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Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia Jl. Mataram No. 1 Kelurahan Mangli, Kecamatan Kaliwates, Kabupaten Jember
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AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27231100     EISSN : 27230708     DOI : 10.35719/adabiyah.v6i1
Core Subject : Religion, Education,
Religion Education Other
AL-ADABIYAH: Jurnal Pendidikan Agama Islam is a peer-reviewed journal on Islamic education published by Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember. This journal focuses on advancing the science of Islamic Education through high-quality scholarly works that explore various dimensions, including studies on Pesantren and Madrasah education, curriculum development, pedagogy, and the integration of science and technology. It emphasizes research on the philosophy and theory of Islamic education, policy and governance, deradicalization efforts, gender issues, and comparative studies. Additionally, it addresses the role of Islamic education in fostering social and cultural transformation, alongside biographical studies of influential figures, with a commitment to contributing to global and interdisciplinary discourse.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 106 Documents
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DIGITAL LEARNING INNOVATION AS A STRATEGY TO IMPROVE THE QUALITY OF ISLAMIC EDUCATION IN MADRASAH Hutasuhut, Sartika; Azzahra, Fatimah; Faradila, Futri; Basit, Abdullah; Hasibuan, Rahma Isna Hayati; Awaluddin
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 3 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i3.1184

Abstract

This study investigates digital learning innovation as a strategy to enhance the quality of Islamic education in madrasahs. Employing a literature review method, the research synthesizes findings from scholarly books, journals, and educational articles related to digital-based learning. Results show that digital learning supports more interactive and flexible learning processes, increases student engagement, enhances independent learning, and improves teacher effectiveness in delivering material and monitoring student progress. However, the effectiveness of these innovations depends on the digital readiness of educators, learners, and infrastructure. Therefore, teacher training, adequate facilities, and stakeholder collaboration are essential to successful implementation. This study serves as a reference for the development of Islamic education that is responsive to technological advancements. Penelitian ini mengkaji inovasi pembelajaran digital sebagai strategi untuk meningkatkan mutu pendidikan Islam di madrasah. Dengan menggunakan metode studi pustaka, kajian ini mengolah temuan dari buku, jurnal, dan artikel ilmiah yang relevan mengenai pembelajaran berbasis digital. Hasil penelitian menunjukkan bahwa pembelajaran digital mendukung proses belajar yang lebih interaktif dan fleksibel, meningkatkan keterlibatan siswa, memperkuat kemandirian belajar, serta meningkatkan efektivitas guru dalam menyampaikan materi dan memantau perkembangan peserta didik. Namun, efektivitas inovasi ini bergantung pada kesiapan digital pendidik, peserta didik, serta sarana pendukung. Oleh karena itu, pelatihan guru, penyediaan infrastruktur yang memadai, dan kolaborasi dengan pemangku kepentingan menjadi faktor kunci keberhasilan. Penelitian ini diharapkan menjadi rujukan dalam pengembangan pendidikan Islam yang adaptif terhadap kemajuan teknologi.
MULTICULTURAL EDUCATION IN THE PERSPECTIVE OF ISLAM NUSANTARA: A CRITICAL ANALYSIS OF ABDURRAHMAN WAHID’S THOUGHT Kusuma, M. Witra; Dzuhry, Robi'ul; Aslamiah, Rabi'atul; Sabariah, Hayatun
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i3.1185

Abstract

This study examines Abdurrahman Wahid’s (Gus Dur) ideas on multicultural education and their relevance to Islamic education in Indonesia. Through a literature review of his writings and speeches, the research finds that Gus Dur promoted an inclusive, tolerant, and culturally grounded Islam known as Islam Nusantara. He emphasized that education should foster mutual respect, empathy, and peaceful coexistence across religious and cultural differences. His rejection of exclusivist interpretations and advocacy for local cultural integration position his thought as a strong foundation against intolerance and radicalism. Gus Dur’s ideas remain highly relevant for building a tolerant and humanistic Islamic education today. Penelitian ini mengkaji pemikiran Abdurrahman Wahid (Gus Dur) tentang pendidikan multikultural dan relevansinya bagi pendidikan Islam di Indonesia. Melalui studi pustaka atas tulisan dan pidatonya, ditemukan bahwa Gus Dur mengusung Islam inklusif dan toleran yang dikenal sebagai Islam Nusantara. Ia menekankan pentingnya pendidikan yang menumbuhkan sikap saling menghargai, empati, dan hidup damai dalam keberagaman. Penolakannya terhadap tafsir tunggal dan dukungannya terhadap budaya lokal menjadikan gagasannya relevan untuk melawan intoleransi dan radikalisme. Pemikiran Gus Dur menjadi landasan penting dalam membangun pendidikan Islam yang manusiawi dan toleran.
IMPLEMENTATION STRATEGY OF MULTICULTURAL EDUCATION BASED ON ISLAMIC VALUES AT SMP SUMBARRANG Azis; Ismail, Hilmi; Ismail
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i3.1198

Abstract

Multicultural education plays a vital role in promoting moderate and inclusive Islamic values, particularly in pluralistic school environments. This study explores the implementation strategies of multicultural education based on Islamic values at SMP Sumbarrang. Using a descriptive qualitative method, data were gathered through participatory observation, semi-structured interviews with 12 informants (teachers, principal, and students), and documentation analysis. The findings reveal that Islamic values such as tolerance (tasamuh), brotherhood (ukhuwah), justice (‘adl), and compassion (rahmah) align with the core principles of multicultural education. However, the implementation remains normative and lacks systematic integration into both learning activities and school programs. The study recommends the development of a multicultural-based Islamic education (PAI) curriculum, targeted teacher training, and enhanced collaboration among schools, parents, and communities. These efforts are essential to cultivating an educational environment that respects diversity. The study contributes to the advancement of a contextual Islamic education model suitable for plural societies. Pendidikan multikultural penting untuk menanamkan nilai-nilai Islam yang moderat dan inklusif, terutama di lingkungan sekolah yang plural. Penelitian ini bertujuan menganalisis strategi implementasi pendidikan multikultural berbasis nilai-nilai Islam di SMP Sumbarrang. Metode yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi partisipatif, wawancara semi-terstruktur terhadap 12 informan (guru, kepala sekolah, siswa), serta studi dokumentasi. Hasil penelitian menunjukkan bahwa nilai-nilai Islam seperti toleransi (tasamuh), persaudaraan (ukhuwah), keadilan (‘adl), dan kasih sayang (rahmah) selaras dengan prinsip pendidikan multikultural. Namun, implementasinya masih bersifat normatif dan belum terintegrasi secara sistematis dalam pembelajaran dan program sekolah. Oleh karena itu, diperlukan pengembangan kurikulum PAI berbasis multikultural, pelatihan guru, serta sinergi antara sekolah, orang tua, dan masyarakat. Temuan ini memberi kontribusi dalam pengembangan model pendidikan Islam yang kontekstual dan relevan dengan masyarakat majemuk.
INTEGRATING THE EXEGESIS OF SURAH AL-‘ALAQ (1–5) WITH LITERACY EDUCATION IN THE MERDEKA CURRICULUM Ulfa, Mufida
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i3.1200

Abstract

Rendahnya capaian literasi membaca peserta didik Indonesia berdasarkan hasil PISA 2022 menunjukkan tantangan serius dalam sistem pendidikan nasional. Sementara itu, dalam perspektif Islam, urgensi literasi telah ditegaskan sejak wahyu pertama dalam QS. al-‘Alaq 1–5 melalui perintah iqra’ yang bermakna luas, meliputi pembacaan teks, realitas alam, dan fenomena sosial. Penelitian ini bertujuan mengisi kekosongan kajian yang mengintegrasikan tafsir QS. al-‘Alaq 1–5 dengan kebijakan Kurikulum Merdeka Belajar, khususnya dalam penguatan multiliterasi. Metode penelitian yang digunakan adalah studi pustaka dengan pendekatan kualitatif melalui analisis isi terhadap tafsir klasik (Ibn Katsir, al-Kasysyaf) dan tafsir modern (al-Misbah, al-Munir, al-Tahrir wa al-Tanwir). Hasil penelitian menunjukkan bahwa mufasir klasik menekankan iqra’ sebagai perintah membaca wahyu dengan menyebut nama Tuhan, sementara mufasir modern memperluas maknanya mencakup bacaan terhadap wahyu, alam, dan masyarakat. Temuan ini menunjukkan relevansi QS. al-‘Alaq 1–5 dengan multiliterasi dalam Kurikulum Merdeka, yang mencakup literasi baca-tulis, sains, digital, budaya, numerasi, dan spiritual. Kontribusi penelitian ini terletak pada tawaran kerangka konseptual “literasi Qur’ani” yang dapat memperkuat implementasi Kurikulum Merdeka dengan menekankan integrasi nilai spiritual dan moral ke dalam pendidikan literasi kontemporer. The low reading literacy performance of Indonesian students, as revealed by the 2022 PISA results, highlights a critical challenge for the national education system. From an Islamic perspective, the urgency of literacy has been emphasized since the first revelation in QS. al-‘Alaq 1–5, with the command iqra’ encompassing the reading of texts, nature, and social realities. This study aims to address the research gap by integrating the exegesis of QS. al-‘Alaq 1–5 with the Merdeka Curriculum’s literacy framework, particularly in strengthening multiliteracy. Employing a qualitative library research design with content analysis, the study examines classical exegesis (Ibn Kathir, al-Kasysyaf) and modern exegesis (al-Misbah, al-Munir, al-Tahrir wa al-Tanwir). The findings reveal that classical exegetes interpret iqra’ as reading revelation in the name of God, while modern exegetes expand its scope to include revelation, nature, and society. These interpretations demonstrate strong relevance to the Merdeka Curriculum’s multiliteracy orientation, which covers reading–writing, scientific, digital, cultural, numerical, and spiritual literacies. The study’s novelty lies in proposing a “Qur’anic literacy” framework as a conceptual foundation for enhancing the implementation of the Merdeka Curriculum by integrating spiritual and moral values into contemporary literacy education.
MODELING CHARACTER EDUCATION IN ISLAMIC BOARDING SCHOOL THROUGH ECOLOGICAL SYSTEM THEORY: A CASE STUDY AT GONTOR 10 JAMBI Sucianingtyas, Richa; Arifin, Syamsul; Rudianto; Masruhin, Salis
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i4.1201

Abstract

This study examines character education at Pondok Modern Darussalam Gontor, Campus 10 Jambi, using Bronfenbrenner’s Ecological System Theory (EST). Unlike most studies focusing on formal schools, it highlights the underexplored pesantren context. A qualitative case study was conducted through observations, interviews, and document analysis with leaders, teachers, and students. Findings show that character formation occurs holistically: the microsystem (dormitories, classrooms, mosques) fosters discipline; the mesosystem (teacher–mentor relations) ensures consistency; the exosystem (central policies) provides uniformity; the macrosystem (Panca Jiwa) grounds values; and the chronosystem reflects curricular adaptation. The novelty lies in the development of a Religious Ecological System Theory that integrates spiritual dimensions into EST. Practically, this model serves as a reference for designing adaptive and sustainable strategies in character education. Penelitian ini menganalisis implementasi pendidikan karakter di Pondok Modern Darussalam Gontor Kampus 10 Jambi melalui Ecological System Theory (EST) Bronfenbrenner. Berbeda dari kajian terdahulu yang berfokus pada sekolah formal, penelitian ini menyoroti konteks pesantren yang masih jarang diteliti. Menggunakan metode kualitatif studi kasus, data dikumpulkan melalui observasi, wawancara, dan analisis dokumen dengan pimpinan, guru, dan santri. Hasil menunjukkan pembentukan karakter berlangsung holistik: mikrosistem (asrama, kelas, masjid) menanamkan kedisiplinan; mesosistem (relasi guru–pembina) menjaga konsistensi; eksosistem (kebijakan pusat) memberi standar seragam; makrosistem (Panca Jiwa) menjadi fondasi nilai; dan kronosistem mencerminkan adaptasi kurikulum. Kebaruan penelitian ini adalah pengembangan Religious Ecological System Theory yang menekankan dimensi spiritual. Model ini memberi rujukan praktis bagi lembaga pendidikan lain untuk strategi penguatan karakter yang adaptif dan berkelanjutan. 
CHALLENGES OF FIQH TEACHERS IN DEVELOPING HOTS-BASED ASSESSMENTS: A CASE STUDY IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOL Risni, Titin Widya; Hendy; Khotimah, Adinda Khusnul
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam
Publisher : Published by the Islamic Religious Education Study Program Faculty of Tarbiyah and Teacher Training Kiai Haji Achmad Siddiq University, Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/adabiyah.v6i4.1202

Abstract

The low critical thinking performance of Indonesian students, as highlighted by PISA and World Bank reports, underscores the urgency of implementing Higher Order Thinking Skills (HOTS) in assessment practices. While HOTS-based evaluation is emphasized in the Merdeka Curriculum, its application in Islamic subjects, particularly fiqh, remains underexplored. This study investigates the process and challenges faced by fiqh teachers in developing HOTS-based assessments at an Islamic senior high school in Indonesia. Employing a qualitative case study, data were gathered through classroom observation, semi-structured interviews, and document analysis, then analyzed using an interactive model with triangulation for validation. Findings indicate that teachers follow standard steps—competency analysis, blueprint design, stimulus development, item writing, and rubric construction—but encounter significant barriers, including limited mastery of Bloom’s Taxonomy, difficulties in creating contextual stimuli, dependence on textbooks, and lack of training. This study highlights the need for targeted professional development to strengthen teachers’ capacity in designing HOTS-oriented assessments. Rendahnya kemampuan berpikir kritis siswa Indonesia yang ditunjukkan oleh laporan PISA dan Bank Dunia menegaskan urgensi penerapan Higher Order Thinking Skills (HOTS) dalam praktik evaluasi. Meskipun Kurikulum Merdeka menekankan pentingnya penilaian berbasis HOTS, penerapannya pada mata pelajaran keagamaan, khususnya fikih, masih jarang dikaji. Penelitian ini bertujuan menganalisis proses penyusunan serta tantangan guru fikih dalam mengembangkan soal berbasis HOTS di salah satu madrasah aliyah di Indonesia. Metode yang digunakan adalah kualitatif studi kasus dengan teknik pengumpulan data melalui observasi, wawancara semi-terstruktur, dan analisis dokumen. Data dianalisis secara interaktif dengan uji keabsahan melalui triangulasi. Hasil penelitian menunjukkan bahwa guru mengikuti tahapan umum—analisis kompetensi, penyusunan kisi-kisi, pengembangan stimulus, penulisan soal, dan penyusunan rubrik—namun menghadapi hambatan serius, seperti keterbatasan penguasaan Taksonomi Bloom, kesulitan merancang stimulus kontekstual, ketergantungan pada buku teks, serta minimnya pelatihan. Temuan ini menegaskan perlunya pengembangan profesional berkelanjutan bagi guru untuk memperkuat kapasitas dalam merancang penilaian berbasis HOTS. 

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