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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
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Formulation of an Integrative-Transformative Indonesian Language Curriculum Model for Phase F Based on Civic-Religious Values Heri Gunawan; Cecep Wahyu Hoerudin; Yeti Heryati; Ahmad Syaeful Rahman; Abdul Kosim; 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

The dichotomy between technical literacy mastery and character formation within Indonesian language instruction remains a persistent challenge in curriculum design. This documentary-conceptual study aims to formulate an Integrative-Transformative Curriculum Model integrating Islamic values and religious moderation into Phase F (Grades XI–XII) upper secondary education. Adopting a qualitative library research approach, data were extracted from a screened corpus of 62 documents—comprising 8 official curriculum policy frameworks and 54 peer-reviewed academic studies published between 2015 and 2026—and analyzed through content analysis, comparative mapping, and conceptual synthesis. The research yields a four-component model connecting reconstructed Learning Outcomes (Capaian Pembelajaran), religious moderation text materials, reflective-dialogic strategies, and authentic assessment rubrics centered on tabayyun, qawl sadīd, and amanah 'ilmiyyah. This study expands integrative curriculum literature by connecting language pedagogy, Islamic philosophy (ta'dīb), and civic mandates (Profil Pelajar Pancasila and Rahmatan lil 'Alamin) within a unified analytical architecture. Formulated purely through document synthesis without empirical field validation, this framework provides auditable conceptual directives for curriculum developers and instructional designers in Phase F
From Ritual Practice to Character Formation: Religious School Culture and Moral Ecology in Indonesian Public High Schools Diden Rosenda; Rika Rahmawati
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

Religious practices in public schools may remain ceremonial when repetition is not connected to interpretation, participation, and institutional reinforcement. This study examines how religious school culture organizes Islamic ritual practices as character-forming experiences in two Indonesian public high schools. Using a qualitative multiple-case design, data were drawn from semi-structured interviews, observations, and school documents involving fourteen informants: two principals, four Islamic Religious Education teachers, and eight students across the two schools. Data were examined through open thematic coding, cross-case comparison, and interpretive synthesis. The findings identify three interconnected patterns: institutionalization of religious routines through classroom, extracurricular, and school-community channels; relational reinforcement through teacher modelling, student agency, peers, leadership, parents, and alumni; and perceived character-related outcomes involving religiosity, discipline, honesty, responsibility, independence, empathy, and cooperation. These outcomes are reported as observed and participant-perceived patterns rather than causal effects. The study interprets the cross-case pattern as a context-bound moral ecology in which routines become educationally meaningful through institutional and relational support. It contributes a mechanism-oriented, rather than activity-counting, perspective to Islamic Religious Education in public-school settings.
Negotiating Text and Reality: An Epistemological Analysis of Persis Hisbah Council Fatwas on Contemporary Issues Daniel Barkah
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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This study analyzes the epistemology of the fatwa of the PERSIS Hisbah Council in responding to contemporary issues in the period 1996–2018, focusing on the relationship between textual authority and social reality. This research uses an interpretive qualitative approach through document analysis, institutional-historical contextualization, and epistemological analysis based on the framework of bayānī, burhānī, and ‘irfānī Muhammad Abid al-Jabiri. The main data were obtained from interviews with three institutional informants and an in-depth analysis of six fatwa cases selected purposively from the documentary corpus of the research period, with interview and observation data used as context clarification and verified through available documents and archives. The results of the study show that bayānī is the dominant reasoning pattern, characterized by the position of the Qur'an and Hadith as the main basis for the legitimacy of the law and the use of textual reasoning tools in establishing laws. At the same time, elements of burhānī are used instrumentally through empirical information, scientific studies, and expert opinion to understand and verify contemporary legal objects, but do not replace textual authority as a source of legitimacy. The element of ‘irfānī was not found as the basis for an explicit argument in the fatwa document analyzed. Based on these findings, this study formulated an adaptive epistemological model as an analytical formulation developed from the research data, which is characterized by a hierarchical integration between bayānī as a source of normative legitimacy and burhānī as an instrument of understanding reality. These findings show that the response of the PERSIS Hisbah Council to social change is more appropriately understood as an adaptation in the application of textual reasoning than an epistemological paradigm change. In the context of religious education, the pattern shows that fatwas not only convey legal provisions, but also transmit ways of connecting religious knowledge with real-life issues.
Bridging Islamic Values and Digital Culture: The Role of Tarbiyah Students in Digital Ethics Education Among Madrasah Aliyah in Depok Ahmad Sujai; Abdurahman
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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This study explores Islamic digital ethics education practices facilitated by Tarbiyah students among Madrasah Aliyah students in Depok, Indonesia. Using a qualitative multiple-case study design, the study examined digital ethics education practices across five Madrasah Aliyah, focusing on how Tarbiyah students integrated Islamic values into learning activities, facilitated students’ reflection, and addressed challenges in developing ethical digital awareness. The unit of analysis was the digital ethics education practices facilitated by Tarbiyah students within the five madrasah contexts. Ten informants participated in the study, consisting of four Tarbiyah students from Universitas Islam Depok, five Madrasah Aliyah students representing the five madrasahs, and one representative from the Ministry of Religious Affairs of Depok City. Data were collected through semi-structured interviews, participant observation, and document analysis and were analyzed thematically through coding, categorization, and interpretation. Source and method triangulation were used to enhance the credibility of the findings. The findings reveal that Tarbiyah students functioned as facilitators, mentors, and role models in promoting Islamic digital ethics through dialogical, contextual, and reflective learning approaches. They connected Islamic values such as tabayyun (information verification), amanah (trustworthiness), responsibility, and ethical communication with students’ everyday social media experiences. These educational practices contributed primarily to students’ reflective awareness regarding information verification, digital privacy, respectful online interaction, and responsible digital participation. However, peer influence, viral content, algorithm-driven media environments, and the rapid pace of digital communication remained challenges to the consistent application of ethical principles. The study concludes that Tarbiyah students can serve as educational mediators who bridge Islamic values and contemporary digital culture, while sustained institutional support is necessary to strengthen ethical digital practices among adolescents.
Developing an Ecumenical Collaborative Educational Leadership Model for Theological Higher Education in Indonesia: A Systematic Literature Review Samuel Simanjuntak; Park Mi Kyong
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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Leadership in theological higher education involves educational quality, academic governance, faculty development, student formation, institutional collaboration, and theological identity. Although Christian leadership, servant leadership, educational leadership, ecumenical theological education, and shared governance have generated substantial scholarship, these conversations are often developed separately. This study conducts a systematic literature review for conceptual model development to synthesize these perspectives and formulate the Ecumenical Collaborative Educational Leadership Model (ECELM). The review uses explicit review questions, predefined eligibility criteria, a reconstructed search strategy, structured data extraction, and thematic synthesis. PRISMA 2020 is used as a reporting guideline rather than as the review method itself. The synthesis identifies five complementary dimensions: Christ-Centered Leadership, Servant Orientation, Ecumenical Dialogue, Collaborative Governance, and Transformative Educational Mission. Indonesian evidence is especially important: recent studies have examined academic leadership in Indonesian theological institutions and servant leadership in Indonesian Christian higher education, including research involving 26 Christian higher education institutions and validation of a servant-leadership scale. The resulting ECELM is proposed as a contextual framework for theological seminaries and theology-focused Christian higher education institutions in Indonesia. The five dimensions are not presented as empirically established causal stages. Rather, they represent analytically distinct but potentially complementary dimensions. Faculty development, student leadership formation, curriculum development, and quality assurance are treated as implementation domains or potential educational implications, not as additional dimensions of the model. Empirical research is required to test the relationships and effectiveness of ECELM.
Wayang-Based Da'wah as a Culturally Responsive Medium for Islamic Value Education among Prospective Teachers Asep Dudi Suhardini; Muhamad Alihanafiah bin Norasid; Labib Elmuna; Giantomi Muhammad
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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Contemporary Islamic education faces the challenge of connecting religious values with learners' increasingly visual, mediated, and culturally diverse experiences. While prior studies have explored wayang as a medium of cultural preservation, religious communication, and moral education, little attention has been paid to how prospective teachers interpret wayang-based da'wah as a culturally grounded medium of Islamic value education. This study examines the relationship between perceived value transmission through wayang-based da'wah and students' conceptions of Islamic and cultural values, while exploring how students interpret the performance's educational meanings. A convergent parallel mixed-methods design was used. Quantitative data were gathered via a 5-point Likert questionnaire from 282 education students at Universitas Islam Bandung (census approach), analyzed through item validity testing, Cronbach's alpha, descriptive assessment, and simple linear regression. Qualitative data comprised 282 open-ended responses analyzed thematically via two-cycle coding. Results show a statistically significant positive relationship between perceived value transmission and students' value conceptions (β = .416, B = .681, t = 7.651, p < .001; R² = .173). Qualitative findings show students viewed narrative, visual symbolism, humor, music, and moral messages as key in making values accessible and reflective, though language, accessibility, format, and competing entertainment preferences remain limitations. The study concludes wayang-based da'wah is a promising culturally responsive medium for Islamic value education, offering interconnected pathways of narrative engagement, symbolic interpretation, reflective meaning-making, and value internalization—particularly relevant for prospective teacher education.
Faith-Inspired Educational Leadership for Character Formation in Indonesian Theological Higher Education: An Integrative Qualitative Study Andrew Sarambu Luartowo; Park Mi Kyong
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

The increasing complexity of educational leadership in Indonesian theological higher education requires models that extend beyond managerial competence toward holistic character formation. Although previous scholarship has examined Christian virtue formation, faith-inspired praxis, humanistic leadership, servant leadership, and ethical or spiritual authority, these perspectives have rarely been integrated into a unified framework for theological higher education in Indonesia. This study develops the Faith-Inspired Educational Leadership (FIEL) Model through a purposive integrative qualitative synthesis of four recent peer-reviewed studies addressing Christian character formation, faith-inspired praxis, humanistic leadership, and ethical or spiritual authority. The study used directed content analysis to identify recurring concepts, compare their functions, and synthesise them into four interconnected dimensions. The findings indicate that virtue-centred character formation provides the moral foundation of leadership; faith-inspired praxis translates Christian convictions into institutional practice; humanistic relational leadership fosters trust, collaboration, and human flourishing; and ethical spiritual authority safeguards institutional integrity through accountability and shared stewardship. The model is interpreted within the Indonesian context of theological higher education, including relevant regulatory and governance requirements. The FIEL Model contributes conceptually by specifying how Christian faith integrates character, organisational practice, relational leadership, and ethical authority within a unified institutional framework. Its distinctiveness lies in defining the institutional relationships and functions of these dimensions rather than merely aggregating existing leadership perspectives. The study offers practical implications for leadership development, quality assurance, and governance in Indonesian theological colleges.
Fiqh Sosial in Practice: An Inclusive Framework for Religious Education of Blind and Deaf-Mute Santri in Two Indonesian Pesantren Sahal Mahfudh Abdurrahman; Raodah; Mohammed Abdulaziz Eltigani; Laila Fayturi Badda&#039;
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

Indonesia's rapid expansion of inclusive-schooling policy has left Arabic literacy, Qur'anic recitation, and worship instruction (fiqh 'ibādah) largely untouched, while existing studies of Arabic and Qur'anic pedagogy for blind and deaf-mute learners remain technically rich but normatively thin, disconnected from any indigenous Islamic jurisprudential framework capable of legitimating inclusive practice within pesantren culture. This study addresses that gap by reconstructing the social jurisprudence (Fiqh Sosial) of KH Sahal Mahfudh into an operational framework and examining it against two Central Java field sites: TPQ Inklusi Al-Mubarok, Pati, studied through sixteen months of insider practitioner-researcher engagement, and Pondok Pesantren Tahfidz Tuli Irhamny Robbi, Jepara, studied through one month of outsider ethnographic fieldwork, together yielding twelve key informants and extensive observational data analysed through deductive framework analysis against Fiqh Sosial's five founding principles. The findings show five convergent pillars operating through markedly different sensory pathways for blind and deaf-mute learners, including a pre-takbir vocalised intention (niyyah) that could not be identified in the literature surveyed for this study, and a Sufi-linked devotional practice that informants reported as helping santri become calmer and more emotionally regulated. The study concludes that Fiqh Sosial offers pesantren-based educators a theologically grounded and field-informed proposition for inclusive practice, complementing rather than replacing imported disability-education frameworks, subject to further verification across additional sites.
Enhancing Students' Cognitive Learning Outcomes through the Demonstration Method Assisted by Interactive PowerPoint in Islamic Religious Education and Character Education Cecep Anwar; Akmal Septian Mawardi; Uus Ruswandi; Sani Insan Muhamadi
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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This study examined the effectiveness of the demonstration method assisted by Interactive PowerPoint in improving students' cognitive learning outcomes in Islamic Religious Education and Character Education at SMKN 13 Bandung. Guided by Piaget's Cognitive Development Theory and Mayer's Cognitive Theory of Multimedia Learning, the study employed a quantitative approach using a quasi-experimental non-equivalent control group design. The participants were 64 Grade XI Chemical Analysis students assigned to experimental and control groups. Data were collected through achievement tests, questionnaires, observations, interviews, and documentation, and analyzed using descriptive statistics, N-Gain, and independent-samples t-tests. The results showed that the Interactive PowerPoint-assisted demonstration method achieved higher instructional implementation (90–94%) than conventional instruction (80–87%). The experimental group demonstrated significantly greater improvement in cognitive achievement (84.38–97.03; N-Gain = 0.76) than the control group (78.44–86.72; N-Gain = 0.38), with a significant difference (p < 0.001). Students also reported more positive learning experiences, indicating that the approach effectively enhanced both cognitive achievement and classroom engagement.
Improving Students’ Qur’an Reading Skills through the Rubaiyat Method Assisted by a Spinning Wheel Learning Media Oban Sobandi; Siti Nurfaizah; Miftahul Fikri; Siti Khozanatu Rohmah; Ardi Rakasiwi
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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This study examines the implementation of the Rubaiyat method assisted by spinning wheel media and its effectiveness in improving Qur’an reading skills among seventh-grade students at SMP Negeri 2 Cileunyi. Preliminary observations revealed difficulties in reading fluently, distinguishing between long and short vowels, and recognizing similarly shaped Hijaiyah letters. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. Data were collected through classroom observations and Qur’an reading tests and analyzed using descriptive statistics, N-Gain, and an independent-samples t-test. The results showed that the Rubaiyat method assisted by spinning wheel media was implemented very well, achieving an average observation score of 89%. Students’ Qur’an reading skills improved following the intervention, as indicated by an N-Gain score of 0.324, categorized as moderate. The independent-samples t-test produced a significance value of <0.05, indicating a statistically significant difference between the experimental and control groups. Therefore, the Rubaiyat method assisted by spinning wheel media effectively improves students’ Qur’an reading skills.

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