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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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From Islamic Education to the Workplace: Employability Formation and Graduate Transition at an Indonesian Islamic University Mursidin Mursidin; Saca Suhendi; Mulyawan Safwandy Nugraha; A. Heris Hermawan; Nadira Salsabila
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

Graduate employability in Islamic higher education is often inferred from employment outcomes, while less attention is paid to how curriculum, practice-based learning, professional values, and institutional feedback are connected to workplace transition. This working manuscript examines that connection in an undergraduate Islamic Education programme at an Indonesian Islamic university using an embedded case-study design. The verified evidence base comprises the programme’s 2021 curriculum and 2024 self-evaluation report, including tracer-study and employer-satisfaction data; interview and observation materials supplied for manuscript development are retained only as provisional analytic prompts pending verification against actual field records. Documentary results show a teacher-centred but diversified graduate profile, layered capability development through coursework, microteaching, field practice, MBKM, digital/AI learning, research, and entrepreneurship, and generally favourable transition outcomes: 83.9% of traced graduates obtained first employment within six months and 94.1% entered work with high or moderate field relevance. Employers rated ethics, core competence, teamwork, communication, and information technology highly, while English remained the clearest gap. The study advances a curriculum-to-workplace conversion model linking intended, developed, transition, and recognised employability, while requiring empirical interview verification before submission.
Integration Of Digital Literacy In Pesantren Education: A Phenomenological Study of Experiences and Practices At Pesantren Al-Muttaqin Tasikmalaya Saridudin Saridudin; Dadan Nurul Haq; Wildan Baihaqi; Ardi Rakasiwi; Kustiah Kustiah
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

In the rapidly evolving digital era, digital literacy has become crucial for preparing santri to face global challenges; consequently, pesantren need to adopt innovative educational approaches that integrate technology into their learning processes. This study aims to analyze how pesantren transcend traditional boundaries by integrating digital literacy into their instruction. A qualitative phenomenological approach was employed to understand the unfolding phenomenon involving 30 participants representing the leadership, caregivers, ustad, and santri. Data collection involved observation, interviews, and documentation, while data analysis was conducted using Interpretative Phenomenological Analysis. The findings reveal that digital literacy in pesantren Al-Muttaqin is viewed as a means to expand access to knowledge, support learning, and strengthen communication and dakwah. Digital literacy is implemented through the use of various digital platforms and resources within a blended learning framework. Santri are permitted to bring smartphones for use during the learning process. The integration of digital literacy is understood as a process of technological adaptation grounded in Islamic values and pesantren traditions, emphasizing the critical, ethical, productive, and purposeful use of technology.
Christian Digital Citizenship Formation: Integrating Liturgical Formation, Public Ecclesiology, and Christian Religious Education Andries Yosua
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

Digital popular culture has become a significant formative environment in which learners encounter values, identities, relationships, practices, and competing visions of the good life. Social media, entertainment platforms, communication applications, streaming services, and participatory media do not merely communicate information but also shape attention, desire, habits, and patterns of participation. This condition raises a significant concern for Christian Religious Education because faith formation increasingly occurs within digitally mediated environments beyond formal educational and ecclesial settings. This study aims to formulate a model of Christian digital citizenship formation by integrating insights from liturgical formation, public ecclesiology, and Christian Religious Education. The study employs a Systematic Literature Review (SLR) with thematic synthesis, following the PRISMA 2020 stages of identification, screening, eligibility, and inclusion. The literature search used Scopus and Google Scholar, with Crossref as a supplementary source, and focused on scholarship concerning digital culture, digital religion, Christian formation, faith formation, digital church, liturgical formation, digital ecclesiology, public theology, and related concepts. The synthesis identifies five interconnected dimensions: digital-theological literacy, desire formation, digital-liturgical practices, ecclesial community, and public witness. The originality of the model does not lie in presenting these dimensions as entirely new constructs, but in their conceptual integration into an educational framework for Christian digital citizenship. The model contributes to Christian Religious Education by connecting critical digital learning with formation of desire, habitus, community, ethical participation, and public Christian witness. It positions religious educators, church-based educational communities, and Christian educational institutions as agents who intentionally form learners to inhabit digital culture critically, ethically, communally, and faithfully.
Christ-Informed Servant Leadership in Religious Higher Education: A Theological-Conceptual Study of John 13:1–15 Maria Titik Windarti; Timotius Sukarna; Dwi Gatot Suprasetya
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 examines how Jesus’ leadership in John 13:1–15 can inform academic leadership in religious higher education, particularly governance, faculty development, student formation, and organizational culture. It addresses a gap between biblical-theological discussions of John 13 and the institutional practice of religious higher education. The study employs a qualitative theological-conceptual design combining close exegetical reading with an integrative review of contemporary literature on servant leadership, higher education leadership, organizational culture, faculty development, student engagement, and religious higher education. The analysis identifies three interrelated principles: incarnational presence, relational participation, and hierarchical inversion, together with embodied and reproducible service as the narrative movement that connects them. These principles are translated into four institutional domains: participatory governance, faculty leadership and development, student formation, and a culture of service and empowerment. The study contributes a Christ-informed framework in which authority is retained but reoriented toward the growth, participation, and flourishing of others.

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