enforcing discipline at MTs Swasta Dukuhseti, Pati Regency. Using a qualitative single-case study design, data were collected through interviews, observations, and document analysis involving 15 informants. The findings show that student management is implemented through participatory planning, tiered implementation involving teachers and dormitory supervisors, and monthly evaluations. Discipline enforcement is based on three pillars: integration of Sharia-based religious values, a transparent reward-and-punishment Point System, and active support from the school committee and foundation. Student classroom compliance reached 93%, while overall violations decreased from 10% to 7%. Challenges include limited human resources, heavy teacher workloads, and diverse student backgrounds. The study highlights that effective discipline in private madrasahs should move from formal external compliance toward internalized religious self-awareness, supported by visionary leadership, exemplary behavior, and strong collaboration between schools, foundations, and parents.  AbstrakPenelitian ini menganalisis manajemen pembinaan kesiswaan dalam penegakan disiplin di MTs Swasta Dukuhseti, Kabupaten Pati. Penelitian menggunakan pendekatan kualitatif studi kasus tunggal dengan pengumpulan data melalui wawancara, observasi, dan analisis dokumen terhadap 15 informan. Hasil penelitian menunjukkan bahwa pembinaan kesiswaan dilaksanakan melalui perencanaan partisipatif, pelaksanaan berjenjang yang melibatkan guru dan pembina asrama, serta evaluasi bulanan. Penegakan disiplin berpusat pada tiga pilar, yaitu integrasi nilai religius berbasis syariah, sistem penghargaan dan sanksi melalui Point System yang transparan, serta dukungan aktif dari komite sekolah dan yayasan. Tingkat kepatuhan siswa mencapai 93%, sementara pelanggaran menurun dari 10% menjadi 7%. Tantangan yang dihadapi meliputi keterbatasan sumber daya manusia, tingginya beban kerja guru, dan keberagaman latar belakang siswa. Penelitian ini menegaskan bahwa disiplin yang efektif di madrasah swasta perlu diarahkan dari kepatuhan formal menuju kesadaran religius internal melalui kepemimpinan visioner, keteladanan, dan sinergi antara madrasah, yayasan, dan orang tua.
The Mechanisms of Religious Value Internalization in the Formation of Students’ Prosocial Behaviour at Rabbani Elementary School, Bandung Dian; Sinta Lestari; Syafiq Ahmad Naji Farhan; Taorena Sandra; Gilman Mawardi; Keysha Radhitya
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2420

Abstract

This study aims to examine the process of internalizing religious values and its relation to students’ prosocial behavior in the context of an Islamic primary school, specifically at SD Rabbani Bandung. This study is motivated by the limited empirical understanding of how religious values are practiced and experienced in students’ daily activities at the elementary level. A qualitative case study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation involving the principal, teachers, and students, and were analyzed using thematic analysis. The findings indicate that the internalization of religious values occurs through four main mechanisms: religious habituation, teacher modeling, positive reinforcement, and socio-religious experiences. Students who not only participate in activities but also understand and reflect on the values tend to demonstrate more consistent prosocial behaviors, such as helping, sharing, and cooperation. The results also highlight the importance of daily interactions and school culture in supporting the transformation of values into observable behavior. This study contributes by providing an empirical description of the process of value internalization in an Islamic primary school context and offering insights for developing more reflective, experience-based character education practices.   Abstrak Penelitian ini bertujuan mengkaji proses internalisasi nilai religius dan kaitannya dengan perilaku prososial siswa di SD Rabbani Bandung. Penelitian ini menggunakan desain studi kasus kualitatif dengan pengumpulan data melalui wawancara mendalam, observasi partisipatif, dan dokumentasi yang melibatkan kepala sekolah, guru, dan siswa. Data dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa internalisasi nilai religius berlangsung melalui empat mekanisme utama, yaitu pembiasaan religius, keteladanan guru, penguatan positif, dan pengalaman sosial-keagamaan. Siswa yang memahami dan merefleksikan nilai-nilai tersebut cenderung menunjukkan perilaku prososial yang lebih konsisten, seperti menolong, berbagi, dan bekerja sama. Temuan juga menegaskan pentingnya budaya sekolah dan interaksi sehari-hari dalam membentuk perilaku siswa. Penelitian ini memberikan gambaran empiris tentang internalisasi nilai di sekolah dasar Islam serta menjadi masukan bagi pengembangan pendidikan karakter yang lebih refleif dan berbasis pengalaman.
A Living Hadith Analysis of Thalab al-‘Ilm in Shaping Students’ Learning Ethos in Indonesian Islamic Schools M. Affan Ramadhan; Sedya Santosa; Hajir Ahmad; Muhammad Buya Al-Madany Abror
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2426

Abstract

This study addresses the limited analytical use of the Living Hadith framework in Islamic education research, which often remains descriptive and underexplores how hadith values are internalized and embodied in students’ learning behavior. This research aims to examine how the hadith ṭalabul ‘ilmi farīḍah ‘alā kulli muslim is transmitted, interpreted, internalized, and embodied within a school context. Using a qualitative case study combined with a phenomenological approach, data were collected through participatory observation, in-depth interviews, and documentation at SMA X Yogyakarta. The analysis is structured using four dimensions of Living Hadith: transmission, interpretation, internalization, and embodiment. The findings reveal three patterns of interpretation (normative-textual, functional-practical, and integrative-contextual), two forms of internalization (intrinsic motivation and affective commitment), and an “embodiment gap” where students’ religious awareness is not consistently reflected in academic behavior. The study contributes theoretically by operationalizing Living Hadith as an analytical framework linking text, meaning, and practice, and practically by highlighting the need for integrative pedagogical strategies that bridge spiritual values and everyday learning habits. These results suggest that embedding hadith values in education requires not only repeated transmission but also reflective engagement and contextual adaptation to students’ social and digital realities. ABSTRAK Penelitian ini berangkat dari keterbatasan penggunaan kerangka Living Hadith dalam studi pendidikan Islam yang masih cenderung bersifat deskriptif dan belum mengkaji secara mendalam bagaimana nilai-nilai hadis diinternalisasi dan diwujudkan dalam perilaku belajar siswa. Penelitian ini bertujuan untuk menganalisis bagaimana hadith ṭalabul ‘ilmi farīḍah ‘alā kulli muslim ditransmisikan, diinterpretasikan, diinternalisasi, dan diwujudkan dalam konteks sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus yang dipadukan dengan pendekatan fenomenologis. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi di SMA X Yogyakarta. Analisis dilakukan menggunakan empat dimensi Living Hadith: transmisi, interpretasi, internalisasi, dan embodiment. Hasil penelitian menunjukkan tiga pola interpretasi (normatif-tekstual, fungsional-praktis, dan integratif-kontekstual), dua bentuk internalisasi (motivasi intrinsik dan komitmen afektif), serta adanya “kesenjangan embodiment” di mana kesadaran religius siswa belum sepenuhnya tercermin dalam perilaku akademik sehari-hari. Secara teoretis, penelitian ini berkontribusi dengan mengoperasionalkan Living Hadith sebagai kerangka analitis yang menghubungkan teks, makna, dan praktik. Secara praktis, penelitian ini menekankan pentingnya strategi pedagogis integratif yang mampu menjembatani nilai spiritual dengan kebiasaan belajar siswa. Temuan ini menunjukkan bahwa integrasi nilai hadis dalam pendidikan tidak cukup melalui transmisi yang berulang, tetapi memerlukan keterlibatan reflektif dan adaptasi kontekstual terhadap realitas sosial dan digital siswa.
A Spiritual-Cognitive Framework for Islamic Religious Education through the Integration of Al-Ghazali’s Concepts of Kasbi and Laduni Knowledge Ateng Ruhendi; Afnie Rizky Nurkamaliyah; Nirwati; Nenden Ahadiah Halimah; Izzudin; Reza Fauzi Nazar
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2429

Abstract

Islamic Religious Education (PAI) at the senior high school level still tends to emphasize cognitive-normative mastery, while spirituality, adab, moral reflection, character formation, and social sensitivity remain insufficiently integrated. Previous studies on Al-Ghazali’s epistemology have mainly focused on philosophical and mystical aspects, with limited attention to its pedagogical application in contemporary Islamic education. This article aims to reconstruct Al-Ghazali’s concepts of kasbi and laduni knowledge into a spiritual-cognitive educational model to strengthen PAI learning at SMA Peacesantren Welas Asih Garut. The study employs a qualitative conceptual approach through library research and educational reconstruction methods. Data were analyzed using conceptual synthesis and pedagogical interpretation. The findings show that the integration of kasbi and laduni knowledge can be formulated into a spiritual-cognitive educational model consisting of seven components: learning objectives, learning materials, learning strategies, spiritual habituation, teacher roles, learning outcome indicators, and evaluation. The model integrates cognitive, affective, spiritual, and practical dimensions in PAI learning. The study contributes to contemporary Islamic education by operationalizing Al-Ghazali’s epistemology into a practical framework relevant to pesantren-based secondary education.  AbstrakPendidikan Agama Islam (PAI) di tingkat sekolah menengah atas masih didominasi oleh penguasaan kognitif-normatif, sementara aspek spiritualitas, adab, refleksi moral, pembentukan karakter, dan sensitivitas sosial belum terintegrasi secara optimal. Kajian tentang epistemologi Al-Ghazali selama ini lebih banyak menyoroti dimensi filosofis dan mistis, dengan perhatian yang masih terbatas pada penerapan pedagogisnya dalam pendidikan Islam kontemporer. Artikel ini bertujuan merekonstruksi konsep ilmu kasbi dan laduni Al-Ghazali menjadi model pendidikan spiritual-kognitif untuk memperkuat pembelajaran PAI di SMA Peacesantren Welas Asih Garut. Penelitian menggunakan pendekatan kualitatif konseptual melalui studi kepustakaan dan metode rekonstruksi pendidikan. Data dianalisis melalui sintesis konseptual dan interpretasi pedagogis. Hasil penelitian menunjukkan bahwa integrasi ilmu kasbi dan laduni dapat dirumuskan ke dalam model pendidikan spiritual-kognitif yang mencakup tujuh komponen: tujuan pembelajaran, materi, strategi pembelajaran, pembiasaan spiritual, peran guru, indikator hasil belajar, dan evaluasi. Model ini mengintegrasikan dimensi kognitif, afektif, spiritual, dan praksis dalam pembelajaran PAI. Penelitian ini berkontribusi pada pengembangan pendidikan Islam kontemporer dengan mengoperasionalkan epistemologi Al-Ghazali ke dalam kerangka praktis yang relevan bagi pendidikan menengah berbasis pesantren.
Strengthening the Role of Islamic Education Institutions through the Provision of Childcare Services in Supporting Teacher Performance and Welfare at SDIT Cahaya Hati Bukittinggi Putri Irlin Cahyani; Dian; Redi Saldijah; Yusfit Helmi; Silma Salsabila; Beny Aprius; Laras Sati Budiana
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 1 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v24i1.2441

Abstract

Teacher well-being has become an important issue, especially for teachers balancing professional responsibilities and early childcare demands. This study examines how Islamic educational institutions translate family protection values into childcare policies and their implications for teachers’ working conditions. Using a qualitative field approach at SD IT Cahaya Hati Bukittinggi, data were collected through interviews, observations, and document analysis involving nine informants. The findings show that childcare services function not only as supportive facilities but also as structured institutional policies, such as regulated teacher access to their children and adjusted schedules for breastfeeding mothers. These policies improve psychological comfort and work stability. The study highlights childcare services as a form of family-based institutional support in Islamic education and offers practical implications for teacher well-being policies responsive to family needs.  AbstrakKesejahteraan guru menjadi isu penting, terutama bagi guru yang harus menyeimbangkan tanggung jawab profesional dan pengasuhan anak usia dini. Penelitian ini mengkaji bagaimana lembaga pendidikan Islam menerjemahkan nilai perlindungan keluarga ke dalam kebijakan layanan penitipan anak serta implikasinya terhadap kondisi kerja guru. Penelitian menggunakan pendekatan kualitatif lapangan di SD IT Cahaya Hati Bukittinggi melalui wawancara, observasi, dan analisis dokumen terhadap sembilan informan. Hasil penelitian menunjukkan bahwa layanan penitipan anak tidak hanya berfungsi sebagai fasilitas pendukung, tetapi juga sebagai kebijakan institusional yang terstruktur, seperti pengaturan akses guru kepada anak dan penyesuaian jadwal bagi ibu menyusui. Kebijakan ini meningkatkan kenyamanan psikologis dan stabilitas kerja guru. Penelitian ini menegaskan bahwa layanan penitipan anak merupakan bentuk dukungan institusional berbasis keluarga dalam pendidikan Islam serta memberikan implikasi praktis bagi pengembangan kebijakan kesejahteraan guru yang responsif terhadap kebutuhan keluarga.

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