cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Iqbal Al Ghozali
Contact Email
edubase.bbc@gmail.com
Phone
+628998894014
Journal Mail Official
eduprof.bbc@gmail.com
Editorial Address
Jl. Widarasari III –Tuparev-Cirebon Tlp. 0231-246215
Location
Kab. cirebon,
Jawa barat
INDONESIA
Eduprof
Published by Institut Agama Islam Bunga Bangsa Cirebon
ISSN : 26565625     EISSN : 27232034     DOI : 10.47453
Core Subject : Religion, Education,
Religion Education
Eduprof : Islamic Education Journal is a scientific journal published by the Postgraduate Islamic University of Islam Bunga Bangsa Cirebon. The Eduprof journal has been published since 2019 and is published online. This journal is published twice a year, March and September. This publication is available online through open access.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 170 Documents
 13   14   15   16   17 
Exploring the Role of Green Theology in Building Environmental Awareness Among Students at Adiwiyata Madrasah Septian Nur Ika Trisnawati; Uswatun Khasanah
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.455

Abstract

The purpose of this research is to explore how the implementation of Green Theology can foster environmental awareness among students at MIN 1 Sukoharjo as an Adiwiyata Madrasah. The research subjects include the madrasah principal, Islamic Education (PAI) teachers, and students, who were selected using purposive sampling. Using a descriptive qualitative approach with a case research method, data were collected through in-depth interviews, direct observation, and documentation analysis over a three-month period from September to November 2025. Data analysis used the Miles and Huberman model by applying triangulation of sources, methods, and theories to ensure the credibility of the findings. The results of the research indicate that Green Theology is an effective theological foundation for instilling ecological awareness in students through the integration of religious values and ecological practices. The visionary leadership of the madrasah principal is an important factor in building a religious-ecological school culture, while Islamic Education teachers strengthen ecological character through reflective, contextual learning and role modeling. Through routine programs such as waste banks, 3R, Clean Friday, and school greening, students experience a process of internalizing values that change their behavior from mere compliance to spiritual consciousness. This research  contributes to the theory that Islamic theology-based environmental education is capable of developing a holistic Islamic eco-pedagogy model that combines knowledge, character, and spirituality. Practically, these findings offer the idea of a Green Theology in Practice model, which can be developed into a thematic curriculum, ecotheology-based Islamic Education (PAI) modules, and the P5 Merdeka Curriculum project. This research confirms that Green Theology has the potential to become a sustainable Islamic education approach that is relevant in responding to the challenges of the climate crisis and the ecological character building of the younger generation.
Structural Model of Instructional Media Course Effectiveness and Emotional Intelligence on the Teaching Readiness of Islamic Religious Education Students: The Mediating Role of Instructional Media Design Competence M. Makbul; Dewi Saputri S.; Ferianto Ferianto; Firmansyah Firmansyah
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.456

Abstract

In the digital era, prospective Islamic Religious Education (PAI) teachers are expected to integrate religious knowledge with the ability to design appropriate technology-supported instruction. Preliminary observations at Universitas Singaperbangsa Karawang indicated a gap between students’ coursework experiences and their perceived readiness to develop interactive instructional media. This study examined the structural relationships among Learning Media Course Effectiveness, Emotional Intelligence, Media Design Competence, and Teaching Readiness, positioning Media Design Competence as a proposed mediating variable. A quantitative, cross-sectional design was employed, with structured questionnaire data collected from 58 third-semester PAI students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Course Effectiveness (β = 0.295) and Emotional Intelligence (β = 0.411) were positively and significantly associated with Media Design Competence, jointly explaining 35.0% of its variance. Emotional Intelligence exhibited a numerically larger path coefficient, although the statistical significance of the difference between the coefficients was not established. Media Design Competence was strongly associated with Teaching Readiness (β = 0.728; f² = 1.126), with the model explaining 53.0% of the variance in readiness. These findings highlight the relevance of academic experiences and emotional abilities to media design competence and its association with teaching readiness. However, these findings do not establish full mediation because the corresponding direct paths are not reported, and the cross-sectional design precludes definitive causal conclusions.The study suggests integrating practical media design activities with support for managing learning challenges in PAI teacher education, while further research should test the proposed indirect effects and evaluate the effectiveness of such instructional approaches.
From Religious Instruction to Religious Life: A Case Study of the Implementation of Holistic Islamic Education in Shaping Students’ Religious Attitudes Muhayah; Jamali; Ilman Nafi'a; Siti Fatimah
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.563

Abstract

Islamic Religious Education is expected not only to develop students’ religious knowledge but also to translate that knowledge into attitudes and everyday practices. However, a gap remains between students’ cognitive understanding of Islamic teachings and their consistent practice in daily life. This study examines the implementation of holistic Islamic education in shaping students’ religious attitudes at MTsN 8 Cirebon Regency and identifies the factors that support and constrain its implementation. The study employed a qualitative case study design and was conducted over six months, from December 2023 to May 2024. Data were collected through observation, semi-structured interviews, and documentation and were analyzed using an interactive process of data reduction, data display, and conclusion drawing. Data credibility was strengthened through source and technique triangulation. Data credibility was strengthened through source and technique triangulation. The findings show that holistic Islamic education is implemented primarily through three structured habituation practices: greeting activities, Qur’an recitation before lessons, and congregational Dhuhr prayer. These practices support students’ discipline, respectful interaction, religious awareness, and the application of religious values in daily life. However, the internalization of religious attitudes is not uniform among students. Its effectiveness is strengthened by school leadership, teacher involvement, and adequate facilities, while family background, peer influence, inconsistent teacher reinforcement, and digital exposure may hinder sustained behavioral change. Theoretically, this study shows that religious attitude formation is not a direct outcome of classroom instruction alone, but a relational process shaped by the interaction of habituation, teacher modeling, institutional support, and students’ broader social environment.
Digital Hygiene as a Preventive Strategy to Address the Brain Rot Phenomenon among Students in the Era of Digital Disruption Eka Abdul Hamid; Muflikhun Muflikhun; Ivan Fanani Qomusuddin
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.564

Abstract

The rapid growth of algorithm-driven digital platforms such as TikTok and Instagram has significantly transformed students’ cognitive engagement patterns. This transformation has led to the emergence of the brain rot phenomenon, characterized by reduced attention span, weakened critical thinking skills, and diminished information retention. This study aims to explore digital hygiene as a preventive strategy to mitigate the cognitive impacts of excessive digital consumption among elementary school students. Employing a qualitative case study design, the research was conducted at an elementary school in Sumedang Regency, Indonesia, over approximately two to three months. Data were collected through in-depth interviews, classroom observations, and document analysis involving students as the main participants and teachers as supporting informants. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. The findings indicate that structured digital hygiene practices—such as screen time management, notification control, and content curation—contribute to improved cognitive focus, reduced digital distraction, and better engagement with learning activities. The study contributes to the discourse on digital well-being by proposing an integrative framework linking digital hygiene with cognitive resilience in primary education.
Constructivist Pedagogy Develops Critical Thinking in a Traditional Putri Pesantren: Evidence from a Convergent Mixed-Methods Case Study Afwah Mumtazah; Sari Rahayu
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.584

Abstract

Traditional pedagogy in Indonesian pondok pesantren, organised around teacher-centred transmission and extensive memorisation, has long secured moral formation and mastery of classical Islamic texts, yet contemporary professional roles for Muslim graduates additionally require analysis, evidence-based evaluation, and principled problem-solving. This study examined how the systematic introduction of constructivist pedagogy shaped the development of critical thinking among santriwati in professional-track programmes at Pondok Pesantren Putri ‘Aisyah Kempek, Cirebon. A convergent parallel mixed-methods case study was conducted over six months during the even semester of 2024/2025, with the qualitative strand as the dominant component. Data comprised fourteen semi-structured interviews with six ustadzah and eight santriwati, twenty-four non-participant classroom observations, document analysis of lesson plans and reflective journals, and rubric scoring of forty-five paired student work samples using an instrument adapted from Facione’s critical thinking framework. Qualitative data were analysed through reflexive thematic analysis and rubric data descriptively. Four themes emerged: a shift from knowledge reception to collaborative construction; professionally situated critical capacities; negotiation of cultural and theological tension resolved through a hybrid model; and gendered dimensions of critical thinking in a putri setting. Rubric means rose from 2.2 to 3.4 on a four-point scale, with the largest gains in self-regulation and analysis. The study concludes that constructivist strategies framed as instruments of tadabbur and collectively accountable ijtihad can be integrated into traditional pesantren professional education without displacing its epistemological commitments, and that the theological reframing rather than the techniques themselves is what makes integration workable.
Navigating the Digital Transformation of Islamic Education: Authority, Verification, and the Problem of Unsourced Religious Content Fathorrahman Fathorrahman; Mustopa Mustopa; Miki Suprianto; Ambo Tang; Carlos Lazaro Prawirosastro
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.588

Abstract

Digital platforms have become a primary route through which Indonesian students encounter religious knowledge, and teachers of Islamic education increasingly meet classroom questions whose answers students have already obtained from sources carrying no chain of transmission. This study examines how the digital transformation of Islamic education reconfigures the relationship between teacher, text, and learner, and asks what verification practice becomes possible when the volume of accessible religious content exceeds any teacher’s capacity to authenticate it. The study is a conceptual synthesis of peer-reviewed literature, policy documents, and institutional reports, selected purposively and analysed thematically across accessibility, content authenticity, pedagogical innovation, teacher role, ethics, and institutional readiness. The analysis finds that digitalisation expands access decisively but redistributes interpretive authority in ways existing teacher preparation does not address; that content generated by artificial intelligence intensifies rather than creates this problem, since fluency without sanad is already characteristic of much online religious material; and that blended learning models developed for school-age learners transfer poorly to the adult and para-professional audiences that dominate Islamic non-formal education without andragogical adjustment. The study argues that the practical task facing institutions is not the adoption of technology but the design of verification competence, and proposes three design principles: teaching provenance rather than conclusions, making the limits of teacher authority explicit, and building institutional review of digital content into curriculum governance rather than leaving it to individual discretion.
Teacher Readiness and Digital Competence for Islamic Education in the 21st Century: Challenges and Opportunities Moh. Solehuddin; Husnul Khotimah; Arif Pramana Aji; Saepudin Saepudin; Ambo Tang
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.589

Abstract

The rapid advancement of technology has transformed the educational landscape, requiring teachers not only to master subject content but also to integrate digital resources effectively in their teaching practices. Islamic Religious Education (IRE) teachers face a double demand: they must become digitally competent while preserving the moral and spiritual mission of their subject. This study aims to examine the readiness and digital competence of IRE teachers in utilizing digital tools and to identify the challenges and opportunities that shape their practice. The study employed a qualitative descriptive design. Participants were IRE teachers at primary and secondary schools selected through purposive sampling until data saturation was reached. Data were collected using a semi-structured interview guide, a classroom observation sheet, and a document analysis checklist, and were analysed thematically following Braun and Clarke, with credibility ensured through triangulation, member checking, and peer debriefing. The findings show that teacher readiness is dynamic and shaped by personal confidence, generational differences, and institutional culture; digital competence is uneven, being strong in communication tools but weak in learning management systems and digital assessment; effective integration occurs when technology complements, rather than replaces, the teacher–student relationship (ta'dib); and the main barriers are infrastructure, uneven digital literacy, and the difficulty of curating authentic online Islamic content. This study contributes a value-integrated reading of TPACK and DigCompEdu for IRE that positions ethical-spiritual discernment as a core dimension of digital competence, and it offers a basis for designing continuous and differentiated professional development for IRE teachers.
Bridging Sharia and Tarbiyah: Reinterpreting Moderate Education in the Indonesian Ulema Council’s Fatwa on Social Interaction (Muamalah) in Digital Media Yusuf Muhajir Ilallah; Athoillah Islamy; Zulihi Zulihi; M. Syukri Nawir; Amirullah Amirullah
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.594

Abstract

The use of social media without social ethics can trigger conflict, misinformation, intolerance, and polarization. This condition highlights the importance of educational guidelines for directing religious conduct in digital spaces. This study aims to identify the dimensions of moderate religious education in the Indonesian Ulema Council (MUI) Fatwa No. 24 of 2017 on Islamic Legal Rulings and Guidelines for Social Media Interaction by mapping its provisions onto four indicators of religious moderation established by the Ministry of Religious Affairs of the Republic of Indonesia: anti-radicalism, national commitment, tolerance, and accommodation of local culture. This qualitative study employs a library research method with a normative-philosophical approach and content analysis. MUI Fatwa No. 24 of 2017 serves as the primary data source, while relevant academic literature constitutes the secondary data. The findings indicate that anti-radicalism is reflected in prohibitions against hatred, hostility, provocation, and content that causes public unrest; national commitment is reflected in prohibitions against content that contradicts Pancasila and the Constitution; tolerance is reflected in prohibitions against insults and acts that demean other groups; while accommodation of local culture is reflected in respect for diversity and the preservation of social well-being. These findings demonstrate that the fatwa serves an educational function alongside its normative function by strengthening ethical literacy and moderate religious practices in digital spaces
The Impact of Islamic Religious Education on Student Behavior : SEM-PLS Analysis Muhammad Alam Firmansyah; Edy Edy; Hasan Bisri
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.611

Abstract

The rapid development of the digital era poses critical challenges to university students' moral resilience, necessitating effective character-building strategies, particularly within science-based higher education institutions. This study examines the simultaneous and partial effects of Islamic Value Integration and Religious Academic Climate on student behavior. Using a quantitative survey approach, data were collected from 100 undergraduate students at IPB University through purposive sampling and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that Islamic Value Integration and Religious Academic Climate jointly explain 58.2% of the variance in student behavior (R² = 0.582). Islamic Value Integration has a positive and significant effect on student behavior (β = 0.539, t = 4.214, p = 0.000), indicating that value-based learning and lecturer role modeling provide an important instructional foundation for students' moral development. In contrast, Religious Academic Climate does not show a statistically significant direct effect on student behavior (β = −0.171, t = 0.926, p = 0.355), suggesting that its influence may operate through indirect or contextual pathways not captured in the present model. Overall, the findings indicate that student moral resilience in the digital era is shaped more directly by the internalization of Islamic values through formal learning processes than by religious academic climate alone.
From Qur’anic Values to Industrial Character: Integrating Surah Luqman into Character Education in Automotive Vocational School Darlina Kartika Rini; Kusma Gumarang; Nurhasan Nurhasan
Eduprof : Islamic Education Journal Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal
Publisher : Program Pascasarjana, Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v8i2.612

Abstract

The erosion of work-related character among Vocational High School (SMK) students—marked by weak discipline, honesty, and work ethic—calls for a character education model that specifically synchronizes religious values with industrial work-culture standards. The aim of this study identifies the integration of the Qur'anic values of Surah Luqman verses 12, 13, 17, 18, and 19 into industrial work culture as a model of character education within the Automotive Engineering Program of SMKs in Bogor Regency. The methods of this study is a qualitative approach with a comparative case study design was employed at SMKN 1 Cibinong and SMKN 1 Ciomas. Data were collected through observation, in-depth interviews, documentation, and a preliminary questionnaire, then analyzed descriptively-interpretively with triangulation. Results: The findings of the study confirm that the values of gratitude, tauhid, patience, humility, and courteous communication in Surah Luqman are systematically integrated into the curriculum and workshop culture. This integration manifests in industrial work-culture practices such as SOP compliance, the 5R culture, occupational health and safety (K3), and service excellence. This integrative model effectively enhances students' work readiness and religious character, although behavioral consistency and the character-assessment system still require strengthening. The conclusions of the study state that the integration of the Qur'anic values of Surah Luqman into industrial work culture proves to be a relevant character education model for producing SMK graduates who are technically competent and morally upright

Page 17 of 17 | Total Record : 170

 13   14   15   16   17 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2026): Eduprof : Islamic Education Journal Vol. 8 No. 1 (2026): Eduprof : Islamic Education Journal Vol. 7 No. 2 (2025): Eduprof : Islamic Education Journal Vol. 7 No. 1 (2025): Eduprof : Islamic Education Journal Vol. 6 No. 2 (2025): Eduprof : Islamic Education Journal Vol. 6 No. 1 (2024): Eduprof : Islamic Education Journal Vol. 5 No. 2 (2023): Eduprof : Islamic Education Journal Vol. 5 No. 1 (2023): Eduprof : Islamic Education Journal Vol. 4 No. 2 (2022): Eduprof : Islamic Education Journal Vol. 4 No. 1 (2022): Eduprof : Islamic Education Journal Vol. 3 No. 2 (2021): Eduprof : Islamic Education Journal Vol. 3 No. 1 (2021): Eduprof : Islamic Education Journal Vol. 2 No. 2 (2020): Eduprof : Islamic Education Journal Vol. 2 No. 1 (2020): Eduprof : Islamic Education Journal Vol. 1 No. 2 (2019): Eduprof : Islamic Education Journal Vol. 1 No. 1 (2019): Eduprof : Islamic Education Journal More Issue