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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 674 Documents
 64   65   66   67   68 
From Authority to Facilitator: A Grounded Theory Analysis of AI-Mediated Shifts in Islamic Religious Education Pedagogy Ade Zaenul Mutaqin; Muslihudin; Mukhsin; Apin; Abdul Hamid
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.v24i1.2455

Abstract

This study develops a grounded theory explaining how Islamic Religious Education (IRE) teachers negotiate pedagogical authority in AI-mediated classrooms. Using interviews, observations, and document analysis with 20 Indonesian IRE teachers, the study proposes a Tripartite Negotiation Model consisting of epistemic, pedagogical, and moral-relational negotiations. The findings show that teachers reconstruct rather than lose authority by positioning AI as a supportive tool within Islamic pedagical values. The study suggests extending TPACK with Theological Knowledge (TKw) and Relational-Moral Knowledge (RMK) to better explain AI integration in religious education. The findings challenge deskilling narratives by highlighting teachers’ agency in culturally embedding AI through concepts such as khadam (servant). Implications are offered for teacher development, curriculum design, and culturally responsive AI in religious education.  ABSTRAK Penelitian ini mengembangkan teori grounded theory tentang negosiasi otoritas pedagogis guru Pendidikan Agama Islam (PAI) dalam kelas yang dimediasi AI. Melalui wawancara, observasi, dan analisis dokumen terhadap 20 guru PAI Indonesia, penelitian ini menghasilkan Model Negosiasi Tripartit yang mencakup negosiasi epistemik, pedagogis, dan moral-relasional. Temuan menunjukkan bahwa guru tidak kehilangan otoritas, melainkan merekonstruksinya dengan menempatkan AI sebagai alat pendukung dalam nilai pedagogi Islam. Penelitian ini mengusulkan perluasan kerangka TPACK dengan Pengetahuan Teologis (TKw) dan Pengetahuan Relasional-Moral (RMK) untuk menjelaskan integrasi AI dalam pendidikan agama. Temuan juga menantang narasi de-skilling dengan menyoroti keagenan guru dalam mengintegrasikan AI secara kultural melalui konsep khadam (pelayan). Implikasi penelitian mencakup pengembangan guru, desain kurikulum, dan AI yang responsif terhadap budaya dalam pendidikan agama.
Problem-Based Learning in Islamic Cultural History: Strengthening Rahmatan lil Alamin Character at Indonesian Madrasahs Enoh; Supiana; Dewi Sadiah; Asep Nursobah; Muhamad Towil Akhirudin
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.v24i1.2458

Abstract

This study examines Problem-Based Learning (PBL) in Islamic Cultural History to strengthen Rahmatan lil Alamin character at two Indonesian madrasahs. A naturalistic qualitative multiple case study was used, with interviews, observation, document analysis, and written surveys of 101 students. Findings indicate that when PBL is systematically designed around value-laden historical problems and structured reflection, most students show observable gains in tolerance, empathy, critical thinking, and collaboration. However, character internalization depth varies and depends on the teacher’s role as values coach, institutional support, and topic suitability. Contradictory data include one failed PBL session, 22% student frustration, and persistent time constraints. The study offers two moderate-novelty contributions: the Problem-Based Rahmatan lil Alamin Learning (PBRAL) model and the TPACKV framework (adding Values to TPACK). These are presented as context-specific, not universal claims. Practical implications call for sustained, practice-based teacher professional development.      ABSTRAK Penelitian ini mengkaji pembelajaran berbasis masalah (Problem-Based Learning/PBL) dalam Sejarah Kebudayaan Islam untuk memperkuat karakter Rahmatan lil Alamin di dua madrasah aliyah negeri Kota Bandung. Pendekatan kualitatif naturalistik dengan studi kasus ganda digunakan, melalui wawancara, observasi, analisis dokumen, dan survei tertulis terhadap 101 siswa. Temuan menunjukkan bahwa ketika PBL dirancang secara sistematis dengan masalah historis sarat nilai dan refleksi terstruktur, sebagian besar siswa menunjukkan peningkatan yang teramati pada toleransi, empati, berpikir kritis, dan kolaborasi. Namun, kedalaman internalisasi karakter bervariasi dan bergantung pada peran guru sebagai pelatih nilai, dukungan institusi, serta kesesuaian topik. Data kontradiktif meliputi satu sesi PBL yang gagal, 22% siswa melaporkan frustrasi, dan kendala waktu yang persisten. Penelitian ini menawarkan dua kontribusi dengan kebaruan sedang: model Problem-Based Rahmatan lil Alamin Learning (PBRAL) dan kerangka TPACKV (menambahkan dimensi Nilai ke dalam TPACK). Keduanya disajikan sebagai elaborasi spesifik konteks, bukan klaim universal. Implikasi praktisnya adalah perlunya pengembangan profesional guru berbasis praktik yang berkelanjutan.
School-Village-Family Collaboration in Strengthening Religious Moderation at Kaliputih Elementary School Siti Lailiyah; Raharjo; Mustopa; Atiqoh
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.v24i1.2461

Abstract

This study examines school-village-family collaboration in strengthening religious moderation at Kaliputih Elementary School. Previous studies on religious moderation in schools have mostly focused on curriculum, character education, and school culture, while the collaborative relationship between schools, village government, and families remains underexplored. This study used a qualitative case study design. Data were collected through observation, in-depth interviews, and documentation involving school actors, village government representatives, and parents. The data were analyzed thematically to identify actor roles, collaboration mechanisms, and qualitative indicators of religious moderation practices. The findings show that the school internalizes moderation values through learning, teacher role modeling, and inclusive activities. The village government provides social legitimation through community-based activities and support for harmony. Families reproduce these values through parenting practices and daily habituation. The novelty of this study lies in explaining religious moderation as a collaborative practice across school, village, and family contexts. ABSTRAK Penelitian ini mengkaji kolaborasi sekolah, desa, dan keluarga dalam memperkuat moderasi beragama di SDN Kaliputih. Kajian sebelumnya tentang moderasi beragama di sekolah umumnya berfokus pada kurikulum, pendidikan karakter, dan budaya sekolah, sedangkan hubungan kolaboratif antara sekolah, pemerintah desa, dan keluarga masih belum banyak dikaji. Penelitian ini menggunakan desain studi kasus kualitatif. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi yang melibatkan pihak sekolah, perwakilan pemerintah desa, dan orang tua. Data dianalisis secara tematik untuk mengidentifikasi peran aktor, mekanisme kolaborasi, dan indikator kualitatif praktik moderasi beragama. Temuan menunjukkan bahwa sekolah menginternalisasi nilai moderasi melalui pembelajaran, keteladanan guru, dan kegiatan inklusif. Pemerintah desa memberi legitimasi sosial melalui kegiatan berbasis komunitas dan dukungan terhadap kerukunan. Keluarga mereproduksi nilai tersebut melalui pola asuh dan pembiasaan harian. Kebaruan penelitian terletak pada penjelasan moderasi beragama sebagai praktik kolaboratif lintas sekolah, desa, dan keluarga.
Online Learning Interaction in Early Childhood Education: Assessing Potential and Addressing Challenges Lisa Diyah Ma'rifataini; Nur Choiro Siregar; Dewi Anggrayni; Wahyu Sada Saputra
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.v24i1.2463

Abstract

Early childhood learning relies on hands-on, game-based interaction. However, as time develops, technological adaptation is demanded. Online learning for Early Childhood Education (PAUD) students has not been widely carried out. This study aims to uncover the challenges and explore the potential of online learning as an alternative solution in learning in the digital era at TKIT An-Najah Jatinom, Klaten Regency, Central Java. The method used is a qualitative descriptive approach, utilizing interviews and documentation. The study's results found that the primary challenge of online learning is children's low literacy skills in language and communication. Lack of enthusiasm in learning because students are required to be independent and concentrated. Limited infrastructure, including inadequate internet access, a lack of digital devices, and low parental involvement due to socioeconomic factors. The strategy to minimize obstacles and maximize potential is designed to utilize interactive digital media, integrate hybrid learning models, provide teacher training in digital pedagogy, and implement inclusive education policies. Online learning in early childhood education presents significant challenges, but with the right strategy, its digital potential can be maximized to support early childhood development optimally. The implementation of interactive digital media and hybrid learning models needs to be ongoing, supported by teacher training and parental involvement. Further research can focus on the effectiveness of blended learning approaches in broader contexts, particularly on their impact on early childhood development outcomes. ABSTRAK Pembelajaran anak usia dini mengandalkan interaksi langsung yang bersifat praktik dan berbasis permainan. Namun, seiring perkembangan zaman, adaptasi teknologi menjadi suatu kebutuhan. Pembelajaran daring bagi siswa Pendidikan Anak Usia Dini (PAUD) belum banyak diterapkan secara luas. Penelitian ini bertujuan untuk mengungkap tantangan serta mengeksplorasi potensi pembelajaran daring sebagai solusi alternatif dalam pembelajaran di era digital di TKIT An-Najah Jatinom, Kabupaten Klaten, Jawa Tengah. Metode yang digunakan adalah pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa tantangan utama dalam pembelajaran daring adalah rendahnya kemampuan literasi anak dalam aspek bahasa dan komunikasi. Selain itu, kurangnya semangat belajar muncul karena siswa dituntut untuk mandiri dan mampu berkonsentrasi selama proses pembelajaran. Keterbatasan infrastruktur juga menjadi hambatan, meliputi akses internet yang kurang memadai, minimnya perangkat digital, serta rendahnya keterlibatan orang tua akibat faktor sosial ekonomi. Strategi untuk meminimalkan hambatan dan memaksimalkan potensi pembelajaran daring dirancang melalui pemanfaatan media digital interaktif, integrasi model pembelajaran hybrid, pelatihan guru dalam pedagogi digital, serta penerapan kebijakan pendidikan yang inklusif. Pembelajaran daring dalam pendidikan anak usia dini menghadirkan tantangan yang signifikan, namun dengan strategi yang tepat, potensi digitalnya dapat dimaksimalkan untuk mendukung perkembangan anak usia dini secara optimal. Implementasi media digital interaktif dan model pembelajaran hybrid perlu dilakukan secara berkelanjutan dengan dukungan pelatihan guru serta keterlibatan orang tua. Penelitian selanjutnya dapat difokuskan pada efektivitas pendekatan blended learning dalam konteks yang lebih luas, khususnya terhadap dampaknya pada hasil perkembangan anak usia dini
Implementation of Islamic Religious Education and Ethics in Fostering Religious Moderation: A Multisite Vocational School Study Ina Maryana; Usep Abdul Matin; Zakariyah; Ridwan Nasir; Abdulghani Tehmamad
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 2 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

Strengthening religious moderation in vocational high schools (SMK) is frequently constrained by dense vocational coursework and limited hours for Islamic Religious Education (PAI). This study analyzes how religious moderation values are operationalized through PAI and Ethics in a vocational school environment. Employing a multisite qualitative design, data were collected through in-depth interviews with 12 key informants (2 school principals, 4 PAI teachers, 2 extracurricular advisors, and 4 student council/Rohis leaders) across SMK Syahida and SMK Al-Munawaroh in Tasikmalaya, complemented by field observations and institutional document analysis. Data were processed using cross-site thematic analysis. The findings reveal that moderation values are articulated through the alignment of PAI intracurricular instruction with cocurricular and religious extracurricular activities, supported by school leadership and an inclusive social environment. This mechanism was observed to support the continuity of moral messaging and students' daily habits without increasing the formal curriculum load. This study offers a contextual contribution regarding ecosystem-based character education in regional vocational schools. Overall, strengthening religious moderation in vocational schools is observed to manifest effectively when PAI is holistically integrated into student social spaces.
Negotiating Tradition and Modernity in the Management of Student Care at Islamic Boarding Schools Muhlasin; Silawati; Muhammad Syaifuddin; Engkizar; Nurjanis; Rifdah Sabrina; Azhar Jaafar
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 2 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

This study aims to analyze the management model of Islamic boarding school care in Pekanbaru City. This study employs a qualitative case study methodology. Data collection techniques used interviews and documentation. The results of this study indicate that the management model of Islamic Boarding School care in Pekanbaru consists of modern, semi-traditional, and semi-modern models. These findings have implications for strengthening the concept of care based on Islamic values, the direction of the development of students, effective methods of care, strengthening Islamic boarding school values, the strategic role of musyrif/musyrifah, an integrated development model, a monitoring and evaluation system, flexibility of the care model, strengthening the identity of the Islamic boarding school, and the contribution of Islamic boarding schools in forming a generation of students who are religious, independent, moral, and globally competitive.
Akhlak-Based Quality Management in an Islamic Senior High School: A Case Study on Integrating Moral Values into Quality Assurance Ade Nurpriatna; Komarudin Komarudin; Kun Nurachadijat
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 2 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

Conventional quality assurance (QA) systems in Islamic schools often overlook spiritual and moral dimensions. This qualitative case study aims to analyze the implementation of akhlak-based quality management at an Islamic senior high school in Sukabumi, Indonesia, focusing on the integration of amanah, shidiq, and ihsan into QA cycles. Data were collected through interviews with 15 participants, 12 days of observation, and document analysis. The findings show that participatory annual planning, daily behavior monitoring, semester moral scoring, monthly review meetings, and parent surveys form a value-driven QA system. Strong principal leadership and a religious environment support implementation, while limited budget and uneven teacher competence are barriers. The impact includes improved student moral behavior and increased community trust, with accreditation rising from B to A. This study offers novelty by empirically operationalizing Islamic spiritual values (shura, muhasabah, uswah hasanah, muraqabah) into the PDCA quality cycle, which has been rarely explored in Islamic education management. The study concludes that akhlak-based QA effectively enhances both moral character and institutional quality, offering a replicable model for faith-based schools
Prophetic Leadership and Akhlak-Based School Culture Transformation in an Indonesian Islamic Senior High School Kun Nurachadijat; Muh. Hasan Marwiji; Ai Siti Nurmiati; Samsiah; Mamdukh Budiman
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 2 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

This qualitative case study examines how prophetic leadership characterized by siddiq (honesty), amanah (trustworthiness), tabligh (transparency), and fathanah (wisdom) transforms school culture at an Islamic senior high school in Sukabumi, Indonesia. Data were collected through interviews with 15 participants, 12 days of observation, and document analysis over four months. The principal manifested prophetic characteristics through role modeling, participatory policy-making (shura), value-based assessment, and moral rewards. Findings reveal a four-stage transformation process: initiation, internalization, strengthening, and institutionalization. Measurable outcomes associated with the leadership approach include accreditation improvement from B to A (character component 78%→92%), teacher attendance rising from 89% to 95%, a 40% reduction in disciplinary cases, and a 20% enrollment increase. This study offers an empirically grounded model integrating Islamic values into sustainable quality management. As a single-case study, findings require cautious transferability. Future multi-case research across madrasah types and validated prophetic leadership assessment instruments are recommended.
Managing the Integration of Religious Moderation Values into Islamic Religious Education Teaching Materials: A Case Study at an Islamic Junior High School Komarudin Komarudin; Ade Nurpriatna; Kun Nurachadijat; Dudin Shobaruddin
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 2 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

This qualitative case study examines how an Islamic junior high school manages the integration of religious moderation values into existing Islamic Religious Education (PAI) teaching materials. Data were collected through interviews with 19 participants (principal, vice principal, three teachers, two moderation team members, twelve students), 12 days of observation, and document analysis. Thematic analysis revealed a three-phase management process: planning through annual material mapping of government textbooks; implementation through reflective questions, contextual case studies, and teacher role-modelling; and evaluation through daily behaviour monitoring, monthly meetings, and semester attitude scores. Specific values integrated include tolerance (tasamuh), balance (tawassuth), justice (i'tidal), national commitment (muwathanah), anti-violence, and local cultural accommodation. Systematic management was associated with a reported reduction in overt religious conflict and increased willingness to discuss differences, though family and social media influences remain challenging. As a single-case study, findings require cautious transferability. This case-derived framework offers practical guidance for policy and practice, though validation in additional settings is needed.
Pluralism and Multiculturalism as Educational Paradigms for Addressing 21st-Century Global Issues Nirwati
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 24 No. 2 (2026): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

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Abstract

ABSTRACT Pluralism and multiculturalism have become important paradigms in twenty-first-century education because educational institutions are increasingly confronted with social realities that are diverse, dynamic, and globally interconnected. Globalization, migration, identity conflicts, intolerance, radicalism, digital disruption, environmental crises, and social inequality require education not only to focus on knowledge acquisition but also to cultivate diversity awareness, social empathy, tolerance, and global citizenship responsibility. This article aims to analyze pluralism and multiculturalism as educational paradigms in responding to global issues in the twenty-first century and to formulate a conceptual model of pluralist-multicultural education relevant to the Indonesian context. This study employs a simplified systematic literature review by examining academic books, national and international journal articles, and relevant educational policy documents. The findings indicate that pluralism functions as an ethical foundation for recognizing, respecting, and dialoguing across differences, while multiculturalism serves as an inclusive educational strategy that emphasizes equality, social justice, and anti-discrimination. In the Indonesian context, this paradigm is relevant to strengthening the Pancasila Student Profile, particularly the dimension of global diversity. This article proposes a conceptual model of pluralist-multicultural education based on inclusive curriculum, dialogical pedagogy, tolerant school culture, critical digital literacy, and collaboration among families, schools, and communities.   ABSTRAK Pluralisme dan multikulturalisme menjadi paradigma penting dalam pendidikan abad ke-21 karena dunia pendidikan berhadapan dengan realitas sosial yang semakin majemuk, dinamis, dan saling terhubung secara global. Globalisasi, migrasi, konflik identitas, intoleransi, radikalisme, disrupsi digital, krisis lingkungan, serta ketimpangan sosial menuntut pendidikan untuk tidak hanya berorientasi pada penguasaan pengetahuan, tetapi juga pada pembentukan kesadaran keberagaman, empati sosial, toleransi, dan tanggung jawab kewargaan global. Artikel ini bertujuan menganalisis pluralisme dan multikulturalisme sebagai paradigma pendidikan dalam menghadapi isu-isu global abad ke-21 serta merumuskan model konseptual pendidikan pluralis-multikultural yang relevan dengan konteks Indonesia. Penelitian ini menggunakan metode kajian pustaka sistematis sederhana melalui telaah terhadap buku akademik, artikel jurnal nasional dan internasional, serta dokumen kebijakan pendidikan yang relevan. Hasil kajian menunjukkan bahwa pluralisme berfungsi sebagai landasan etis dalam mengakui, menghargai, dan mendialogkan perbedaan, sedangkan multikulturalisme berperan sebagai strategi pendidikan inklusif yang menekankan kesetaraan, keadilan sosial, dan anti-diskriminasi. Dalam konteks Indonesia, paradigma ini relevan dengan penguatan Profil Pelajar Pancasila, khususnya dimensi berkebinekaan global. Artikel ini menawarkan model konseptual pendidikan pluralis-multikultural berbasis kurikulum inklusif, pedagogi dialogis, budaya sekolah toleran, literasi digital kritis, dan kolaborasi keluarga, sekolah, serta masyarakat.  

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