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Imron Fauzi
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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 144 Documents
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The Role of Akidah Akhlak Teachers in Shaping Students’ Ecological Awareness: A Qualitative Study Based on Religious Ecopedagogy Fatimah Azzahra; Laily Masruroh
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): 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.v7i2.1380

Abstract

This study aims to analyze the role of Akidah Akhlak teachers in shaping students’ ecological awareness, to identify the forms of ecological awareness developed among students, and to examine how the integration of religious values and instructional practices contributes to environmental character formation within Islamic education. This study employs a qualitative case study design to explore the phenomenon in depth within a natural educational setting. Data were collected through classroom observations, in-depth interviews with key stakeholders including teachers, school leaders, and students, and documentation of institutional programs and learning activities. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing, supported by thematic analysis to identify recurring patterns. Data validity was ensured through triangulation techniques and member checking. The findings reveal that students’ ecological awareness is effectively developed through the integration of theological values into learning processes, supported by teacher role modeling, habituation practices, and institutional programs. Teachers function not only as knowledge transmitters but also as moral and spiritual guides who translate religious teachings into concrete environmental practices. Students’ ecological awareness is manifested through the integration of cognitive understanding, affective attitudes, and behavioral actions, as reflected in their active participation in environmental programs such as waste management, greening activities, and sustainable practices. The study also identifies challenges related to inconsistent behavioral habits among some students, which are addressed through reinforcement strategies combining intrinsic and extrinsic motivation. This study introduces the concept of religious ecopedagogy as an integrative framework that combines Islamic theological values with experiential environmental education. It highlights the role of theological habituation in transforming ecological awareness from conceptual understanding into lived behavior, offering a new perspective that bridges religious education and environmental sustainability. Theoretically, this study contributes to the development of an integrative model that connects cognitive, affective, and psychomotor dimensions within the framework of Islamic education and environmental pedagogy. Practically, it provides insights for educators and educational institutions in designing value-based and experience-oriented learning strategies to foster sustainable ecological character. The findings also offer a reference for developing holistic educational policies that integrate religious values with environmental awareness in addressing global ecological challenges.
Demonstration Method and Students’ Practical Skill Development in Islamic Funeral Management: A Qualitative Study Oki Asra Said; M. Yemmardotillah
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): 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.v7i2.1384

Abstract

This study aims to examine the implementation of the demonstration method in enhancing students’ practical skills in Islamic funeral management, to analyze students’ responses toward its application, and to identify the supporting and inhibiting factors influencing its effectiveness in Islamic Religious Education. Although demonstration-based learning has been widely discussed in previous studies, research specifically addressing its comprehensive application in fiqh al-janāzah remains limited. This study employed a qualitative approach with a case study design, involving 30 participants selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing. To ensure data validity, triangulation and member checking were applied. The findings reveal that the demonstration method significantly improves students’ practical skills across cognitive, affective, and psychomotor domains. The method facilitates experiential learning by enabling students to directly observe and practice procedural stages, thereby enhancing understanding, engagement, and skill accuracy. Students demonstrated positive responses, including increased motivation, active participation, and deeper conceptual comprehension. However, the effectiveness of the method is influenced by several factors, including teacher competence, availability of learning resources, student readiness, time constraints, and psychological aspects. The novelty of this study lies in its holistic analysis of demonstration-based learning in Islamic funeral management, covering all procedural stages while integrating students’ responses and contextual factors. Unlike previous studies that focus primarily on cognitive outcomes or partial aspects of religious practices, this research highlights the integration of cognitive, affective, and psychomotor domains within a constructivist and experiential learning framework in a religious education context. This study contributes theoretically by strengthening constructivist and experiential learning perspectives in Islamic Religious Education and expanding their application to practice-based religious learning. Practically, it provides insights for educators in designing interactive, structured, and practice-oriented instructional strategies that enhance students’ engagement and skills. The findings also offer implications for curriculum development and encourage further research on innovative and adaptive learning models in religious education.
Evaluating Qur’anic Learning in Intensive Religious Programs: An Integrative Perspective on Non-Formal Islamic Education Rahil Annisa; Maya Safitri
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): 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.v7i2.1385

Abstract

This study aims to examine and conceptualize the evaluation of Qur’anic learning within intensive religious programs by analyzing how evaluation practices are implemented as an integrated system in non-formal Islamic education settings. This study employs a qualitative approach using a case study design to gain an in-depth understanding of evaluation practices in a natural context. Data were collected through participant observation, semi-structured interviews, and document analysis involving teachers and students in a Ramadan intensive program. The data were analyzed using thematic analysis to identify patterns, categories, and overarching themes in evaluation practices. The findings reveal that Qur’anic learning evaluation is implemented through four interconnected forms: recitation (tilawah), tajwid, memorization (tahfidz), and tilawatil Qur’an evaluation. These forms are continuously integrated into daily learning through direct recitation, immediate feedback, structured memorization submission, and performance-based activities. The evaluation system reflects a combination of formative and authentic assessment, emphasizing real-time improvement, active learner engagement, and multidimensional skill development. Despite challenges such as limited time, diverse student abilities, and the absence of standardized instruments, evaluation practices remain effective due to intensive teacher–student interaction and adaptive instructional strategies. This study introduces an integrative evaluation perspective that bridges technical (recitation and tajwid), cognitive (memorization), and affective-aesthetic (tilawatil Qur’an) dimensions within a unified framework. It challenges the conventional assumption that evaluation in non-formal Islamic education is informal and fragmented by demonstrating its systematic and pedagogically embedded nature. This study contributes to the advancement of educational assessment theory by extending formative and authentic assessment frameworks into the context of Qur’anic learning. It provides a context-sensitive model of evaluation that can inform the development of more holistic and effective assessment practices in non-formal Islamic education. Additionally, it offers practical insights for educators in designing flexible, continuous, and meaningful evaluation systems that enhance learning quality.
Inclusive Education in Rural Indonesia: Bridging Policy Gaps through Islamic Educational Perspectives on Disability Mukaffan; Isnadi
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): 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.v7i2.1388

Abstract

This study aims to examine the implementation of inclusive education in rural Indonesia by focusing on the policy–practice gap and exploring how Islamic educational perspectives can contribute to bridging educational inequalities for children with disabilities. Specifically, it investigates how structural, socio-cultural, and governance-related factors shape access to inclusive education in peripheral village contexts. This research employs a qualitative approach with a case study design conducted in Wonorejo Village, Banyuputih District, Situbondo Regency. Data were collected through in-depth interviews with key stakeholders, including village officials, teachers, parents, and disability activists, as well as participant observation and document analysis. The data were analyzed using an interactive model involving data condensation, data display, and conclusion drawing, complemented by thematic analysis to identify patterns related to policy gaps, structural barriers, and Islamic educational values. The findings reveal that inclusive education in rural areas is characterized by multi-layered exclusion resulting from geographical isolation, limited infrastructure, weak local governance, and the absence of accurate disability data. Despite the existence of national and regional policies supporting inclusive education, their implementation at the local level remains largely symbolic and administrative. The study identifies a significant policy–practice gap, where inclusive education is not supported by adequate institutional readiness, teacher competence, or accessible facilities. Additionally, socio-economic constraints and cultural factors further limit the participation of children with disabilities in formal education. This study introduces a village-based analytical framework that shifts the focus from school-centered approaches to community and governance-based perspectives in understanding inclusive education. It also offers a novel theoretical contribution by integrating Islamic educational values, particularly justice (al-‘adl), equality (al-musawah), and universal compassion (rahmatan lil ‘alamin), as a normative foundation for inclusive education in Muslim-majority contexts. This study contributes theoretically by bridging global inclusive education discourse with Islamic educational philosophy, empirically by providing evidence from a rural and underrepresented context, and practically by proposing a village-based inclusive education model that emphasizes local governance, data-driven planning, and community participation. These contributions offer a more context-sensitive and culturally grounded approach to addressing educational inequality in rural areas.

Page 15 of 15 | Total Record : 144

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