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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 264 Documents
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Strategi Manajemen Pendidikan Islam dalam Meningkatkan Mutu Hafalan Santri di Ma’had Tahfiz Vokasional Muhammad Syifaa’ul Qolbi; Ita Nurmalasari; Adi Wibowo
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.v15i3.8293

Abstract

This study examines the strategy of Islamic education management in improving the quality of students' Quran memorization at Ma'had Tahfiz Vokasional. The research focuses on analyzing the implementation of an integrated education model that combines Quran memorization with vocational education. Using a qualitative case study design, data were collected through participant observation, in-depth interviews, and document analysis. The findings reveal that improvements in students' memorization quality are achieved through an integrated curriculum management strategy with balanced proportions of tahfiz, vocational training, and character development. This strategy is strengthened by professional human resource management through selective recruitment and continuous capacity building for tahfiz instructors. The learning process is systematically managed by integrating classical and modern methods within a comprehensive, tiered system. A conducive learning environment is created through the implementation of Arabic language immersion (bi'ah lughowiyah) and the utilization of educational technology. A continuous evaluation system and a strategic partnership with parents support the entire process. The research findings indicate that integrating vocational education enhances memorization quality through intellectual refreshment mechanisms and by building students' self-confidence. This management model offers a new paradigm in tahfiz education that successfully balances spiritual excellence with contemporary social relevance.
Integrating Local and Spiritual Values in Affective Assessment: Strategies of Islamic Religious Education Teachers Silvia Siti Rachmawaty; Saepul Anwar; Hilman Taufiq Abdillah
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.
Beyond Pedagogical Formalism: Implementing the Islamization of Science within the Pesantren-Based Higher Education Ecosystem Azmi Zarkasyi; Lillahi Akbar Jihadi; Saepul Anwar
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 1 (2026): 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.v16i1.8499

Abstract

The Islamization of Science (IoS) addresses the epistemological crisis caused by secular scientific paradigms that detach knowledge from spiritual values. This study aims to characterize the structural pillars and implementation outcomes of an institutionalized IoS program. Using a qualitative case study at Universitas Darussalam Gontor, data were gathered through semi-structured interviews, participatory observations, and document analysis. The findings reveal three empirical pillars of implementation: first, a curriculum integrating Sunnatullah in natural sciences and Maqasid al-Shari’ah in social sciences; second, a teaching methodology centered on "de-westernization," which involves sifting and modifying secular knowledge to align with Islamic principles; and third, an institutional culture driven by faculty who serve as ethical role models and mentors. While the program has made significant strides in the cognitive domain, evidenced by students' understanding of ethical frameworks, there remains a notable gap in the affective and psychomotor domains. This gap is reflected in inconsistent ethical decision-making in daily social interactions and in difficulties applying theoretical knowledge to the practical aspects of professional character. Future research should prioritize the development of affective-behavioral assessment tools and the conduct of comparative institutional studies. This study contributes a framework that balances spiritual-intellectual rigor and addresses contemporary integration challenges in Islamic higher education.
Pembiasaan Tilawah Harian sebagai Strategi Peningkatan Kelancaran Membaca Al-Qur’an Siswa Madrasah Tsanawiyah Tsaqifa Qoniatuz Zahro; Nasirudin Nasirudin; Bakti Fatwa Anbiya; Lilif Muallifatul Khorida Filasofa
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 1 (2026): 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.v16i1.8519

Abstract

The development of religious character in madrasah students still faces challenges, particularly in consistently cultivating the habit of reading and interacting with the Qur'an. This study aims to analyze how implementing a Qur'an recitation habit program contributes to the development of students' religious character. This study uses a qualitative approach. Data collection techniques involved interviews and observations, while data analysis followed the stages of data reduction, data presentation, and drawing conclusions. The results showed that the recitation activity was carried out in a structured manner every morning before class: reading the Qur'an together, guided by the teacher, accompanied by tajwid guidance, and with student reading monitored. The implementation of this program contributed to increased fluency in reading the Qur'an, greater discipline in participating in religious activities, and the creation of a religious learning atmosphere. The role of teachers in guiding, directing, and motivating students is an important factor in maintaining the program's sustainability. Supporting factors for program implementation include teacher commitment, student participation, and the Qur'anic culture that develops in madrasahs, while obstacles include differences in students' Qur'an-reading abilities and the need for ongoing supervision. The findings of this study indicate that the habit of reciting the Qur'an contributes to the development of students' religious habits and to the strengthening of Qur'anic culture, making it one of the strategies for strengthening religious character in Islamic education practices.
Internalisasi Nilai Karakter Qur’ani melalui Program G7KAIH di Madrasah Ibtidaiyah Haidar Hafiedz; Fathul Jannah; Nur Kholik Afandi
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 1 (2026): 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.v16i1.8617

Abstract

The rapid development of technology and globalization poses significant challenges to shaping students’ character, underscoring the need to strengthen Qur’anic-based character education through contextual and sustainable approaches. This study aims to analyze the process of internalizing Qur’anic character values through the Seven Habits of Outstanding Indonesian Children (G7KAIH) program at MI Negeri 1 Samarinda and to identify its supporting and inhibiting factors. This research employs a qualitative field research approach, including participatory observation, semi-structured interviews, and documentation, with eight purposively selected informants. Data were analyzed using the interactive model of Miles and Huberman, supported by triangulation techniques to ensure validity. The findings reveal that the internalization process occurs through three stages: transformation, transaction, and transinternalization, which are integrated into habituation activities, teacher role modeling, and support from both school and family environments. The program contributes to improved discipline, independence, and religious awareness among students. Its success is supported by active teacher involvement, a conducive school environment, and parental participation, while challenges include diverse family backgrounds and limited supervision outside school. Therefore, the G7KAIH program is an effective model for internalizing Qur’anic character values through sustained habituation.
Inovasi dalam Manajemen Perubahan Pendidikan di Pondok Pesantren Al-Hikmah Purwoasri Kediri Ahmad Ahmad; Ahmad Tanzeh; Binti Maunah
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.
Beyond Terminology: A Qur’an and Hadith Reconstruction of Tarbiyah, Ta’līm, and Ta’dīb Rasyidin Rasyidin; Kariawan Adi Suwanta; Radinal Mukhtar Harahap
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.
Membangun Self-Regulated Learning melalui Kurikulum Berbasis Cinta dan Pembelajaran Digital pada Peserta Didik Madrasah Ibtidaiyah Emma Rahmawati; Edi Nurhidin; Mujlauwidzatul Husna
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.
Persepsi Guru Pendidikan Agama Islam tentang Praktik Moderasi Beragama di Sekolah Menengah Pertama Hayatunnisa Hayatunnisa; Wawan Hermawan; Mohammad Rindu Fajar Islamy
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 1 (2026): 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.v16i1.8863

Abstract

Islamic Religious Education (IRE) teachers play an important role in shaping the values of religious moderation. However, teachers' perceptions of religious moderation are not always uniform, which affects how these values are understood and implemented. This study aims to analyze the perception of IRE teachers in Junior High Schools (JHS) regarding religious moderation. This research employs a qualitative, phenomenological approach. Data was collected through interviews with twelve IRE teachers from public, private, and Islamic boarding schools. Data analysis used the Miles and Huberman interactive model. The results of the study show that there is diversity in teachers' perceptions of religious moderation. Some scholars interpret it as tolerance focused on respecting differences in beliefs, while others associate it with the concepts of wasathiyah and rahmatan lil'alamin, which emphasize balance and inclusiveness. This diversity is influenced by educational backgrounds, participation in formal training, and involvement in interfaith communities, as reflected in the different ways teachers explain the concept of religious moderation and integrate it into learning. Then, based on the teacher's observations, at the junior high school level, there was no indication of radical thinking in students, so learning was more directed as a preventive effort in schools. This study emphasizes that teachers' conceptual understanding plays an important role in shaping the practice of religious moderation in school learning.
Problematika Literasi Referensi Berbahasa Arab pada Kompetensi Pedagogis Guru Pendidikan Agama Islam Igo Fernando; Doli Yarselina; Melawi Indah Simamora; Nia Guslawati
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 1 (2026): 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.v16i1.8943

Abstract

The success of Islamic Religious Education (PAI) teaching greatly depends on educators' ability to access authoritative Arabic-language sources to maintain the authenticity of teachings in madrasah environments. This study analyzes the challenges PAI teachers face in using Arabic literature and their implications for pedagogical competence at MTsN 5 Agam. PAI teachers bear a significant responsibility to present authentic religious understanding through authoritative texts, yet the reality shows a significant literacy gap. This study uses a qualitative case study approach, employing in-depth interviews, observation, and documentation. Data analysis was conducted through the stages of data condensation, data presentation, and conclusion drawing to ensure the validity of field findings. Field findings indicate that teachers rarely refer directly to the original texts and instead rely more on translated books due to time efficiency and the heterogeneity of students' abilities. Technical obstacles include difficulties in mastering grammatical aspects, reluctance to read unvowelled texts, concerns about misinterpreting legal meanings, and the limited collection of Arabic literature in the school library. These conditions result in classroom material being delivered in a general, superficial manner, thereby limiting students' direct interaction with the source texts. The research concludes that transforming teacher competencies requires systematic interventions through training in reading techniques, optimizing digital applications, and revitalizing libraries.

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