cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Imron Fauzi
Contact Email
fauzi220587@gmail.com
Phone
+6285258255855
Journal Mail Official
imronfauzi@uinkhas.ac.id
Editorial Address
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
Location
Kab. jember,
Jawa timur
INDONESIA
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 158 Documents
 12   13   14   15   16 
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.
Intuition and the Crisis of Modern Epistemology: Comparative Insights from Mulla Sadra and Henri Bergson for Islamic Education Mustofa, Aulia; Firdaus, Miftahul; Rasyid, Yusuf Nur Rochman
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.v7i2.1386

Abstract

This study aims to critically examine the role of intuition within the crisis of modern epistemology by conducting a comparative analysis of the philosophical thoughts of Mulla Sadra and Henri Bergson. The research is motivated by the dominance of rational-empirical paradigms in contemporary knowledge systems, which tend to marginalize intuitive and non-discursive modes of knowing. Using a qualitative library research approach, this study applies systematic literature review procedures combined with comparative analysis and content analysis based on Krippendorff’s framework. Primary and secondary sources are critically examined to explore the epistemological structures of intuition in both thinkers. The findings reveal that intuition plays a more fundamental and transformative role in knowledge acquisition than traditionally assumed. Mulla Sadra conceptualizes intuition (‘ilm al-hudhuri) as an ontological and integrative mechanism that unifies reason, revelation, and spiritual experience, thereby producing holistic knowledge. In contrast, Henri Bergson positions intuition as a method of direct experience that enables access to the dynamic nature of reality (durée), functioning as either a dominant or complementary alternative to rational analysis. These differences reflect two distinct epistemological orientations: integrative-transcendental (Sadra) and intuitive-phenomenological (Bergson). The novelty of this study lies in its effort to bridge classical Islamic philosophy and modern Western philosophy within a single comparative epistemological framework, while also situating intuition as a response to the limitations of modern rational-empirical epistemology. This study contributes to the development of an integrative epistemological paradigm by demonstrating that intuition can serve as a foundational dimension of knowledge when harmonized with reason and revelation. Furthermore, it offers significant implications for Islamic education by proposing a holistic framework that integrates cognitive, intuitive, and spiritual dimensions in the learning process.
The Effectiveness of Comic Strip–Based Learning Media in Enhancing Students’ Learning Outcomes on Rukhsah in Islamic Education: A Quasi-Experimental Study Putri, Resy Retna; Wirdati
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.v7i2.1387

Abstract

This study aims to examine the effectiveness of comic strip–based learning media in enhancing students’ learning outcomes on the topic of rukhsah in Islamic Education. The research is motivated by the persistent challenges in teaching abstract religious concepts using conventional instructional methods, which often result in low student engagement and limited conceptual understanding. This study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group. The sample consisted of 56 eighth-grade students from SMPN 42 Padang, divided into an experimental group and a control group. Data were collected through pretest and posttest assessments, observation sheets, and documentation. The instruments were validated through expert judgment and reliability testing. Data analysis was conducted using descriptive and inferential statistics, including normality and homogeneity tests, independent samples t-test, and N-Gain analysis. The results revealed a significant improvement in students’ learning outcomes in the experimental group compared to the control group. The mean score increased from 64.75 (pretest) to 90.43 (posttest) in the experimental group, while the control group improved from 64.07 to 81.96. The independent samples t-test showed a significance value of 0.001 (< 0.05), indicating a statistically significant difference between the two groups. Furthermore, the N-Gain score of 77.58% in the experimental group was categorized as highly effective, confirming that comic strip–based learning media substantially enhances students’ understanding of rukhsah. This study offers a novel contribution by integrating comic strip–based visual narrative media into the teaching of Islamic jurisprudential concepts, particularly rukhsah, which has rarely been explored through rigorous quasi-experimental research. It introduces a contextual visual learning approach that bridges abstract religious knowledge with real-life situations. The study contributes theoretically by supporting the Cognitive Theory of Multimedia Learning and constructivist learning principles within Islamic Education. Practically, it provides an innovative instructional strategy for educators to improve student engagement and conceptual understanding. Additionally, it offers empirical evidence that can inform curriculum development and the integration of creative learning media in religious education.
The Effect of Educandy-Based Gamified Learning Media on Students’ Learning Outcomes in Islamic Education: A Pre-Experimental Study in Vocational High School Anggraini, Cici; Alfurqan
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.v7i2.1391

Abstract

This study aims to examine the effect of Educandy-based gamified learning media on students’ learning outcomes in Islamic Religious Education (PAI) at the vocational high school level. Employing a quantitative approach with a pre-experimental one-group pretest–posttest design, the study involved 32 tenth-grade students at SMK Pertanian Pembangunan Negeri Padang. Data were collected using a 30-item multiple-choice test that had been validated and tested for reliability, along with observation sheets to assess affective and psychomotor domains. Data analysis was conducted using descriptive statistics, Shapiro–Wilk normality test, paired sample t-test, normalized gain (N-Gain), and effect size (Cohen’s d). The findings reveal a substantial increase in students’ mean scores from 61.09 in the pretest to 83.56 in the posttest, with a statistically significant difference (p < 0.05). The N-Gain value of 0.58 indicates a moderate level of improvement, while the effect size of 1.54 reflects a strong practical impact. In addition, observational data show that students achieved very good performance in both affective and psychomotor domains. The novelty of this study lies in its integration of gamification-based learning with a multidimensional assessment of learning outcomes (covering cognitive, affective, and psychomotor aspects) within the context of Islamic Religious Education, particularly in vocational schools where such approaches remain underexplored. Unlike prior studies that predominantly focus on cognitive achievement or motivation, this research provides a more holistic evaluation of learning effectiveness. The study contributes both theoretically and practically by extending the application of constructivist, cognitive multimedia, and motivational (ARCS) frameworks into Islamic education contexts, while also offering empirical evidence that gamified learning can enhance not only academic achievement but also student engagement and skill development. Practically, it provides insights for educators and policymakers in designing interactive, student-centered learning environments through accessible digital platforms.
Implementing the Talking Stick Learning Method to Enhance Learning Motivation among Eighth-Grade Students in Islamic Religious Education Triandini R., Afifah; Raupu, Sumardin; Amin, Muh. Agil
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1394

Abstract

This study examines the implementation of the Talking Stick learning method to enhance students’ learning motivation in Islamic Religious Education among eighth-grade students. The research was motivated by low student participation, limited classroom interaction, and the dominance of teacher-centered instruction, which reduced students’ engagement and enthusiasm during learning activities. Therefore, the study aimed to analyze the effectiveness of the Talking Stick learning method in improving students’ learning motivation and classroom participation. This study employed a quantitative approach using Classroom Action Research based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted over two cycles. The participants were 17 eighth-grade students selected purposively based on preliminary observations indicating low learning motivation. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive quantitative techniques. The findings revealed that the Talking Stick learning method significantly improved teacher instructional performance, student participation, and learning motivation. Teacher activity increased from 76.78% in Cycle I to 98.21% in Cycle II, while student participation improved from 64.28% to 91.07%. In addition, students’ learning motivation increased from 65.98% in Cycle I, categorized as moderate, to 82% in Cycle II, categorized as very high. The implementation of participatory and cooperative learning activities created a more interactive, collaborative, and student-centered learning environment. The novelty of this study lies in its emphasis on motivational and participatory dimensions within Islamic Religious Education through the Talking Stick learning method. This study contributes theoretically to discussions on active and cooperative learning, while practically providing teachers with an alternative instructional strategy to strengthen students’ motivation and classroom engagement.
The Implementation of Make-a-Match Cooperative Learning in Improving Elementary Students’ Cognitive Engagement in Islamic Cultural History Learning Jasuli; Ulfa, Maria; Mulyono, Muhammad Riski
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1395

Abstract

This study aims to analyze the implementation of Make-a-Match cooperative learning in improving elementary students’ cognitive engagement in Islamic Cultural History (Sejarah Kebudayaan Islam/SKI) learning. The research focuses on examining the planning, implementation, and evaluation processes of the learning strategy and its impact on students’ participation, interaction, and understanding during classroom activities. This study employed a qualitative descriptive approach conducted at MI Ar-Roudhoh Patrang Jember, Indonesia, involving one Islamic Cultural History teacher and 26 fifth-grade students. Data were collected through classroom observations, semi-structured interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. Data validity was ensured through source and technique triangulation. The findings revealed that the implementation of Make-a-Match cooperative learning significantly improved students’ cognitive engagement and classroom participation. During the learning process, students actively participated in collaborative activities, including searching for matching cards, discussing concepts, answering questions, and explaining historical materials. The method also increased students’ motivation, communication skills, and conceptual understanding of the exemplary story of Uthman bin Affan. In addition, students’ daily test scores improved after the implementation of the cooperative learning strategy, with most students achieving scores above the minimum mastery criterion (Kriteria Ketuntasan Minimal/KKM). The novelty of this study lies in its focus on cognitive engagement within Islamic Cultural History learning at the elementary madrasah level. This study contributes theoretically to the discourse of cooperative learning and student engagement in Islamic education while practically offering an innovative instructional strategy for creating interactive, student-centered, and meaningful learning environments.
Transformative Management of Religious Programs in Islamic Elementary Education Fahmi, Robith
AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 3 (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.v7i3.1397

Abstract

The transformation of Islamic elementary education requires educational institutions to strengthen not only academic achievement but also students’ religious character through sustainable and value based educational management. This study aimed to analyze the transformative management of religious programs in Islamic elementary education, particularly regarding strategic planning, participatory implementation, continuous supervision, and institutional religious culture transformation in strengthening students’ Islamic character at MI Miftahul Mlokorejo Jember. This research employed a qualitative approach using a case study design to obtain an in depth understanding of managerial practices and institutional dynamics underlying the implementation of religious programs within the madrasah environment. Data were collected through in depth interviews, participant observation, and documentation studies involving the madrasah principal, vice principal, teachers, religious program coordinators, students, and parents. The collected data were analyzed using interactive thematic analysis through data condensation, data display, and conclusion drawing, while data validity was ensured through triangulation, member checking, and prolonged engagement. The findings revealed that the transformative management of religious programs was implemented systematically through collaborative planning, participatory implementation, continuous supervision, and sustainable institutional culture transformation. Religious programs such as congregational prayer, Qur’anic recitation, tahfidz activities, Islamic speech training, and charity programs were integrated into the daily culture of the madrasah and contributed significantly to strengthening students’ religious discipline, spiritual awareness, empathy, social responsibility, and Islamic identity. The study further found that teachers’ exemplary behavior, parental collaboration, and institutional religious culture played crucial roles in supporting the sustainability and effectiveness of religious programs. The novelty of this study lies in its focus on transformative management of religious programs at the Madrasah Ibtidaiyah level through an integrative framework combining leadership transformation, institutional culture development, participatory governance, and sustainable religious habituation. This study also contributes theoretically to the discourse of Islamic educational management by offering a comprehensive perspective on transformative religious program management in Islamic elementary education. Practically, the findings provide strategic insights for madrasah leaders, teachers, and policymakers in developing sustainable religious programs capable of strengthening Islamic character formation and institutional transformation within contemporary Islamic educational contexts.

Page 15 of 16 | Total Record : 158

 12   13   14   15   16 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 3 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 2 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 7 No. 1 (2026): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 4 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 3 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 2 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2025): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 2 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2024): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2023): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 4 No. 1 (2023): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 3 No. 2 (2022): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2022): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2021): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2021): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2020): AL-ADABIYAH: Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2020): AL-ADABIYAH: Jurnal Pendidikan Agama Islam More Issue