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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 80 Documents
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Analysis of Islamic Education Teachers' Ability in Utilizing Multimedia in the Digital Classroom of MTsN 1 Lhokseumawe City in the Subject of Aqidah Akhlak Muhammad Fadel Samsuri
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.117

Abstract

This research is motivated by the changing educational paradigm that increasingly leads to the use of digital technology in the learning process. Teachers have a central role in developing and implementing multimedia to improve learning effectiveness, especially in the subject of Aqidah Akhlak which requires in-depth understanding. This study used a qualitative descriptive approach with observation, interview, and documentation techniques, involving teachers, madrasah principals, and students at MTsN 1 Lhokseumawe City. The results showed that teachers' ability to utilize multimedia is quite good, with the use of media such as PowerPoint, video, Quizizz, and Google Classroom. However, there are still obstacles in the creativity of media development, limited training, and uneven motivation. The use of multimedia has been proven to increase student interest, engagement, and understanding, so it is recommended to improve teacher training and develop more interesting and contextual media.
The Effect Of Brain Gym On Learning Concentration Levels In Grades 5 And 6 At Madrasah Ibtidahiyah Darul Arofah Aldila Devita Niwa Cahyani
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.129

Abstract

The level of concentration in learning is very much needed when the lesson begins, therefore students must concentrate when the teacher explains something, efforts to increase the level of concentration in learning are given brain gym movements to increase concentration and focus, reduce stress, improve memory, improve learning abilities, optimize eye and hand coordination, increase self-confidence and This study aims to determine the effect of Brain Gym on the level of concentration in learning in grades 5 and 6 at MI (madrasah ibtidahiyah) Darul Arofah. This type of research is pre-experimental with a one-group pre-post test approach with a population of 38 respondents, with a total sampling technique. The research instrument used a questionnaire sheet. And data analysis used the Wilcoxon Test, this brain gym movement consists of 6 movements. The results of the research that had been conducted before the brain gym movement in grade 5 and 6 children obtained a concentration level score of mostly less good 35 respondents (92%). After the brain gym movement was carried out in grade 5 and 6 children, the concentration level score was mostly good 17 respondents (44.73%), there was an effect of brain gym on the level of learning concentration in grade 5 and 6 children with a p-value of 0.001 <α 0.005.This research is expected to enable teachers to apply the brain gym movement to increase the level of learning concentration in children in grades 5 and 6. For further researchers, it is recommended to examine the differences between brain gym and breakfast to see whether breakfast or brain gym has an effect on the level of learning concentration. .
Implementation of Science and Technology-Based Guidance and Counseling Services to Improve the Effectiveness of Guidance and Counseling Teacher Performance at SMAN 1 Telagasari Fanya Azzahro; Azizah Ramadhani; Candra Indra Prahasta; Dinda Meliana Alwahib
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.130

Abstract

This study aims to describe the implementation of science and technology-based guidance and counseling (BK) services in improving the effectiveness of BK teachers' performance at SMAN 1 Telagasari. The method used is a qualitative approach with direct observation techniques and in-depth interviews with BK teachers and students. The BK services studied cover personal, social, career, and learning areas, with programs such as career guidance, individual and group counseling, and classical guidance. The results show that the use of technology, such as Google Forms in the Problem Checklist (DCM) and data processing applications, significantly helps BK teachers in identifying student needs quickly and systematically. The main supporting factors are stakeholder support and facilities, while obstacles include limited teacher digital competence and low student openness. It is concluded that the implementation of science and technology-based BK services at SMAN 1 Telagasari is able to improve the effectiveness of BK teachers' performance in aspects of assessment, management, and student accessibility, although it needs to be strengthened in technology mastery and efforts to build student trust in counseling services.
The Values of Islamic Religious Education in the Hajat Bumi Tradition in Sindangsari Village, Karawang Awwaliya Nurrohmah; Aulia Fitria; Azizah Ramadhani; Candra Indra Prahasta; Fanya Azzahro
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.131

Abstract

The Hajat Bumi tradition is one of the agrarian cultural heritages that is still preserved by rural communities in West Java, particularly in Sindangsari Village, Kutawaluya District, Karawang Regency. This tradition not only serves as a traditional ceremony to express gratitude to God for the fruits of the earth, but also as a means of strengthening social relations and reinforcing the values of community togetherness. This study aims to examine the Islamic, social, and cultural values contained in the implementation of Hajat Bumi and its relevance to modern society. The method used is a literature study by examining various sources. The results of the study show that the Hajat Bumi tradition contains values of mutual cooperation, social solidarity, tolerance, and equality that strengthen social cohesion within the community. In addition, Hajat Bumi also serves as an educational tool in instilling moral values, social responsibility, and respect for nature and ancestral heritage. These values are in line with Islamic teachings on ukhuwah (brotherhood), gratitude, charity, and caring for others. Thus, the Hajat Bumi tradition not only has ritual and cultural significance, but also plays an important role as a medium for preserving social, cultural, and religious values that are relevant to the lives of today's society.
Analysis of Parents' Motivational Factors in Choosing Islamic Boarding Schools as a Means of Moral Development Based on Spiritual Values Lathifa Umaiya; Nurul Yakin
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.132

Abstract

This study is motivated by parents' concerns that raising children in this modern era has become an increasingly complex challenge. The rise in crime, misuse of technology, promiscuity, juvenile delinquency, and lack of supervision due to parents' busy schedules pose a serious threat to children's moral and psychological development. This situation requires parents to be more discerning in choosing the right educational environment for their children. One alternative chosen by many parents in facing these challenges is to enroll their children in Islamic boarding schools. This study aims to determine the motivation of parents in choosing Islamic boarding schools as a means of moral guidance for their children, the advantages that parents have experienced while sending their children to Islamic boarding schools, and the supporting and inhibiting factors for parents in sending their children to Islamic boarding schools. This study uses a descriptive sociological research method with a qualitative approach. The data sources for this study are parents/guardians of students. Meanwhile, data collection in this study was taken from several methods, namely observation, interviews, and documentation. The results of the study on parents' motivations in choosing Islamic boarding schools as a means of moral guidance include several factors: intensive moral guidance and supervision of children's behavior, the hope that children will become independent, disciplined, and have good character, and family background.
The Role of Parents in Language Stimulation in Children with Post-Seizure Speech Disorders Putri Natasya Rizti
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.133

Abstract

This study aims to explore in depth the role of parents in providing language stimulation for 5–6-year-old children experiencing post-seizure speech disorders in Siak City. Children with a history of seizures are at higher risk of neurological disruptions and oral-motor impairments that directly affect their language development. These challenges include difficulties in articulation, limited vocabulary, and slow communicative responses. This research employed a descriptive qualitative approach through in-depth interviews with parents and observations of parent–child daily interactions. The findings reveal that parents’ limited understanding of language development stages leads to inadequate and inappropriate stimulation at home. Forms of neglect such as minimal verbal interaction, low engagement in shared reading, and excessive gadget use were found to worsen speech delays. Moreover, delayed access to speech therapy causes children to miss critical developmental periods, resulting in slower recovery of language abilities. However, when parents become actively involved through oral-motor exercises, language-based play, shared reading activities, and intensive communication, noticeable improvements in speech clarity, expressive abilities, and confidence were observed. This study highlights that structured and consistent language stimulation, supported by strong collaboration among parents, teachers, and therapists, is essential for facilitating language recovery in post-seizure children. A responsive and emotionally supportive home environment serves as the foundation for effective communication development.
The Relevance of Islamic Education Evaluation to Students' Spiritual Attitudes at SMKN 3 Cimahi Siti Nuraeni; Yanti Sapitri; Huriyatul Kamilah; Opik Taupik Kurahman
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.134

Abstract

This study aims to examine the relevance of the Islamic Education (PAI) evaluation system to the development of students’ spiritual attitudes at SMKN 3 Cimahi. The main focus is to understand how the assessment practices implemented by teachers support the strengthening of faith, piety, and moral values in students’ daily lives. This research employs a qualitative approach through classroom observations, document analysis, and interviews with Islamic Education teachers and several students as supporting informants. The findings indicate that PAI evaluation still predominantly measures cognitive abilities through written tests and academic assessments. Although spiritual attitude assessments, such as the discipline of worship, moral behavior, and honesty, have been applied, they are not yet optimal due to limited instruments and the absence of consistent monitoring. Nevertheless, the habituation of religious practices and teachers’ role-modeling continue to have a positive impact on students’ spiritual development. This study suggests strengthening affective and practical worship assessments in a more structured manner, as well as encouraging greater involvement of the entire school community so that spiritual evaluation does not become merely a formality. Islamic Education evaluation is expected to fully reflect the aims of Islamic education, which include nurturing intellectually capable students with noble character.
The Application of Educational Science from an Islamic and Western Perspective According to Rusydi Ahmad Thu'aimah Vemby Lamara Verti Madani
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.135

Abstract

This paper critically discusses the concept of Total Quality in Education by comparing its origins, connotations, and implications from Western and Islamic perspectives. The author argues that many imported educational concepts, including Total Quality, are adopted without a deep understanding of their original cultural context in the West, which may contradict the contributions of Islamic education and culture. On one hand, the concept of Total Quality in the West is rooted in the administrative revolution (starting from Frederick Taylor up to Deming and Juran) and developed in societies that have undergone political, economic (post-industrial), and social revolutions prioritizing principles such as freedom, equality, customer satisfaction, and continuous improvement. However, the paper highlights that the aim of Western education, even in its most refined form, tends to produce materialistic individuals who are materially rich but spiritually bankrupt. On the other hand, the paper emphasizes the necessity of an Islamic connotation to enrich and strengthen the concept of Total Quality in education. The objectives of Islamic education are directed towards three main pillars: cultivating the earth (material and spiritual development), worship of Allah, and human vicegerency (Khilafah). To achieve comprehensive total quality, Islamic education must be based on twelve core concepts from the Qur'an and Sunnah, including: Ihsan (doing good in the best possible way or excellence), Ishlah (reform or improvement), Itqan (perfection in work), Syura (consultation), Amar Ma'ruf Nahi Munkar (enjoining what is right and forbidding what is wrong), Ikhlas in Work (sincerity), The Concept of Work (the basic axis of human existence), Knowledge (that leads to God), Hikmah (wisdom, knowing the truth and acting upon it)Time (utilizing life in the best way), Uswah (good role model), Ta'awun (cooperation in goodness), Sense of Responsibility. Concludes that the concept of Total Quality sought by Muslims must have a different purpose and meaning than that of the West, which is to produce individuals who integrate science and technology with the warmth of faith and are ready to carry the message of justice, freedom, and humanity.
The Effectiveness of the Curriculum for Indonesian Education Quality Standards According to Rusdi Ahmad Thu'aimah Jasuli, Jasuli; Achmad Muhlis
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v2i4.136

Abstract

The curriculum is a central component of the educational system because it serves as the foundation for formulating learning objectives, materials, methods, and assessments. In Indonesia, the curriculum is designed to respond to the National Education Standards (SNP), which encompass eight aspects ranging from content standards to assessment. One prominent figure relevant to curriculum development, particularly in the field of language education, is Rusydi Ahmad Thu’aimah. He emphasizes that the selection and organization of learning materials must be based on linguistic, educational, psychological, and social principles, and should be arranged gradually, proportionally, and contextually. This paper discusses the relevance of Thu’aimah’s theories to the Indonesian curriculum, analyzes the effectiveness of its implementation using the indicators he proposed, and provides recommendations for improvement. The findings indicate that although Indonesia’s curriculum has incorporated competency-based and differentiated learning, challenges remain in the quality of teaching materials, the role of teachers as facilitators, and an evaluation system that overemphasizes cognitive aspects. Therefore, improvements are needed through the formulation of operational objectives, the enhancement of teaching materials and textbooks, the application of active learning methods, and more holistic evaluation practices. With these improvements, the Indonesian curriculum is expected to better align with educational quality standards while also adhering to the principles of effective material development as proposed by Rusydi Ahmad Thu’aimah.
Learning Methods and Approaches in Islamic Educational Traditions Intan Permata Sari; Muhtadi Abdul Mun’im
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i1.137

Abstract

This study aims to describe and analyze learning methods and approaches within the Islamic educational tradition, and to assess their relevance in the contemporary educational context. Since its inception, Islamic education has developed learning methods that emphasize the integration of knowledge, morality, and spirituality, as seen through the practices of tahfizh (memorization of the Qur'an), talaqqi (recitation of the Qur'an), question and answer (Q&A), value instillation, and teacher role models. However, previous studies have tended to discuss traditional methods and modern approaches separately, thus lacking a comprehensive understanding of their relationship and integration. Through library research, data were obtained from accredited national journals, scientific books, and relevant academic sources, then analyzed using a qualitative descriptive approach. The research results show that Islamic learning methods are dynamic and continuously evolving, characterized by the integration of classical methods and modern pedagogical approaches such as Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and humanistic learning. The role of teachers as role models (uswah) and facilitators is also a crucial factor in the successful internalization of values and character formation of students. This research confirms that the combination of classical and modern methods can produce an Islamic learning model that is holistic, contextual, and adaptive to the challenges of 21st-century education.

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