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Kasyafa: Jurnal Pendidikan Agama Islam
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 30632838     DOI : https://doi.org/10.61166/kasyafa
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Kasyafa: Jurnal Pendidikan Agama Islam is a peer-reviewed journal published by Penerbit Hellow Pustaka in Collaboration with Pascasarjana Institut Agama Islam Tasikmalaya. The journal is aimed at spreading the research results conducted by academicians, researchers, and practitioners in the field of Islamic Education and Teaching. In particular, papers which consider the following general topics are invited: Islamic Education Research, Islamic Teaching in Schools, Islamic Learning in Madrasah, Islamic Learning in Islamic Boarding Schools, Learning Islamic Religion in Higher Education, Islamic Education Philosophy, Teaching Preparation and Performance, Curriculum in Islamic Education, Islamic Education Management, Tafsir Tarbawy, Hadith Tarbawy, and Innovation in Islamic Teaching and Learning, Teacher Professional Development. Kasyafa: Jurnal Pendidikan Agama Islam is publish 4 (four ) times annually (February, May, August, and November). Each of the issue has articles both on conceptual article and research article. Kasyafa: Jurnal Pendidikan Agama Islam in Bahasa Indonesia, English or Arabic written articles are also welcomed.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "vol. 3 no. 2 (2026)" : 9 Documents clear
Teleology of Islamic Education: Reconstruction and Development of Holistic Educational Goals According to Muhammad Abduh Rozaq Shohibul Ichsan; Muhammad Arif Syihabuddin
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.156

Abstract

The backwardness of the Islamic world following the 18th-century stagnation spurred the emergence of reformist thought (tajdid). In this context, Muhammad Abduh emerged as a monumental figure who believed education was the primary instrument for the revival of the Muslim community, by holistically reconstructing its educational goals. This study aims to analyze and develop the concept of the goals of Islamic education according to Muhammad Abduh through library research with a philosophical approach. Operationally, these goals are implemented at three levels: (1) the elementary level to eradicate illiteracy and instill the foundations of religion; (2) the middle level to prepare responsible professionals; and (3) the high level to produce qualified leaders and educators. This goal concept is supported by an integral curriculum that combines religious knowledge (aqidah, fiqh, morals) with rational knowledge (logic, history, Arabic), as well as varied and anti-taqlid learning methods. Abduh's contributions to the development of Islamic educational theory are manifested through four pillars: purification (purification of teachings), institutional reform, reformulation of the ijtihad method, and the integration of religious knowledge with modern science. Thus, Abduh's concept of educational goals offers a progressive, contextual, and relevant framework to address the challenges of contemporary Islamic education, which is still struggling to eliminate the dichotomy of knowledge and integrate spiritual values ​​with intellectual progress.
Internalization of Sincere Character Education and Devotion of Students Through Ngabula at the Al-Mubarok Miftahul Ulum Bindeng Sampang Islamic Boarding School Latifa Julianti; Luthfatul Qibtiyah
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.160

Abstract

This study examines the process of internalizing the values ​​of sincere character and the attitude of reverence of students through ngabula activities at the Al-Mubarok Miftahul Ulum Bindeng Sampang Islamic Boarding School. The background of this study is the importance of character education in forming a generation that has faith, sincerity, and respect for teachers, as well as the ability to face moral challenges in society. The problems raised in this study are 1. how is the internalization of sincere character education and the attitude of reverence of students through ngabula at the Al-Mubarok Miftahul Ulum Bindeng Sampang Islamic Boarding School 2. What are the supporting and inhibiting factors in internalizing the character education of sincere and the attitude of reverence of students through ngabula at the Al-Mubarok Miftahul Ulum Bindeng Sampang Islamic Boarding School. This study uses a qualitative approach with a descriptive method. Data were collected through observation, in-depth interviews with kyai, nyai, and kabula students. Data analysis in this study uses the Saldana, Miles, and Huberman models. The data analysis process is through data condensation, data presentation and verification of conclusions. The results of the study show that the internalization of the values ​​of sincerity and the attitude of reverence of students is carried out through three stages: namely transformation through book studies, transactions through giving advice and motivation, and transinternalization through habituation or special guidance. The supporting factors in the internalization of the values ​​of the character of sincerity and the attitude of reverence through ngabula activities include the culture of the Islamic boarding school that upholds religious values ​​and an environment that supports character formation and also special guidance from caregivers and support from the parents of the kabula students. While the inhibiting factors include the lack of understanding of the kabula students about the values ​​during the ngabula period, namely the importance of the values ​​of sincerity and the attitude of reverence in ngabula, as well as the influence of the environment outside the Islamic boarding school and also from the kabula students themselves, namely sometimes being lazy in carrying out tasks and delays in personal tasks of the kabula students due to the large number of ngabula tasks.
Strategy for Developing Teaching Materials for Islamic Education Media and Technology Courses in the Digital Era Aniza Fitri; Fathorrahman, Fathorrahman
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.161

Abstract

In the digital era, technological advancements have transformed various aspects of life, including the field of education. Islamic Religious Education (PAI), as one of the academic disciplines taught in universities, is also required to adapt to the changing times—particularly in the development of more interactive, innovative, and technology-based teaching materials. The issue addressed in this study is how teaching material development strategies are implemented in the digital era within the Islamic education study program. This is elaborated through two main focuses:   What are the strategies for developing teaching materials for the course "Media and Technology in Islamic Religious Education (PAI)”? What are the supporting and inhibiting factors in the strategy for developing teaching materials for the course "Media and Technology in Islamic Religious Education (PAI)" in the digital era. To gain deeper insights, the researcher employed a descriptive qualitative research approach. The data sources used consist of both primary and secondary data, while the data collection techniques included interviews, observations, and documentation. Synergy between lecturers, students, and educational institutions is essential in creating a conducive digital learning ecosystem. With the support of appropriate policies, enhanced teaching staff competencies, and the effective use of technology, it is expected that the development of digital-based teaching materials can be carried out optimally and provide maximum benefits for students. The inhibiting factors include limited internet access and lack of student motivation. On the other hand, the supporting factors include the availability of media, platforms, and applications that can be utilized for learning.
The Contribution of Arabic Language Learning in Forming Islamic Character from the Perspective of Islamic Religious Education Dimas Wahyu Ramadhan; Dwi Aulia Putri
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.162

Abstract

This study aims to analyze the contribution of Arabic language learning to the formation of Islamic character among students from the perspective of Pendidikan Agama Islam using a literature review approach. The study is based on the analysis of various academic sources, including books, journal articles, and previous research. The findings indicate that Arabic language learning plays a significant role in enabling students to understand original Islamic texts, such as the Qur’an and Hadith, which contributes to the internalization of Islamic values including morality, ethics, and faith. Furthermore, the process of learning Arabic fosters discipline and perseverance, which are essential components of Islamic character. Therefore, the integration of Arabic language learning and Islamic education is an effective approach in developing a comprehensive Islamic personality.
A Conceptual Model of Integrating Deliberative Transformative and Authentic Learning in Multicultural Religious Education Irfan Musonif; Muhammad Misbah
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.164

Abstract

This study aims to develop an integrative conceptual framework for religious education that addresses the challenges of multicultural societies by synthesizing deliberative learning, transformative learning, and authentic learning. Employing a qualitative library research approach, this study utilizes interpretive thematic synthesis to analyze relevant scholarly literature. The findings reveal that these three approaches form interconnected epistemological relationships while also containing inherent conceptual tensions, particularly between rational dialogue, critical reflection, and real-life contextual experience. The synthesis results in the formulation of the Integrative Deliberative–Transformative–Authentic Religious Learning Model (IDTARL), a cyclical framework in which deliberative dialogue triggers cognitive dissonance, critical reflection facilitates meaning transformation, and authentic experience serves as a space for validation and reconstruction of understanding. The study demonstrates that effective religious learning in multicultural contexts is not determined by a single pedagogical approach but by a balanced integration of dialogic, reflective, and contextual dimensions. Theoretically, this research contributes to reconstructing the epistemology of religious education from a transmission-oriented paradigm toward a dialogic–reflective–contextual paradigm that is more responsive to multicultural realities.
Evaluation of the Educational Program in Enhancing the Understanding of Students at TPQ Nurul Qur’an, Bukek Village, Tlanakan District, Pamekasan Regency Masruroh Masruroh; Rusdiana Navlia
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.125

Abstract

This research discusses the implementation of educational programs at TPQ Nurul Qur'an with a focus on the ustadzah's habit of inviting students to pray before and after learning, the effectiveness of the program, teaching methods, and the obstacles faced during the Al-Qur'an learning process. The research found that the ustadzah displays consistency in inviting students to pray as a manifestation of requests for ease, blessings and gratitude in learning to recite the Koran. The educational program at TPQ Nurul Qur'an runs smoothly and is structured with the main aim of teaching students from Iqra' to fluency in reading the Al-Qur'an with correct tajwid, as well as basic Islamic education such as memorizing short letters and practicing worship. The teaching method used by the ustadzah applies a classical and individual approach so that the material can be easily understood, with the habit of studying juz and an intensive understanding of the laws of recitation. The problem faced mainly concerns the students' ability to read the Koran fluently with correct tajwid and makhraj letters. However, learning at TPQ Nurul Qur'an has succeeded in forming good habits and forming Islamic character among the students. The implications of this research highlight the role of prayer as an important factor in forming attitudes and learning excellence, as well as the need to improve the quality of teaching and provide motivation to students to overcome obstacles to reading the Al-Qur'an optimally.
The Concept of Women's Education from the Perspective of Raden Ajeng Kartini: The Role of Mothers as Al-UMM Madrasatul Ula in Forming a Superior Generation Wirdatul Hasanah; Akhmad Zaeni; Siti Muthiatun Najiyah; Siti Aminah; Diah Ainun Khafidloh
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.165

Abstract

This study aims to deeply analyze the concept of women’s education from the perspective of Raden Ajeng Kartini and its relevance to the role of mothers as al-umm madrasatul ula in shaping superior generations. The background of this research is based on the importance of women’s education as a fundamental pillar in developing high-quality human resources. This research uses a qualitative approach with a library research method by examining Kartini’s works, especially Habis Gelap Terbitlah Terang, along with Islamic education literature and relevant academic journals. The data analysis technique is descriptive-analytical by reviewing, comparing, and integrating various relevant concepts. The results show that Kartini had a progressive view on the importance of women’s education as a means of empowerment and national progress. In Islamic perspective, the concept of al-umm madrasatul ula emphasizes that mothers are the first and primary educators who play a crucial role in shaping children’s character, morality, and intellectual development. The integration of Kartini’s ideas and Islamic educational concepts indicates that women’s education is not only a right but also a strategic necessity in creating superior generations who are intellectually, emotionally, and spiritually balanced with strong moral values.
Reconstruction of the PAI Assessment Taxonomy: Synergy of Three Domains and the Contextual Grid of the Independent Curriculum Sheila Rosalia; Dina Hermina; Reza Setya Rachman
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.166

Abstract

Assessment in Islamic Religious Education (PAI) has often overemphasized the cognitive domain, neglecting the affective and psychomotor dimensions that are fundamental to the character formation of students. This study aims to reconstruct the assessment taxonomy in PAI through a synergistic approach integrating the cognitive, affective, and psychomotor domains, while designing a contextual assessment blueprint based on the Merdeka Curriculum. The method employed is qualitative research using a library research approach, through the review of primary and secondary sources including books, scientific journals, and relevant curriculum documents. Data were analyzed descriptively and analytically. The findings indicate that effective PAI assessment requires the integrated synergy of all three taxonomic domains: the cognitive domain encompasses understanding Islamic concepts, the affective domain covers the internalization of values and attitudes, and the psychomotor domain includes the practice of worship and moral conduct. A contextual assessment blueprint based on the Merdeka Curriculum is capable of accommodating all three domains proportionally and in alignment with the contemporary needs of students. This study contributes to the development of PAI assessment instruments that are more holistic, authentic, and character-based.
Analysis of the Quality of Final Semester Assessment (PAS) Questions for Al-Qur'an Hadith Class VIII MTS Indah Rahmawati; Dina Hermina
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i2.167

Abstract

This study aims to analyze the quality of the items in the Final Semester Examination (Penilaian Akhir Semester/PAS) of Qur’an Hadith for Grade VIII MTs in terms of item validity, reliability, difficulty level, discrimination index, and distractor effectiveness. This research employed a quantitative descriptive approach. The instrument analyzed consisted of 40 multiple-choice items with 21 student respondents. Data analysis was conducted using item analysis techniques supported by Microsoft Excel. The results show that 25 items were classified as valid, while 15 items were invalid. The instrument reliability was categorized as very high, with a KR-20 coefficient of 0.932. Most items were in the moderate difficulty category (85%), and the discrimination index was predominantly in the good to very good category. In addition, distractor effectiveness analysis indicated that most distractors functioned properly, and no items were found in which all distractors were non-functional. Overall, the instrument demonstrates fairly good quality, although several items still require revision. Furthermore, 14 items met all quality criteria and can serve as references for future assessments.

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