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Intelektual: Jurnal Pendidikan dan Studi Keislaman
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : -     EISSN : 26854155     DOI : https://doi.org/10.33367/ji.v14i3
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Intelektual: Jurnal Pendidikan dan Studi Keislaman accepts research results in the fields of research and scholarly discussion concerning the education practices in Islamic educational institutions, both formal and non-formal education in the scope of Islamic education thought, Islamic educational philosophy, Islamic education curriculum, Islamic education learning model, Islamic education learning strategies and methods, Islamic education learning traditions, Islamic family education, and others related to Islamic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 234 Documents
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Integrating Local and Spiritual Values in Affective Assessment: Strategies of Islamic Religious Education Teachers Rachmawaty, Silvia Siti; Anwar, Saepul; Abdillah, Hilman Taufiq
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 15 No. 3 (2025): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v15i3.8388

Abstract

Affective assessment in Islamic Religious Education (IRE) plays a strategic role in shaping students’ character holistically and contextually. However, little is known about how IRE teachers integrate local and spiritual values into assessment practices at the junior high school level. This study uses a qualitative approach with an instrumental case study involving four IRE teachers at a public junior high school in Bandung. Data were collected through semi-structured interviews, classroom observations, and document analysis. Findings show that affective assessment was implemented through adaptive strategies grounded in local cultural values such as someah (hospitality and respect) and silih asih (mutual care and compassion). These practices were reinforced by reflective and collaborative approaches, revealing contextual and sustainable dimensions of affective assessment. This study contributes to the literature by demonstrating how local and spiritual values enrich affective assessment in IRE and offers a novel perspective on contextualized character education. Practical implications include the need for standardized affective assessment instruments, continuous professional development for teachers, and integration of affective assessment into curriculum policy as a transformative pedagogical tool.
Membangun Self-Regulated Learning melalui Kurikulum Berbasis Cinta dan Pembelajaran Digital pada Peserta Didik Madrasah Ibtidaiyah Rahmawati, Emma; Nurhidin, Edi; Husna, Mujlauwidzatul
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 15 No. 3 (2025): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v15i3.8860

Abstract

Self-Regulated Learning (SRL) is an important skill that needs to be developed so that students can manage their learning process independently and responsibly. In practice, strengthening SRL has not been systematically developed in learning, especially when the curriculum and the use of learning media are not integrated. This article examines the growth of SRL through the use of a Love-Based Curriculum (LBC) supported by digital learning media. This study uses a library research method. Data sources consist of books, policy documents, and journal articles relevant to SRL, LBC, and digital learning. The results of the study indicate that integrating LBC and digital learning media fosters a humanistic, emotionally safe learning climate, strengthens values of empathy, responsibility, and self-awareness, and provides flexible, reflective learning spaces. The values of LBC serve as an affective and moral foundation that supports the self-regulation process. In contrast, digital learning media serve as tools that facilitate learning planning, process monitoring, and student reflection. In conclusion, the integration of LBC and the use of digital learning media holistically strengthen SRL in elementary school students and have practical implications for the design of more humanistic, adaptive, and sustainable madrasah learning.
Beyond Terminology: A Qur’an and Hadith Reconstruction of Tarbiyah, Ta’līm, and Ta’dīb Rasyidin, Rasyidin; Suwanta, Kariawan Adi; Harahap, Radinal Mukhtar
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 15 No. 3 (2025): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v15i3.8857

Abstract

This study addresses persistent terminological ambiguity in Islamic education by reconstructing the concepts of tarbiyah, ta’līm, and ta’dīb based on Qur’anic and Hadith sources. While previous studies have examined these terms philosophically or semantically, they often fail to clarify their distinct educational functions and practical implications. This article argues that these concepts represent complementary dimensions of a unified Islamic educational paradigm rather than interchangeable terms. The study employs qualitative text-based religious research using tafsīr tarbawī and ḥadīth maudū‘ī approaches. Qur’anic verses and Prophetic traditions relevant to the three concepts were systematically identified, classified, and analyzed through authoritative classical and contemporary exegesis. Conceptual reconstruction was further guided by Izutsu’s Qur’anic semantic framework to uncover their epistemological, ontological, and axiological orientations. The findings demonstrate that tarbiyah functions as a process-oriented framework emphasizing holistic, gradual human development; ta’līm represents authoritative, ethically grounded knowledge transmission; and ta’dīb serves as the axiological goal of education, centered on the formation of adab. Together, they form an integrated educational paradigm, with pesantren illustrating their organic implementation. As a normative-conceptual study, findings are not empirically generalizable. However, they provide a foundational framework for curriculum design and institutional analysis in Islamic education. This study offers a Qur’an-Hadith-based reconstruction that bridges conceptual debates and educational praxis, contributing a coherent framework for Islamic educational reform.
Inovasi dalam Manajemen Perubahan Pendidikan di Pondok Pesantren Al-Hikmah Purwoasri Kediri Ahmad, Ahmad
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 15 No. 3 (2025): Intelektual: Jurnal Pendidikan dan Studi Keislaman
Publisher : Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ji.v15i3.8805

Abstract

The changing times and the demands of modernity require Islamic educational institutions to adapt without abandoning the traditional Islamic values as their main identity. This study aims to analyze change management in educational development in response to these challenges. This study uses a qualitative case study design. Data were collected through in-depth interviews, participant observation, and document analysis using Kurt Lewin's change management theory framework, which includes the stages of unfreezing, changing, and refreezing. The results show that change management in pesantren is carried out through three main stages: planning based on needs analysis and strengthening the religious curriculum, implementation through the integration of formal and traditional education, improving the competence of teaching staff, and evaluation oriented towards continuous improvement and strengthening the pesantren culture. A key finding of this study is the concept of Change Renaissance Pesantren, namely, adaptive, non-radical change, in which the institutional shift from state to private ownership does not alter the pesantren's basic values. In conclusion, change management based on active participation can make pesantren a model of Islamic education that is adaptive, character-based, and relevant to the demands of the times.

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