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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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Hadith-Based Islamic Education and Strengthening Ecological Awareness among Santri Bahrum Subagiya
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.v16i1.8993

Abstract

Environmental degradation has become a pressing global concern, requiring religious education institutions to play a more active role in fostering ecological responsibility. This research aims to understand the meaning of the term santri in the hadith about planting trees and its implications for ecological awareness at Pesantren Ibnu Jauzy in Bogor. Using a qualitative, phenomenological approach, this study explores santri's subjective experience in understanding the ecological values contained in the hadith. Data were collected through in-depth interviews, participatory observations, and documentation of pesantren activities related to the environment. The data were analyzed using thematic analysis, involving data reduction, coding, categorization, and interpretation to identify patterns of meaning construction and ecological practice. The study's results show that santri's theoretical understanding of hadiths on tree planting still needs improvement. Still, their ecological practices in daily life have already been put into practice. Their ecological awareness is reflected in reforestation activities around the pesantren, the creation of biopore holes that produce organic fertilizer, and the use of food waste as fish feed. This shows that ecological awareness can arise from community culture, but will have a greater impact if it is based on religious awareness derived from Islamic teachings.
Making Space in Reflective Practices as an Emotional Pedagogy in a Children's Islamic Boarding School Ika Wahyuningsih; Aji Pangestu
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.v16i1.9042

Abstract

Strengthening emotion regulation has become an urgent priority in educational research and practice, particularly in learning environments that demand high levels of self-discipline, emotional control, and social adaptation in communal life. This study aims to explore the practice of making space as a pedagogical mechanism that mediates children's emotion regulation processes in the pesantren. The research was conducted at a children's Islamic Boarding School in Rembang, Central Java, Indonesia, involving 20 elementary school-age children and 4 caregivers. Data were collected through observation, interviews, and documentation study. The data were analyzed through four stages: data collection, condensation, display, and conclusion verification. The findings indicate that pesantren, responses to emotional triggers (ET) do not remain at the level of impulsive reactivity (IR) in the form of crying, anger, and harsh verbal expressions, but are mediated by the practice of making space (MS), manifested in momentary silence, withdrawal, writing, drawing, pausing play with peers, and engaging in free movement within reflective activities (RP) as part of emotion pedagogy (EP) embedded in children's daily lives, which is conceptualized as a space for the production of reflective-deliberative (RD) emotional responses. The study underscores that pesantrens may explicitly integrate emotion regulation into their pedagogical design through structured, programmed, and institutionally legitimized practices within boarding life.
Dramaturgi Santri Nduduk di Lingkungan Pondok Pesantren Lirboyo Asep Rahmatullah
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.v16i1.9045

Abstract

This study examines the phenomenon of santri nduduk from a social dramaturgical perspective to understand how their identities, roles, and social interactions are formed and presented in pesantren life. The approach used is qualitative with a phenomenological study method through participatory observation, in-depth interviews, and documentation. The results of the study indicate that the practice of nduduk is not merely a physical activity of sitting or being in a certain space. Still, rather a symbolic arena for santri to build their self-image, demonstrate adherence to the ​​ pesantren’s values, and negotiate their social position before the kiai, ustaz, and fellow santri. Within the dramaturgical framework, the pesantren space functions as a front stage that demands an ideal appearance in accordance with religious norms, while the informal space serves as a back stage where santri can express themselves more freely. These findings confirm that pesantren culture forms a complex pattern of symbolic behavior in which religion, discipline, and power relations are intertwined in daily practice. This study is expected to make a conceptual contribution to the sociology of Islamic education, particularly by understanding the cultural dynamics and performativity of santri identity in the pesantren environment.
Islamic Value Integrated Science E-Module for Junior High School Learning Daffa Tantra Pratama; Suharsiwi Suharsiwi; Noor Azura Zakaria
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.v16i1.9092

Abstract

This study addresses the persistent divide between scientific knowledge and Islamic values in junior high school learning by developing an Islamic value-integrated science e-module. Unlike prior studies that focus mainly on general digital media, this research emphasizes a structured, empirically validated module aligned with curriculum needs. The study employed a Research and Development (R&D) approach based on the Borg and Gall model, including needs analysis, design, development, expert validation, and usability testing. Data were collected from 100 teachers, four experts, and 60 students using questionnaires and validation instruments. The results indicate high feasibility scores from experts (88.13%–100%) and positive responses from teachers (89.65%) and students (81.30%). Qualitative findings indicate that the e-module improves students’ conceptual understanding of the circulatory system and fosters students’ awareness of Islamic values, particularly in recognizing the perfection of human creation. These findings suggest that integrating Islamic values into science e-modules supports both conceptual understanding and the development of religious character in a meaningful learning context.
Accelerated Learning Implementation in Memorizing Asmaul Husna using Hanifida Method Devind Camelia Rossa; Khoirotul Idawati; Hanifudin Hanifudin; Rofiatul Hosna
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (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.v16i2.9051

Abstract

Developing students' interest in memorizing the Asmaul Husna remains a major challenge in Islamic religious education, demonstrating the need for more captivating and effective teaching approaches. This study intends to analyze the implementation of accelerated learning using the Hanifida method for memorizing the Asmaul Husna, examine its educational impact, and identify the factors that support and obstruct its implementation. This study used a qualitative phenomenological approach. Data were collected through interviews, observations, and documentation, and analyzed using data condensation, data display, and conclusion drawing. The results show that the accelerated learning model based on the Hanifida method permits students to memorize the Asmaul Husna more efficiently while increasing their engagement in the learning process. The program likewise enhances memorization fluency, mastery of the Hanifida method, learning discipline, motivation, spiritual development, and self-confidence. Effective teaching strategies, active teacher facilitation, and adequate learning facilities support its successful implementation. However, limited instructional time, the complexity of memorizing numerous Asmaul Husna attributes, and insufficient parental support remain major challenges. The study determines that accelerated learning through the Hanifida method is an effective pedagogical approach for promoting students' interest and achievement in memorizing the Asmaul Husna. These findings have practical implications for improving Islamic religious teaching and contribute to the growing collection of knowledge on innovative memorization strategies.
Pengembangan Bahan Ajar Mata Kuliah Pendidikan Profesi Guru Bagi Mahasiswa Program Studi Pendidikan Agama Islam Husnul Khotimah; Septiana Purwaningrum
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (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.v16i2.9489

Abstract

Preparing prospective Islamic Religious Education (PAI) teachers requires instructional resources that not only explain professional concepts but also connect them with authentic teaching practice. However, learning materials specifically designed for undergraduate students enrolled in the Teacher Professional Development (PPG) course remain limited, as most available resources focus on in-service teacher education and offer fragmented content. This study developed and evaluated a teaching material for undergraduate PAI students using a Research and Development (R&D) approach adapted from Borg and Gall. The development process consisted of seven stages: needs analysis, planning, product development, expert validation, product revision, user testing, and final revision. The teaching material was reviewed by subject-matter, media, and language experts before being implemented with 40 undergraduate PAI students. Unlike existing materials, the developed teaching material integrates pedagogical and professional competencies with reflective learning activities, authentic classroom cases, and Islamic educational values within a single instructional framework. Expert validation indicated that the teaching material was highly feasible, with scores of 96.8% from subject-matter experts, 95.5% from the media expert, and 97.2% from the language expert. User testing also produced a high feasibility score, confirming that the teaching material was practical, understandable, and appropriate for classroom use. These findings suggest that the developed teaching material provides a comprehensive learning resource that supports the preparation of prospective PAI teachers while strengthening the quality of PPG courses in higher education.
Digital Cognitive Overload, Academic Flourishing, dan Adab AI: Studi Kasus Regulasi Diri Digital dan Pemaknaan Islami Muhamad Faqih Irsyad
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (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.v16i2.9526

Abstract

The intensified use of digital media and artificial intelligence (AI) in academic life has expanded students' access to information, but simultaneously increased distraction, attention fragmentation, and cognitive load. This issue is becoming increasingly important in the PTKI environment because the ability to manage technology is not only related to academic success but also to self-regulation, the Islamic meaning of learning, and the etiquette of using AI. This study explores digital cognitive load, academic development, digital self-regulation, the Islamic meaning and etiquette of AI, and the experiences of two students at an Islamic university. The study used an interpretive qualitative approach with a comparative-exploratory case study design. Two students were purposively selected from an Islamic university in Central Java. Data were collected through semi-structured interviews and analyzed using within-case analysis and cross-case reflective thematic analysis. The findings reveal two contrasting but interrelated patterns. In the first case, digital media primarily serves as a source of distraction, characterized by intensive social media use, notifications, academic procrastination, and unstable self-regulation. In the second case, digital technology serves as both a resource and a risk: it supports learning, work, business, communication, information retrieval, and AI use, but it also leads to overload, late-night social media use, conflicting information, and limited source validation. Islamic values such as trustworthiness, patience, gratitude, surrender (Tawakkal), self-reflection (Muhasabah), and politeness toward lecturers emerge as moral sources but have not yet fully formed a consistent digital regulatory system. This study emphasizes the need for integrated digital self-regulation of Islam and AI etiquette to support students' academic development, psychological well-being, and academic responsibility within the digital ecosystem.
Internalisasi Nilai Ekoteologi Berbasis Kokurikuler dalam Membentuk Eco-civic Culture Siswa Madrasah Aliyah Agus Dwi Santosa; Ratna Saidah; Ahmad Fahroni
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (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.v16i2.9534

Abstract

Environmental education in Madrasah Aliyah often emphasizes ecological knowledge while paying limited attention to integrating Islamic theological values to strengthen students' environmental awareness and responsibility. This study aims to explain how ecotheological values are internalized through co-curricular activities in shaping students' eco-civic culture within the context of an Islamic senior high school. This research employed a qualitative case study at MAN 2 Kota Kediri, Indonesia. Data were collected through in-depth interviews, participant observation, and document analysis involving school leaders, teachers, co-curricular coordinators, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while trustworthiness was ensured through source, method, and time triangulation. The findings reveal three interrelated processes: (1) the internalization of ecotheological values establishes students' ecological awareness by integrating the Islamic concepts of khalifah, amanah, mizan, and islah into school culture; (2) eco-civic culture is fostered through students' active participation and collective responsibility in environmental activities; and (3) habituation and exemplary practices reinforce the transformation of ecotheological values into sustainable ecological behavior. These findings enrich the discourse on Islamic environmental education by demonstrating how religious values, co-curricular practices, and school culture collectively nurture students' ecological citizenship.
Rekonstruksi Tata Kelola Pendidikan Islam Berbasis Teologi Rizal Anshorudin; Ilham Nurjaman; Eva Saufana; Adang Hambali; Hasan Basri
Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (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.v16i2.9668

Abstract

Islamic educational institutions currently face demands for public accountability and digital transformation, while the imperative to preserve the theological values underlying their existence must still be met. Studies on Islamic-based governance remain largely theoretical, normative, and fragmented, lacking a synthesis of how theological foundations are translated into operational educational-governance constructs. This study develops an integrative conceptual model through two analytical steps: systematically mapping the theological foundations underlying Islamic education in reputable literature, and analyzing how these foundations are transformed into governance constructs and practices. The study adopts a qualitative approach using the Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. 28 articles published between 2021 and 2026 were synthesized using thematic synthesis combined with qualitative content analysis. The synthesis shows that theological values such as tawhīd, amānah, shūrā, and 'adl function as generative constructs increasingly operationalized through visionary leadership, quality culture, and digital/AI-based governance. This study proposes the Tauhid-Based Educational Governance Framework (TBEGF), an integrative model explaining four interrelated stages of transformation: theological foundation, internalization, organizational governance, and governance outcomes. Theoretically, TBEGF positions theology as a generative source of governance mechanisms, extending Islamic leadership scholarship from theology toward governance. In practice, the framework serves as an operational reference for madrasah, pesantren, and Islamic higher-education leaders to align institutional accountability with theological authenticity, while laying the groundwork for further empirical validation through Structural Equation Modeling.
Integration of Adat Basandi Syarak, Syarak Basandi Kitabullah Values in Love-Based Islamic Education in Madrasah Annisaul Khairat; Yanti Elvita; Vicky Rizki Febrian; Rahmad Hidayat; Muhammad Fazis
Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 16 No. 2 (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.v16i2.9444

Abstract

The philosophy of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK), is a Minangkabau cultural principle that establishes custom (adat) as fundamentally grounded in Islamic law (syarak), which in turn is rooted in the Qur'an (Kitabullah), creating an inseparable bond between local tradition and religious doctrine. This study aims to philosophically analyze and develop a conceptual model to integrate ABS-SBK values into love-based Islamic education in madrasas. Using library research and a philosophical-hermeneutical approach to primary and secondary sources, the study finds that ABS-SBK offers a holistic framework that integrates transcendental, normative, and cultural dimensions. At the same time, love pedagogy provides a humanist methodology aligned with tarbiyah qalbiyah in Islam. The article presents a tripartite integrative model comprising epistemological (knowledge integration), axiological (value internalization), and praxis (environmental transformation) levels. The novelty lies in the original synthesis of Minangkabau local philosophy and love pedagogy, an integration that has not been explored in previous discourse. The theoretical contribution is a comprehensive framework that bridges the dichotomy among religious education, local culture, and humanistic approaches, while operationalizing the abstract concept of tarbiyah qalbiyah. The research contribution is a systematic roadmap for developing contextual, humanistic, and transformative madrasah education that strengthens students' cultural-religious identity. Although rooted in Minangkabau, the model's tripartite framework is adaptable across cultural contexts, offering a paradigm for culturally responsive Islamic education both nationally and internationally.

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