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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 5 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2026)" : 5 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.

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